Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Rethink Your Drink - Class Presentation

No description

Lindsay Davis

on 13 August 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Rethink Your Drink - Class Presentation


prior knowledge with multiple-choice questions,
reward participation
with prizes
& Outcome
Short Term:
Measure knowledge of sugar content before & after the presentation utilizing a multiple choice questions
Ask participants to rank beverage in order of most to least sugary.
Long- term
Evaluate strategies on a community level would involve self-report surveys on nutritional habits, BMI evaluation, and diabetes monitoring.

A 2009 UCLA study found that adults who drink at least one sugar sweetened beverage per day are
27% more likely do be overweight or obese
(Babey et al., 2009).
PHNs & Community Health Teaching
57.7% of SPA1 adults drink at least one soda or sweetened drink a day. This is
22.2% above the national average
of 35.5%.
Rethink Your Drink
Target Population
We chose to educate the women and families at the Antelope Valley Prenatal Clinic about the importance of reducing sugar-sweetened beverage intake during pregnancy.
Education Tactics
& Rationale

David Kolb (1984, 2005) identified four different learning styles: Diverging, assimilating, converging, and accommodating.

Our target audience: Converging and Accommodating Learners

Converging Learners- like to apply what they have learned for its practical use and find solutions. They also tend to be more drawn to technology than people.

Accommodating Learning- like to learn from hands on experience.

Source: Kolb, D (1984, 2005)

We assessed prior knowledge with multiple-choice questions and rewarded participation with prizes
A Community Teaching Plan Analysis
By: Lindsay Davis & Anniesha Thomas
Additional Population Demographics:
16.9% unemployed, 27.3% receiving food stamps
26.7% report "fair" or "poor health
34.8% of adults are obese (BMI >30)
10.7% of adults diagnosed with diabetes,
40.6% diabetes death rate
(national average is 20.8)
Smith, M. K. (2001, 2010). ‘David A. Kolb on experiential learning’,
the encyclopedia of informal education. [http://infed.org/mobi/david-a-kolb-on-experiential-learning/. Retrieved: 7-11-14]

Kolb, D. A. (1995) Organizational Behavior:
An Experiential Approach to Human Behavior in Organizations 6e, Englewood Cliffs, NJ: Prentice Hall.

Babey, S.H., Jones, M., Yu, H., & Goldstein, H. (2009). Bubbling over: Soda
consumption and its link to obesity in California.
UCLA Center for Health
Policy Research
. UCLA: UCLA Center for Health Policy Research. Retrieved
from: https://escholarship.org/uc/item/1fj3h5cj

Chen, L., Hu, F. B., Willett, W., Yeung, E., & Zhang, C. (2009, December).
Prospective study of pre-gravid sugar-sweetened beverage consumption
and the risk of gestational diabetes mellitus.
Diabetes Care, 32
2236-2241. doi: 10.2337/dc09-0866

Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D. (2013). Maternal
Child Nursing Care (5th ed.). St. Louis: Elsevier.

Schaffer, M.A., Garcia, C.M., Schoon, P.M. (2011).
Population-based public health
clinical manual: The Henry Street Model for nurses
. Indiannapolis, IN: Sigma
Theta Tau International.

Vasanti, M.S., Popkin, B.M., Bray, G.A., Després, J., Willett, W.C., & Hu, F. (2010).
Sugar-sweetened beverages and risk of metabolic syndrome and type 2
diabetes: A meta-analysis.
Diabetes Care 33
(11), 2477-2483. doi: 10.2337/
• Adults who drink sweetened beverages are at a significantly higher risk for developing type 2 diabetes. A 2010 study found that
adults who drank 1-2 sugar sweetened beverages per day were 26% more likely to develop metabolic syndrome or Type 2 Diabetes Mellitus
(Vasanti et al., 2010).
Defining the Problem & the Target Population
Teaching Plan Rationale
& Development
• A 2009 study published in Diabetes Care found that women who drank 5 or more sugar-sweetened beverages a week were at an elevated risk for developing gestational diabetes (Chen et al., 2009).
• Women who develop gestational diabetes mellitus (GDM) are more likely to develop GDM in subsequent pregnancies and Type 2
diabetes mellitus later in life
(Perry et al., 2013).
• PowerPoint
visual presentation
to educate about
- health consequences of too much sugar intake
- complications of diabetes and gestational diabetes
- benefits of drinking water to quench thirst
- alternatives to drinking soda & ways to cut down
- easy exercise techniques to burn off the calories
- brief review of lessons learned
• Live
of an easy and effective exercise you can do indoors: jumping rope!
• Thanking participants for their time with free bottled waters
Community Health
Nursing Diagnosis:
Risk for Imbalanced Nutrition: More Than Body Requirements among Antelope Valley Adults related to excessive consumption of sugary or sweetened beverages as evidenced by
high rates of obesity and deaths from diabetes complications.
We educated Antelope Valley adults about:
Sugar contents of popular beverages
Recommended daily caloric intake
We promoted & identified healthier options for our targeted population:
Water instead of soda (water is free!)
Alternatives to soda or ways to decrease intake
Indoor Exercise
Jumping Rope was our preferred exercise for our target population due to the large number of calories burned and the added option to remain cool indoors.
We targeted health information towards specific population.

Active learning is best. Have the learner demonstrate or repeat learning.

We avoid overwhelming the audience by sending clear messages that were easily understood.

Based content on the best research evidence.

Used multiple methods to assess understanding of content, such as questioning and demonstration

We considered the learning style predominant for our target group
Source: Smith, M. K. (2001, 2010)
Full transcript