Community Nutrition in Action: An Entrepreneurial Approach, 6th Edition Solutions manual and test bank Marie A. Boyle | David H. Holben
Instructor’s
Manual[1] for Community Nutrition in Action 6e
Chapter
2 – Assessing Community Resources
Learning Objectives
2.1 Describe seven steps in conducting a
community needs assessment.
2.2 Develop a statement that defines the
nutritional problem within the community.
2.3 Discuss the contribution of the target
population to community needs assessment planning and priority setting.
2.4 Describe three types of data about the
community that can be collected, and indicate where these data can be found.
Lecture Launcher
In
your mind’s eye, picture your hometown. What do you see? What health issues do
you see? What health resources are available within your hometown?
Suggested
Videos/Audio
·
Teamwork
Stages and Styles, 2004, 17 min, Insight Media, (800) 233-9910.
$149.
·
Improve
Health for All: REACH 2010. CDC Podcasts. 4:09 min, http://www2a.cdc.gov/podcasts/player.asp?f=9000#
·
Keeping
the Future Alive. CDC Podcasts. 5:35 min, http://www2a.cdc.gov/podcasts/player.asp?f=6919#
In-Class Discussion
Starters
·
Do you have any experiences with data
collection or conducting a needs assessment?
·
Who might be considered some of the
key informants on campus related to health and nutrition?
·
How might team dynamics influence the
completion of a community needs assessment?
Chapter Outline
I. Introduction
·
The
process of community nutrition assessment is much like the challenge of
producing the “best” photograph of your city.
·
Food
insecurity is the limited or uncertain ability to acquire or consume an
adequate quality or sufficient quantity of food in socially acceptable ways.
II. Community Needs Assessment
·
Community
needs assessment is the process of:
·
Evaluating
the health and nutritional status of the community.
·
Determining
what the community’s health and nutritional needs are.
·
Identifying
places where those needs are not being met.
·
It
involves systematically collecting, analyzing, and making available information
about the health and nutritional status of the community.
·
Health
status refers to the condition of a population’s or individual’s health,
including estimates of quality of life and/or physical and psychosocial
functioning.
·
Nutritional
status is defined as the condition of a population’s or individual’s health as
affected by the intakes and utilization of nutrients and non-nutrients.
·
The
assessment process is sometimes called community analysis and diagnosis, health
education planning, or asset mapping.
·
Its
overall purpose is to provide a better understanding of how the community
functions and how it addresses the public health and nutritional needs of its
citizens.
·
Any
number of factors may trigger the need for a community needs assessment:
·
Existing
data are old or data have never been collected on some segment of the
population.
·
A
mandate by a government agency at the state or federal level.
·
Research
findings provide the impetus for taking action.
·
Availability
of funding serves as the impetus.
·
Organizations
approach community needs assessment by first determining its purpose and then
planning how it will proceed.
·
The
scope of an assessment must be specified because it can be designed to identify
the health and nutritional problems of a large population or it can focus on a
particular subgroup of the community.
·
Regardless
of scope, the purpose of the community needs assessment is to obtain
information about the health and nutritional status of the target population.
A. Basic Principles of Needs Assessment
1. Step 1: Define the Nutritional Problem
a. The community nutritionist develops a concise
statement of the problem of concern.
b. The problem statement is used to help plan
the assessment and motivate other agencies to join the assessment team.
c The problem statement should indicate:
1. Who is affected by the nutritional problem.
2. How many people experience the problem.
3. The impact of the problem on general health
or nutritional status.
4. Areas where there are gaps in the community’s
knowledge of a nutritional problem.
2. Step 2: Set the Parameters of the
Assessment
·
Certain
parameters or elements must be determined before the community needs assessment
is undertaken.
·
The
parameters set the direction for the assessment.
a. Define “Community.” The “community”
might include the people who represent the target population and live within a
certain geographical region.
b. Determine the Purpose of the Needs
Assessment
1. Identify groups who are at risk
nutritionally.
2. Identify the most critical needs and set
priorities among them.
3. Identify the factors that contribute to a
nutritional problem.
4. Determine whether existing resources and
programs meet the needs of the population.
5. Provide baseline information for developing
action plans to address needs.
6. Plan actions to improve nutritional status.
7. Tailor a program to a specific population.
c. Define the Target Population whose health and nutritional status is
affected by many community, environmental, and personal factors.
d. Set Goals and Objectives for the Needs
Assessment
1. Goals and objectives determine the types of
data collected and how they will be used.
2. Goals are broad statements that indicate what
the assessment is expected to accomplish.
3. Objectives are statements of outcomes and
activities needed to reach a goal.
e. Specify the Types of Data Needed,
which depends on the purpose, goals, and objectives of the assessment.
3. Step 3: Collect Data
·
Begin
by first collecting data about the community or environment in which the target
population lives and works.
a. Collect Data about the Community
·
Both
qualitative and quantitative data help describe the community and its values,
health problems, and needs.
