Concepts, Theories and Design Components for Nutrition Education Programs Aimed at Older Adults

Abstract

This article examines characteristics of older adult learners and discusses adult education theory and empowerment concepts, along with nutrition education and behavioral change strategies for older adult nutrition education programs. Design components for older adult nutrition education programs are presented. Educational and behavioral change strategies should be selected based on characteristics of the intended audience, including their nutrition needs, wants and desires, and should be based on appropriate theory. Multi-disciplinary research is needed to develop behavioral and educational theoretical frameworks, as well as designs, intervention strategies, and evaluation methods for educational programs that lead to older adults adopting more healthful nutrition practices. This is one of a series of recent literature reviews on nutrition education for older adults.

Multi-professional and multi-dimensional group education – a key to action in elderly persons

“…Group education has the ability to facilitate knowledge exchange instead of knowledge transfer, which could make the participants perceive it as supportive instead of commanding [24]. In a group setting, people can use their wisdom and life experiences in interaction with the other members of the group [49]. Thus, the group setting may offer elderly persons an arena where they can express themselves, empowering them to manage their situation and making them feel like experts.…”

Improving Effectiveness of Nutrition Education Resources for Older Adults

“…(For more information about educational and behavioral change theories as they relate to older adult nutrition education, see the recent review by Higgins and Clarke Barkley, 2003d). Nutrition educators are encouraged to articulate their education and behavior change perspectives and use behavior change theories to clearly identify the processes of change.…”

“…Published findings on older adult nutrition education issues such as difficulties in evaluating outcomes and impacts (Higgins and Clarke Barkley, 2003a), cost-benefits of nutrition education for older adults (Higgins and Clarke Barkley, 2003b), methods for determining nutrition education needs and interests and experiences tailoring education intervention programs to different populations of older learners (Higgins and Clarke Barkley, 2003c); and older adult learning and behavioral change theories, nutrition education/behavioral strategies, and nutrition education program design components (Higgins and Clarke Barkley, 2003d) are discussed in the review series. The purpose of this series is to assist nutrition educators, researchers and health practitioners in familiarizing themselves with recent methods and to discern published strategies and their evaluation.…”

Effect of an empowerment‐based nutrition promotion program on food consumption and serum lipid levels in hyperlipidemic Thai elderly

“…The theoretical intervention of the program was operated through a variety of activities. Educational and behavioral change strategies were selected based on adult education theory, the empowerment concept (Wallerstein, 1992), and the characteristics of the elderly, including their nutrition needs, wants, and desires (Higgins & Barkley, 2003). The empowerment approach was considered to be a question of being a good listener.…”