Name: Landawe, Krizna Joie A.

3BSND-A
Subject: NUTRITION EDUCATION
ACTIVITY #1

Instruction: Review and make a reaction paper about the latest results of the NNS and
MTTPAN.

The NNs is a comprehensive survey that is carried out every five years. In the
interim, between the five years, the updating Survey of the Nutritional Status of Children
and Other Population Groups is conducted every two to three years to provide a quick
snapshot of the nutrition situation in the Philippines. Its goal is to provide scientific data
on Filipino nutritional and health status to plan nutrition and development programs and
make timely policy decisions at the national, regional, provincial, and highly urbanized
city levels.
The observed decrease or increase in the prevalence or incidence in the nutrition
indicators that provide us with a picture of the current nutrition situation of Filipinos show
that we still need to double our efforts to address the nutrition problems plaguing the
country to meet both the PPAN in 2022 and the SDGs in 2030.
Name: Landawe, Krizna Joie A.
3BSND-A
Subject: NUTRITION EDUCATION
ACTIVITY #2
Instruction: Write an essay on the “Role of Nutrition Educators in a fast-changing world”

From the mid-1990s to today's farm-to-school movement and emphasis on

healthier offerings, whether it's garden-grown lettuce used in salads or from scratch hot
cooking served fresh, nutrition education has evolved, while nutrition education is far
from standardized or equitable in different areas. Schools across the country are
experimenting with new and innovative ways to engage students in food and nutrition,
particularly during the school day.
Nutrition education, like its educators, has evolved, but it still struggles to find a
permanent place in the community and schools. A well-planned curriculum, combined
with improved school meals, wellness policies, and other activities that reinforce the
message at school, home, and in the community, can help improve student and
individual health and academic success. It sounds like a well-rounded education with
real-life skills that can make a real-life difference.
Name: Landawe, Krizna Joie A.
3BSND-A
Subject: NUTRITION EDUCATION
ACTIVITY #3
Instruction: Draw a Diagram of the Different Factor Affecting Food Behavior.

SOCIAL ENVIRONMENT

INDIVIDUAL *Parental control

 Food preference (taste) *Home Education
 Self-discipline * Social Support (Friends and working
supplies)

 Values, norms, beliefs *Peer Pressure

(ethical or moral)
 State of mind (stress)
 Body image and self
Concept PHYSICAL
ENVIRONMENT
 Dietary knowledge UNIVERSITY * Availability & accessibility
 Time and convenience STUDENTS of (healthy) foods and
*personal priorities EATING cooking supplies
*meal preparation BEHAVIOR
*time *Appeal of foods
 Daily structure/ rhythm * Food and Price
 Past eating habit
 Physical activities level
 Metabolism
 Vitality
MACRO ENVIRONMENT
* Policy and legislation
* Socio-cultural Norms
UNNESITY CHARACTERISTICS and values media
* Residency ;adventure
* Student Societies
* University lifestyle
 * Exams or quizzes
Name: Landawe, Krizna Joie A.
3BSND-A
Subject: NUTRITION EDUCATION
ACTIVITY #4 “Principles of teaching and learning applied to Nutrition Education”

Instruction: Write a learning situation in Nutrition Education where experiential learning

cycle is applicable.

