Participants lacking nutrition counselling skills Participants having inadequate knowledge Participants being future and practising healthcare professionals
| Emphasizing skills building instead of knowledge outcomes (‘let me be skilful’) |
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| Superiors role modelling the delivery of nutrition care (‘I look up to you’) |
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| Participants being future and practising healthcare professionals | Meeting the needs of potential participants of an intervention (‘Ask me what I want’) |
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Participants lacking time to provide nutrition care Lack of payment for providing preventive care Participants having limited access to referral sources and materials for nutrition care Poor investment into nutrition care Lack of supportive office systems to deliver nutrition care Separation of prevention and curative services in the healthcare system
| Addressing structural and systemic factors to make an enabling environment (‘Is my consulting room enabling?’) |
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Structured office environment conducive to providing nutrition-related services Strategies to address lack of support systems Encountering fewer barriers to lifestyle medicine
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| Incorporating technology-based education (‘My computer is a learning tool’) |
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Significant gains of knowledge More positive attitudes towards nutrition care Changed real-time practice behaviour Greater confidence in skills of nutrition counselling Better counselling skills
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Practising healthcare professionals Participants lacking appropriate tools to deliver nutrition care Participants’ personal dietary and lifestyle habits Participants having inadequate training in nutrition Participants not routinely addressing patients’ nutrition problems Existence of structural barriers to providing nutrition care to patients
| Providing participants with local, practical relevant tools and messages (‘Give me tools’) |
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Facilitating the uptake of nutrition messages Changed nutrition practice behaviour Engaging in specific rather than general discussion with patients Giving relevant advice and recommendations to patients Simplifying complex messages
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| Use of non-traditional teaching strategies (‘Using the right strategy for the right job’) |
Capture interest of participants Meet the learning needs of participants Active participation and uptake of knowledge and skills Relevance of learning
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Engaging the management of malnutrition Engaging in exercise and dietary counselling Ability to counsel overweight/obese patients Significant changes in knowledge gains Positive personal health habits of participants
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| Improving self-efficacy (‘I feel that I can do it, so I will do it’) |
Feeling motivated Feeling confident
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Participants having inadequate knowledge Among future and practising healthcare professionals Participants lacking training in diet counselling Lack of patient motivation to change dietary pattern Lack of time
| Improving the personal health habits of healthcare professionals (‘Do as I do’) |
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Greater counselling confidence Intentions to change behaviour Positive healthy lifestyles Engaging in dietary assessment More favourable attitudes towards nutrition counselling
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Low priority given to nutrition Inadequate time dedicated to nutrition Healthcare students Reported inadequate knowledge in nutrition
| Integrating nutrition content (‘Add nutrition to my learning’) |
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Greater recognition of the relevance of nutrition education Increased in the number hours dedicated to nutrition Greater gains in cognitive outcomes
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| Adopting a multidisciplinary approach in intervention design and implementation (‘Working with others’) |
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