·
Qualitative
data include opinions and insights derived from interviews with those people
who are knowledgeable about the community, called key informants, and with
stakeholders who have a vested interest in identifying and addressing the
nutritional problem.
·
Quantitative
data can be derived from a variety of databases, including registries of vital
statistics, published research studies, hospital records, and local health surveys.
1. Community Characteristics
a. Community organizational power and
structures including the key players in local health organizations and
community, business, and media groups.
b. Demographic data and trends such as
sex, age, race, marital status, and living arrangements.
c. Community health, which can include a
variety of health statistics such as the causes and rates of disease,
disability, and death and the population’s health and nutritional problems.
d. Existing community services and programs
that can be used to pinpoint gaps where services are needed.
2. Environmental Characteristics
a. Include
access to medical clinics, transportation, and the availability of
nutritious foods.
b. The USDA’s new Food Environment Atlas allows
one to get a spatial overview of a community’s ability to access healthy food
and its success in doing so.
3. Socioeconomic Characteristics include
the income of families and number of families receiving public assistance,
educational level, literacy rate, and major industries and occupations.
b. Sources of Data about the Community include:
1. Observing the target population in the
community setting, including where people shop for food and their perceptions
of nutritional problems.
2. Networking with colleagues who may be aware
of similar assessments done in other areas.
3. Interviewing key informants such as formal
community leaders, such as the mayor, religious leaders, or members of the
media.
4. Conducting an Internet and library search of
the literature on the nutritional problem, which can locate many types of
demographic and socioeconomic data from the U.S. Bureau of the Census, Bureau
of Labor Statistics, USDA, and DHHS.
5. Locating health statistics and related health
reports from local, county, and state health departments can be helpful.
6. Using data archive services as a secondary
data source can provide a wealth of information.
c. Using
Mapping Tools in Community Assessment can assist in analyzing the community
environment, examining the causes and consequences of public health problems or
concerns, and implementing strategies for improving the situation.
d. Collect Data about Background Conditions. Collect
information about background conditions and the broader environment in which
the community is positioned.
1. National policy can affect eligibility for
food assistance programs, minimum wage levels, distribution of commodity foods,
and other factors important to nutritional status.
2. The broad culture, which is the interconnected
web of human knowledge, beliefs, and behaviors that are learned and transmitted
to succeeding generations, can also influence food intake and nutritional
status.
3. Background information on the community’s or
region’s health status is also important and can be obtained from international
agencies such as the Food and Agriculture Organization and the World Health
Organization.
e. Collect Data about the Target
Population
1. Existing Data. Using existing data
about health statistics and behavior-related information from the National Nutrition
Monitoring and Related Research Program and various public health reports is
the most expedient and cost-effective way.
2. New Data. In some situations new data
may need to be collected about target populations and methods can include
nutrition surveys, health risk appraisals, screening tools, or focus groups.
4. Step 4: Analyze and Interpret the Data
a. Data collected must be analyzed, examined,
and used to diagnose the community.
b. Four steps are involved in making a community
diagnosis:
1. Interpret the state of health of the target
population within the community.
2. Interpret the pattern of health care services
and programs designed to reach the target population.
3. Interpret the relationship between the target
population’s health status and health care in the community.
4. Summarize the evidence linking the target
population’s major nutritional problems to their environment.
5. Step 5: Share the Findings of the
Assessment. Sharing the
findings with other groups and stakeholders is cost-effective, prevents
duplication of effort, and promotes cooperation among organizations and
agencies.
6. Step 6: Set Priorities
a. When several nutrition problems are
identified the question becomes which health outcome is most important.
1. Health outcome refers to the effect of an
intervention on the health and well-being of an individual or population.
2. The best health outcome is improvement in the
nutritional status of the target population.
b. The community nutritionist should utilize
principles that provide guidance in identifying problems of the highest
priority and should compare findings of the community assessment with Healthy
People 2020 objectives.
c. The final decisions about which areas to
address generally reflect the community’s ranking of the importance of public
health problems and its assessment of the probable impact of its interventions.
7. Step 7: Choose a Plan of Action
a. Key findings of the assessment should be
shared with community leaders and other people who are interested in the health
and well-being of the target population.
b. Another action is to use the assessment’s
findings to advocate for a change in legislation or public policy that will
improve the health potential of the target population.
c. Releasing the findings to the media is one
way to increase awareness of the problem and build support for policy changes
that address the problem.
d. A workshop or conference could also be
organized to obtain additional information on the problem or the decision might
be made to alter an existing program, change a marketing campaign, or change
the mechanism for delivering a program.
B. Entrepreneurship in Community Needs Assessment
1. Community nutritionists can apply the
principles of entrepreneurship to community needs assessment by:
a. Developing new strategies for collecting
information about hard-to-reach populations.
b. Forging new partnerships with food producers,
retailers, distributors, and marketers to collect information about dietary
patterns and beliefs at the local level.
c. Developing new methods of assessing
nutritional needs and problems.