1. Conduct a Nutrition Education activities in school like Nutrition month cooking

contest that promote healthy food.
2. Host a taste test.
3. Hang posters in classrooms, hallway, office and in cafeteria that promote healthy
eating.
4. Plan a fun and interactive family event around nutrition promotion.
5. Plan a healthy and wellness fair to bring in community partners to provide
nutrition resources.
Name: Landawe, Krizna Joie A.
3BSND-A
Subject: NUTRITION EDUCATION
ACTIVITY #5 The Client Groups for Nutrition Education
Instruction: Explain the step-by-step diet counseling that should be done in order to
educate a person about health and nutrition.
The majority of today's healthcare issues are caused by poor nutrition or
overconsumption. More junk food causes acute or chronic diseases, which lead to
unhealthy obesity or eating disorders. Nutritional counseling can provide patients with
vital insight into food-related illness as well as knowledge of how various nutrients such
as proteins, essential oils, and good fats can aid in the treatment of such issues. They
can also help us understand how various bad elements, such as fat, alcohol, and so on,
can affect obesity or make you sick.
Alternatively, the counseling will help you avoid nutrition-related disorders
such as the need to maintain a healthy weight. Counseling can be tailored to meet the
treatment needs of people who have been diagnosed with certain illnesses. It can help
reduce complications or other side effects, thus improving the overall quality of life to
some extent. Prevention is involved at all levels, which include; primary level prevention
entails preventing diseases before they affect you, secondary level prevention occurs
when you already have the disease and want to diagnose it as soon as possible, and
tertiary level prevention occurs solely to prevent or slow the processes involved in
health deterioration.
When planning dietary counseling for someone, there are numerous factors
to consider. When considering the best counseling approach for a person suffering from
a specific illness, keep in mind common food preferences, likes and dislikes, learning
styles, cultural issues, and socioeconomic statuses. Factors that should be assessed
during the process of dietary counseling are; medical history (include assessment of
sickness, biochemical, and other anthropometric measures), dietary assessment
(include dietary analyses), psychological evaluations (include food-related behaviors
and other important attitudes), sociological evaluation, (include cultural practices,
cooking facilities, resources related to financials, family and friends support, etc.,
knowledge of nutrition, readiness for learning or changing and learning style works, and
current exercise and levels of activities.
Effective counseling encompasses a comprehensive workaround and
evaluation that takes into consideration the disease's presence, lipid profiles, blood
pressure controls, and weight history. Other factors to consider include the patients'
lifestyle, the amount of time they have to prepare food, their work schedules, and
personal food choices.
Name: Landawe, Krizna Joie A.
3BSND-A
Subject: NUTRITION EDUCATION
ACTIVITY #5 The Teaching Method
Instruction: Do a research on “Transcultural Therapeutic Communication” on the
following nationalities:

a) Arab
People believe in predestination as a fundamental doctrine in the Islamic faith and
attribute the occurrence of disease to Allah's will. They generally do not regard illness
as a form of punishment, but rather as a means of atonement for one's sins. According
to the Prophet Mohammad (pbuh), "no fatigue, disease, sorrow, sadness, hurt, or
distress befalls a Muslim, even if it is a prick from a thorn, but Allah expiates some of his
sins for that." The belief in predestination does not appear to prevent Saudis from
seeking medical treatment or from taking advantage of readily available preventive
services such as childhood immunization programs.
People believe in predestination as a fundamental doctrine in the Islamic faith and
attribute the occurrence of disease to Allah's will. They generally do not regard illness
as a form of punishment, but rather as a means of atonement for one's sins. According
to the Prophet Mohammad (pbuh), "no fatigue, disease, sorrow, sadness, hurt, or
distress befalls a Muslim, even if it is a prick from a thorn, but Allah expiates some of his
sins for that." The belief in predestination does not appear to prevent Saudis from
seeking medical treatment or from taking advantage of readily available preventive
services such as childhood immunization programs.
Arabs tend to lead unhealthy lifestyles. These include poor nutritional practices,
which lead to obesity, particularly among females, smoking among males, and a lack of
physical activity. Smoking among females is culturally unacceptable in general and is
strongly discouraged in the majority of regions. Chewable tobacco (Shammah), on the
other hand, is widely used by both men and women in Gizan province in the southern
region, contributing to the increased incidence of oral cancers. Alcohol, along with other
illegal drugs, is classified as a prohibited substance under Islamic law (Shari'a). Users of
such substances face prosecution, and those convicted of smuggling face the death
penalty. All sexual contacts outside the marital bond are considered illegal; those found
to have participated in such activities may be socially rejected, and the stigma of lost
honor may follow them for generations. As a result, health care professionals should
exercise caution when questioning females about their smoking history, as such
questions may be perceived as insulting. Inquiries about the consumption of alcohol and
other illegal drugs, as well as a history of engaging in extramarital sexual activities, may
be very offensive to the vast majority of Saudis. If the index of suspicion for such
behaviors was not very high, it is strongly advised to avoid such questions in history
taking.

b) Muslim
Delivering high-quality care to Muslim patients necessitates the understanding of
cultural and spiritual values differences. Diet, modesty, privacy, touch restriction, and
alcohol intake restriction are all significant differences. Muslims make up a sizable
portion of the global population and are the world's fastest-growing religion. During his
or her career, a healthcare professional will almost certainly care for a Muslim patient.
The Muslim faith encompasses a diverse range of ethnicities, each with its perspective
on illness and healthcare. As a result, many non-Muslim healthcare providers face
difficulties in caring for Muslim patients. The Islamic faith can have an impact on
decision-making, family dynamics, health practices and risks, and healthcare utilization.
This activity describes how to care for Muslim patients while respecting their religious
beliefs about health and illness and maintaining confidentiality.

c) British
Time attitudes differ greatly across cultures and can be a barrier to effective
communication between nurses and patients. Time and punctuality concepts, as well as
the concept of waiting, are culturally determined. Clocks and watches are used in
American culture to measure the passage and duration of time. Time and promptness
are extremely important to most health care providers in our culture. For example, they
expect patients to arrive on time for appointments, even if they may have to wait for
health care providers who are late.
The “present” is of the utmost importance in some cultures, and time is viewed in
broad ranges rather than in terms of a fixed hour. The best way to accommodate these
differences is to be flexible with schedules. Value differences can also have an impact
on someone's sense of time and priorities. Responding to a family matter may be more
necessary to a patient than attending a scheduled health care appointment. Allowing for
these various values is critical for maintaining effective nurse/patient relationships.
When a patient is late, scolding or acting annoyed undermines his trust in the
healthcare system, which may lead to more missed appointments or apathy toward
patient education. When a patient is late, scolding or acting annoyed undermines his
trust in the health care system, which may lead to more missed appointments or
indifference to patient teaching.
 d) Chinese
China has established over 300 Confucius Institutes across the globe, which have
had a positive impact on the popularization of Chinese and have served as a platform
for displaying and spreading the excellent traditional culture of the Chinese people.
Western society is gradually accepting traditional Chinese culture. To begin a new
mode of overseas transmission of traditional Chinese culture, it is necessary to fully
utilize this achievement and promote traditional Chinese medicine amid the tremendous
increase in transmission of traditional Chinese culture. We can appropriately incorporate
traditional Chinese medicine contents into Confucius Institutes' teaching and gradually
integrate elements of traditional Chinese medicine into the teaching process, which can
not only enrich Confucius Institutes' school-running contents but also contribute to the
transmission of excellent traditional culture, such as traditional Chinese medicine. On
the one hand, we can integrate traditional Chinese medicine and Chinese language well
in teaching, elaborate the essence of traditional Chinese medicine, and better spread
traditional Chinese medicine culture and knowledge throughout the world. Confucius
Institutes, on the other hand, can spread the culture of health preservation with
traditional Chinese medicine in China through activities such as lectures, seminars,
reports, opening day and week of festivals, thus influencing local medical and health
concepts. By infiltrating communities and residents' daily lives, it is possible to achieve
real-time exchange and feedback, improve understanding of Chinese and the culture of
traditional Chinese medicine in countries along the OBOR, and produce a subtle
influence on local culture.