2. The Centers for Disease Control and
Prevention’s Healthy Communities Program is an example of entrepreneurship in
community needs assessment.
Test
Bank[1] for Community Nutrition in Action 6e
Chapter
2 – Assessing Community Resources
Learning Objectives
2.1 Describe seven steps in conducting a
community needs assessment.
2.2 Develop a statement that defines the
nutritional problem within the community.
2.3 Discuss the contribution of the target
population to community needs assessment planning and priority setting.
2.4 Describe three types of data about the
community that can be collected, and indicate where these data can be found.
True/False[2]
1. Community needs assessment is the process of
evaluating the health and nutritional status of the community, determining what
the community’s health and nutritional needs are, and identifying places where
those needs are not being met.
a. true
b. false
ANS: a REF: 38 OBJ: 2.1
2. The overall purpose of community analysis and
diagnosis is to get a better understanding of how the community functions and
how it addresses the public health and nutritional needs of its citizens.
a. true
b. false
ANS: a REF: 39 OBJ: 2.1
3. The extent of the community assessment will
vary depending on the scope of the assessment and its target audience.
a. true
b. false
ANS: a REF: 40 OBJ: 2.1
4. A statement of the nutritional problem
indicates who is affected and how many people experience the problem.
a. true
b. false
ANS: a REF: 42 OBJ: 2.2
5. Once your “community” is defined, you will
never need to re-define it for future needs assessments.
a. true
b. false
ANS: b REF: 42 OBJ: 2.1
6. The target population of a needs assessment
always remains constant over the course of the assessment.
a. true
b. false
ANS: b REF: 42|44 OBJ: 2.1
7. An objective should state a single purpose.
a. true
b. false
ANS: a REF: 44 OBJ: 2.1
8. Changes in the demographic profile of a
community can serve as an early indicator of the potential gaps in services or
undetected nutritional problems.
a. true
b. false
ANS: a REF: 45 OBJ: 2.4
9. The infant mortality rate for blacks is half
of the U.S. national average.
a. true
b. false
ANS: b REF: 46 OBJ: 2.4
10. The infant mortality rate is an important
measure of a nation’s health, but is not used worldwide as an indicator of
health status.
a. true
b. false
ANS: b REF: 45-46 OBJ: 2.4
11. The latest census data can provide a wealth of
information regarding sociocultural and economic trends for your defined
community.
a. true
b. false
ANS: a REF: 49|51 OBJ: 2.4
12. A visit to the local grocery store where the
target population shops can help you to learn more about the population’s food
consumption and shopping practices.
a. true
b. false
ANS: a REF: 51-52 OBJ: 2.4
13. The community nutritionist who is active within
the community will more easily identify the key informants within that
community.
a. true
b. false
ANS: a REF: 45|51-52 OBJ: 2.4
14. There is no one right way to begin data
collection for a needs assessment.
a. true
b. false
ANS: a REF: 52 OBJ: 2.1
15. An individual’s culture influences his/her food
intake and nutritional status.
a. true
b. false
ANS: a REF: 56 OBJ: 2.4
16. Existing data that pertains to the identified
target population should not be considered as valid and usable data.
a. true
b. false
ANS: b REF: 56 OBJ: 2.4
17. Using data collected from large-scale
population surveys, such as those conducted by the National Nutrition
Monitoring and Related Research Program, should be considered when determining
the nutritional status of your community.
a. true
b. false
ANS: a REF: 56 OBJ: 2.4
18. National survey data do not always reflect the
nutritional status or food intake of the target population in a particular
setting.
a. true
b. false
ANS: a REF: 57 OBJ: 2.4
19. The Community Nutrition Mapping Project is an
application that combines and aggregates food and nutrition indicators at
geographic levels.
a. true
b. false
ANS: a REF: 54 OBJ: 2.4
20. Sharing the findings of the community needs
assessment with the local media is an example of advocacy.
a. true
b. false
ANS: a REF: 57-58|60 OBJ: 2.1
Multiple
Choice
1. Major approaches to community nutritional
needs assessment include:
a. evaluating existing resources available.
b. evaluating the nutritional status of the
community.
c. examining the needs of the community.
d. all of the above
ANS: d REF: 38 OBJ: 2.1
2. All of the following terms are used to
describe community needs assessment except:
a. health education planning.
b. process planning.
c. asset mapping.
d. community analysis and diagnosis.
ANS: b REF: 39 OBJ: 2.1
3. The condition of a population’s or
individual’s health as influenced by the intake and utilization of nutrients
and nonnutrients is called
a. health status.
b. community needs assessment.
c. nutritional status.
d. nutritional needs assessment.
ANS: c REF: 38-39 OBJ: 2.1|2.4
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