e) Japanese
Japanese healthcare workers were more likely to spend time building mutual trusting
relationships with patients than South Korean nurses. Others have discovered that the
importance Japanese nurses place on having a strong relationship with patients, not
just as a nursing assistant, but as an individual, may influence this type of behavior.
Furthermore, when compared to nursing in South Korea, Japanese nurses speak to
older patients more familiarly. Again, this behavior is most likely a result of their close
relationships with their patients. However, one Korean participant pointed out that using
casual language with an elderly patient is considered disrespectful in South Korea. The
potential cultural mismatch between the hospital staff and the patient's cultures
emphasizes the importance of cultural sensitivity. Japanese nurses must learn about
different cultures to avoid causing stress for non-Japanese patients in Japan. In today's
global society, all healthcare workers must be aware of the cultural implications of their
behavior.
f) Korean
g) • Your patient may follow Buddhist or Confucian doctrine, viewing illness and
death as a natural part of life. • Symptoms may be seen as bad luck, misfortune
or the result of “karma”– payback for something they did wrong in the past. • Your
patient’s illness may be a response to stress in the family and other interpersonal
relationships. • Health may be viewed as finding harmony between
complementary energies such as cold and hot, female and male and dark and
light. These forces are called “yin and yang.” - Ask your patient, “What do you
call your problem? When did it start? What do you think caused the problem?
Have you taken any medicines or folk medicines (herbs)? What results have you
had from the medicines or herbs? Do you believe the illness is serious? How is
your life going lately? Are you experiencing more stress, disagreements, and
misunderstandings?” • Many patients seek medical care from hanui, a traditional
herbal doctor. Hanyak or herbal medicines are widely used. Ginseng is a popular
herb. - Build bridges between folk medicine and western care: when considering
folk practices, determine when the remedies are beneficial, neutral, or harmful.
Incorporate beneficial and neutral remedies into the plan of care. Consider
potential drug interactions. Understanding the Relationship Between Physical
and Mental Illness • Physical complaints are readily accepted. Mental illness is
viewed as stigmatizing and threatening. As a result, psychological and social
stress may be experienced bodily. • Hwabyung is an example of a Korean
culture-bound illness, common in women. The cause of this illness is suppressed
anger or intolerable tragic situations. Symptoms of hwabyung include a perceived
stomach mass, palpitations, heat sensation, flushing, anxiety and irritability. •
Your patient may believe that talking about the situation can relieve symptoms. -
The Social Worker in your clinical area is a resource to help with referrals and
other ways of addressing social stress issues. Helping Your Patient Understand
Medications • Your patient may believe that western medicine is too strong and
may not take the full dose or complete the course of treatment. Your patient may
cut the dose in half or stop taking the medicine whether or not they feel better. -
Explain that the dose is customized for your patient’s height, weight and
metabolic needs. Describe the need to take the full dose whether your patient
feels better right away or not. Ask open-ended questions to ensure
understanding. - Alert: Be aware that your patient may have some enzyme
deficiencies that require a reduction in medication dose. Contact inpatient or
outpatient pharmacy for a consult on medications.
h) How are medical decisions made in the Korean culture? Making Decisions About
Health Care • Consult with the family in cases of serious or terminal illness. While
the decision making is family focused, the husband, father, eldest son, or
daughter may have the final say. The eldest male is often the spokesperson. -
Ask your patient whom they want included in medical decisions. If the patient
does not want to make medical decisions for themselves, let them know they
 need to prepare a Durable Power of Attorney for health care. - When possible,
engage the whole family in discussions that involve decisions about care.
Managing Medical News • Bad medical news is often shielded from the patient.
The family may believe that the patient is in no condition to make a decision and
that bad news dissolves hope. - Ask your patient whom he/she wants included in
medical decisions. • Because of traditional Korean values of loyalty, the patient
may trust that the parents and family will make the best decision for them.
Therefore, advance directives may seem unnecessary to the patient and family. •
The informed consent process may be a new experience for your patient. - If it is
your patient’s first experience with informed consent, explain its purpose. What
are the Korean culture’s norms about touch? Understanding Norms About Eye
Contact and Body Language • Do not expect sustained direct eye contact. When
you first meet your patient he or she may frequently look at you when you are not
looking to become more comfortable. • Handshakes are appropriate between
men; women do not shake hands. Respect is shown to authority figures by giving
a gentle bow. Understanding Personal Space • Your patient may highly value
emotional self-control, appearing stoic. Be aware that your patient may not show
pain or ask for pain medications. Instead of asking your patient about pain, ask,
“May I get you something for pain?” • Respect of your patient’s desire to keep
emotions in control when asked about upsetting matters. Understanding Norms
About Modesty • Consider the modesty of women and girls when giving a pelvic
exam. Many young women are modest about having an exam and may prefer a
female doctor to do it. In some cases, your patient may refuse a gynecologic
exam from a provider of either gender. • Before you begin a gynecological exam,
it is important to ask your patient, “May I examine you?” • Ask your patient if she
prefers a female doctor, attendant, or interpreter to remain in the room during the
exam. What is unique about this patient and family that you will not learn from
culture tips or information? There are cultural differences based on age, ethnic
group, generation, migration wave, and length of time away from Korea.

i) African

Communities are become increasingly multicultural and ethnically disparate and

dentists need to be alert to the diverse challenges this may bring to their practices. This
is particularly true for South Africa where transcultural and language barriers continue to
compromise a large proportion of the population in their access to health services and
quality dental care. These challenges may lead to misunderstandings, communication
problems and on occasions, breakdowns in the professional relationships which have
little or nothing to do with the dentistry itself. Transcultural issues need to be managed
with fairness, sensitivity and respect. The Patients' Rights Charter provides that patients
should have access to health care and the right to health information that includes
guidelines on the availability of health services and how best to use those services.
Further, such information shall be in a language understood by the patient. The National
Health Act (Act 61 of 2003) emphasises this latter requirement and states that "The
healthcare provider must, where possible, inform the user, as contemplated in
subsection (1), in a language that the user understands and in a manner which takes
into account the user's level of literacy".

Language barriers have been found to decrease work efficiency and the
provision of holistic treatment. In addition, it makes communication time-consuming
which increases frustration levels and decreases empathy and approach-ability. A first
step in addressing these challenges is to develop a proactive understanding of all those
with whom we come into contact in our professional capacity, and whose background is
different to our own. Clinicians, patients and staff often do not use their first language to
communicate at work. The nature or location of a practice may be such that a diverse
mix of patients presents for treatment. However, it the onus is on the health professional
to bridge cultural, ethnic and potential social divides. The ability to communicate
effectively and to make an effort to do so - whatever the difficulties - is a demonstration
of respect for the patient.

Good communication has long been acknowledged as the cornerstone of the

health professional-patient relationship and plays an important role in the quality of
health care delivery. Despite this being the era of "patient-centred" care, many continue
to have a reduced ability to participate in decision-making about their care and in doing
so their autonomy is disrespected. These impediments also result in a power shift that
favours the health professional. The inability to communicate can be a traumatic and
fearful experience and studies have shown that language barriers result in increased
avoidance behaviour which may result in late presentation by the patient and adds to
their uncertainty and emotional stress. In addition, miscommunication can result in
increased errors both in diagnosis and in management -resulting in decreased patient
satisfaction and less compliance with education and treatment.

Language cannot be isolated from culture and some cultural competency by

dental practitioners is important, engendering greater patient respect. In some cultures it
is a sign of respect not to question a doctor or dentist even if the patient has not
understood what has been said! In many instances, there are wide cultural differences
in body language, with different emphases being placed upon certain postures, signs
and gestures in various cultures. What may be acceptable and normal in one culture
can be grossly offensive in another! An understanding of and a sympathetic response to
these differences can dramatically reduce the potential risk of miscommunication.

The quality of a patient consultation relies on the different cultural lenses and
world views of the patient and the dentist. A study on doctor-patient interactions on the
outcomes of chronic diseases found that three aspects of communication had a critical
link to patient outcomes: the amount of information exchanged between the patient and
physician, the rapport between the patient and physician and the patient's control of the
dialogue.8 Speaking and understanding the language of the patient allows for this.
Cultural competence is necessary for providing appropriate care in the language of the
patient and developing rapport, understanding and respect. Language translation is
complex and training is necessary as bilingualism does not always result in effective
translation. The use of family members, cleaners, administrative staff or other patients is
not ideal. It affects patient confidentiality. The expense of hiring interpreters is an
important consideration but the cost of not using interpreters may be even greater. 9

Professional ethical standards do not tolerate acts of discrimination directed

towards the patient. The Health Professions Council states that all "Health-care
practitioners should be aware of the rights and laws concerning unfair discrimination in
the management of patients or their families on the basis of race, culture, ethnicity,
social status, lifestyle, perceived economic worth, age, gender, disability, communicable
disease status, sexual orientation, religious or spiritual beliefs, or any condition of
vulnerability such as contained in health rights legislation”, Allegations of a lack of
respect or discrimination should be avoided by taking care to deal fairly and equitably
with all patients, regardless of ethnic origin, religion or other issues so that no individual
is treated differently or less favourably, To do this, practitioners would need to invest
time and effort to develop a better understanding of the ethnic and cultural background
of both patients and staff, They need to be cognisant of situations where words and
actions may be misinterpreted as being discriminatory or offensive to someone from a
different ethnic background, Interactions where misunderstandings could lead to
disagreement or conflict should be anticipated and avoided, Extra care and time needs
to be taken when communicating with patients whose first language is not customarily
used in the practice, or when dealing with those who may be unfamiliar or
uncomfortable with treatment procedures for a variety of different cultural or religious
reasons, Where practices are located within a multicultural, multi-ethnic community, it
may be appropriate to select staff who are culturally and linguistically capable to
understand specific transcultural issues, thereby enabling the practice to provide a
much better overall quality of service and care to its patients.

j) French
Verbal

 Communication Style: The way a French person communicates is often

determined by their social status, level of education, their age and which part of the
country they were raised in. Tone and choice of words will vary among these factors.
Generally, they will communicate in French, but some may use their regional dialect.
 Direct Communication: The French tend to be very direct. One reason for this
is that the French language is quite precise; thus, it is difficult not to be direct when
using it. This direct style of communicating has often been misunderstood as rude
by expatriates or tourists, especially if one is not used to forthrightness.
This direct communication style is seen by the French as diplomatic and polite rather
than ill-intentioned.
 Debating: The French generally dislike public disagreements or disputes, but
enjoy a controlled debate. Logic will often dominate their arguments and many
 French people tend to extensively analyse the matter under discussion. They may
recognise something illogical said by the opposition, and informed rebuttal is
generally appreciated.
 Compliments: Compliments are often appreciated, but will usually be received
by humble denial instead of a ‘thank you’.
 Formality: In French, there are different forms of expression that indicate the
level of courtesy and formality. The polite form of speech is to address people in the
formal form of ‘you’ (known as ‘vous’). The informal address known as ‘tu’ is used in
a variety of contexts. Generally, it is considered disrespectful to use ‘tu’ when first
meeting someone, if someone is older, or if someone is of higher social status. It is
also common in Francophone countries.
 Humour: The French tend not to tell punchline jokes. They prefer witty, satirical
and ironic humour. Humourous stories of real-life situations are appreciated as well
as self-deprecating humour.

Non-Verbal

 Physical Contact: Touching during a conversation is accepted and considered a

sign of affection only once you have reached a degree of familiarity. Young people
will often engage in public displays of affection, such as embracing or kissing.
 Personal Space: An arm’s length of distance or a bit closer is an appropriate
amount of personal space. 
 Eye Contact: Direct eye contact is understood as a form of respect. It is
considered to be extremely rude not to make and maintain eye contact.
 Gestures: French people tend to use the ‘thumbs up’ sign to indicate ‘okay’.
Making a circle with the thumb and index finger means ‘zero’ in France.

k) Spanish
Verbal

 Direct Communication: Spaniards generally have a direct communication style.

They tend to speak very openly and are comfortable showing emotion. This can give
some foreigners from more reserved cultures the impression that Spaniards are very
confident people, leading them to make decisions under this assumption when this
may not necessarily be the case. You can expect Spaniards to offer honest answers
to sincere questions. They speak clearly about their point and generally like to leave
an interaction having voiced all their opinions. In return, they expect similar honesty
from their conversation partner and hence may fail to read into understatements. It is
important to avoid ambiguity and indirect speech.
 Requests: The Spanish phrasing of requests is generally quite direct. For
example, in Castilian (Spanish), someone would commonly ask for a coffee by
saying “Would you give me a coffee?” (Me pones un café?) or “Give me a coffee,
please” (Ponme un café, por favor). This differs from many places in the English-
 speaking West where it is more common to use conditional expression and polite
forms, e.g. “Could I please have a coffee?”. 
 Common Courtesy: Consider that ‘Please’ and ‘Thank you’ are not said as
habitually in Spain. This is not intended to be rude. Rather, some Spanish may find it
a bit excessive to express profuse gratitude and politeness throughout everyday
exchanges.
 Silence: Consider that Spaniards can struggle to stay quiet for long durations of
time. They are not particularly comfortable with silence in social situations. If
conversation does fall quiet, it may be perceived to reflect badly on the relationship
with the conversation partner.
 Informality: There are different forms of expression in Spanish that
communicate varying levels of courtesy and formality. The polite form of speech
involves addressing people in the formal form of ‘you' (known as ‘usted’). This was
once once used to mark social distance between superiors and inferiors, even within
the family. However, today it is not commonly used in day-to-day conversation. Most
Spaniards tend to use the informal pronoun ‘tú’ in most situations.
 Inverted Question Marks: In the Spanish and Catalan languages, questions are
written with an inverted (or upside-down) question mark at the beginning of the
sentence. For example: ¿Cuántos años tienes? (How old are you?).
 Interruption & Volume: It is common and acceptable for friends to interrupt and
talk over one another as people get excited about conversation. In some cases,
people may shout to be heard. This is not necessarily rude but indicates full
engagement with the discussion. One often hears Spaniards call out and even heckle
during speaking engagements and performances. This is expected to be taken in
jest.
 Swearing: Swearing is common and generally acceptable among friends. 
 Humour: Spaniards love to joke throughout conversation. People often have
many funny stories that they are prepared to tell to liven up a room. However, be
aware that it is not common for people to ‘banter’ by poking fun at each other in
critical ways. It is best not to angle humour too personally at the expense of those in
the room. 

Non-Verbal

 Personal Space: Spaniards generally keep about half a metre of personal space

from one another. Men are generally less protective of their personal space than
those in the English-speaking West. Nevertheless, women are generally more
comfortable with closer proximities.
 Physical Contact: The Spanish tend to be quite tactile and expressive with
physical touch. Open displays of affection between couples are common and
acceptable. It is common to see people walking hand-in-hand, or friends walking
together with their arms interlocked. Among friends, people may nudge your arm,
elbow or leg to reinforce their points in conversations, put an arm around your
shoulder in camaraderie or hold both your shoulders to show deep appreciation.
Some people may even casually finger the lapel of another person’s clothing, or
neaten their attire for them. All these moments of physical interaction are meant to
 signify friendly affection and approachability. Spanish men tend to be less guarded
about physical contact with other men than those from English-speaking countries.
 Eye Contact: Direct eye contact is expected during conversation in Spain.
 Body Language: Spaniards may gesticulate more in general conversation. They
tend to be quite demonstrative with their expressions, using their hands to emphasise
their points.
 Beckoning: The most common way to beckon another person is to hold one’s
hand up with the palms facing upwards and waving one’s fingers towards one’s self.
Avoid using a single index finger alone as this can have suggestive tones.
 Pointing: Avoid directly pointing at people with the index finger. This is
considered rude.
 Gestures: People may give one another a nonverbal cue to alert those around
them if they see someone that they suspect is a thief. This involves extending a hand
out and lightly touching each finger to the palm.
Name: Landawe, Krizna Joie A.
3BSND-A
Subject: NUTRITION EDUCATION
ACTIVITY #7 Planning and Implementing a Nutrition Education Program

1. Who is the client groups in nutrition education?

Answer: Nutrition education client groups can be divided into three categories: primary,
secondary, and tertiary.

2. How do you select subject matter content for each client group?

Answer: The options for selecting subject matter content for each client group are
numerous and diverse. These include schools, communities, families, professionals,
and laypeople in all settings, hospitals, and clinics, and the business and industry
sector. Nutrition education was integrated into the curriculum at the elementary,
secondary, and tertiary levels. Nutrition education is required for Purok and barangay
level health and extension workers in the community. Nutrition education is also
provided by professionals in clinics and hospitals. Corporate wellness should
emphasize nutrition education in the business and industrial sectors, and most
importantly, the family, which is the foundation of society, should be provided with
adequate nutrition education due to the importance of nutrition to health, development,
and well-being. The nutrition message for these groups varies depending on their needs
and the behaviors or practices that nutrition educators want the target groups to adopt
to improve their health and well-being. The target populations should actively participate
in the nutrition education process rather than simply receiving information.

3. What are the six stages or phases in nutrition education planning?

Answer:

Step 1: Gather and Synthesize Information on the Nutrition Situation

 Step 2: Determine Initial Program Goals and Objectives
Step 3: Review Health and Nutrition Services
Step 4: Preliminary Program Design: Prevention
Step 5: Preliminary Program Design: Recuperation
Step 6: Putting It All Together

4. What are the guidelines and principles to consider during each stage of
planning?

Answer:
Step 1. Identify what is the situation, determine what is making situation better
and what is making it worse.
Step 2. Ensure programs goals, providing overall direction for a program over a
long period of time
Step 3. Clarify the contribution of each component of the plan to its objectives,
identify gaps, ensure adequate resources, and ensure consistency with the
situational assessment findings.
Step 4. Identify priority intervention areas and think the best way to deliver the
priority interventions.
Step 5. Recuperative programs should be integrated into the overall
preventive program.
Step 6. Put the various options together to prioritize and decide on the best
combinations of approaches to implement in the program area.

5. How do you evaluate nutrition education programs?

Answer: Outcome evaluation methodologies are simply a comparison of the target

audience's awareness, attitudes, and behavior before and after the program. One of the
most important steps in evaluating nutrition education programs is determining which
programs produce the best results per unit of cost.

6. Why is it important to share what has been learned in the implementation of a

nutrition education project?

Answer: It is important to share what has been learned in the implementation of

nutrition education project because it can address a wide range of situation and
problems for example they can encourage beneficial dietary habits and practices like
breastfeeding or increasing intake of certain foods. They can provide information
about the appropriate use of new, locally unfamiliar foods, can raise awareness of
the particular nutritional needs of certain groups of people and how those needs can
best be met from available foods, can communicate the appropriate means and
behavior for preventing food-borne illnesses, inform the public about the availability
of nutrition information sources abs teach them how to use them, and form part of
essential life skills.