Design of Culturally and Linguistically Tailored Nutrition Education Materials to Promote Healthy Eating Habits among Pakistani Women Participating in the PakCat Program in Catalonia
Abstract
:1. Introduction
2. Materials and Methods
2.1. Cultural and Linguistic Adaptation of Nutrition Education Material for the Intervention Group
2.1.1. Session 1: Why Us? The Most Common Health Problems of the Pakistani Population
2.1.2. Session 2: Food Myths and Beliefs: What Does Science Say?
2.1.3. Sessions 3: What Is a Healthy Diet?
2.1.4. Sessions 4: The Value of Our Traditional Pakistani Diet
2.1.5. Sessions 5: Small Changes to Eat Better (MORE)
2.1.6. Small Changes to Eat Better (CHANGE)
2.1.7. Small Changes to Eat Better (LESS)
2.1.8. Let us Plan Our Weekly Food Purchase!
2.1.9. How to Plan a Balanced Menu?
2.1.10. Photovoice
2.2. Cultural and Linguistic Adaptation of Nutrition Education Material for the Control Group
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Stage of Change | Objective | Process of Change | Session |
---|---|---|---|
Pre-contemplation | Raise awareness of the problem by stimulating the possibility of change | Consciousness raising | 1. Why us? The most common health problems of the Pakistani population |
Dramatic relief | |||
Self-reevaluation | 2. Food myths and beliefs: What does science say? | ||
Contemplation | Decant the scale towards change | Consciousness raising | 3. What is a healthy diet? |
Self-reevaluation | |||
Self-reevaluation | 4. The value of our traditional diet | ||
Environmental reevaluation | |||
Preparation | Reinforce knowledge to facilitate the change | Consciousness raising | 5. Small changes to eat better (MORE) |
Counterconditioning | |||
Self-liberation | 6. Small changes to eat better (CHANGE) | ||
Counterconditioning | |||
Self-liberation | 7. Small changes to eat better (LESS) | ||
Counterconditioning | |||
Action | Effectuate the change by promoting self-efficiency | Counterconditioning | 8. Let’s plan our weekly food purchase! |
Stimulus or environmental control | |||
Counterconditioning | 9. How to plan a balanced menu? | ||
Stimulus or environmental control | |||
Maintenance | Maintain the change | Helping relationships | 10. Photovoice |
Social liberation | Acquisition of the role of promoting agent of healthy eating habits for the rest of the community. |
Sessions | Final Material | Dietician’s Observations | Participants’ Feedback |
---|---|---|---|
1. Why us? The most common health problems of the Pakistani population | A brief habit change sheet in Urdu and Catalan where participants could write down the lifestyle changes that they want to achieve. Type of material: Own elaboration. | The PowerPoint presentation helped raise awareness among the participants. They were surprised by the exposed data and felt identified with the people from the videos. Through the habit change sheet, they were able to reflect and record the healthy changes they wanted to incorporate into their lifestyle. | Participants were satisfied with the material of the session. They appreciated the Urdu translation of it. The videos of SA people who improved their health by incorporating small changes in their lifestyle were highly appreciated by the participants. |
2. Food myths and beliefs: What does science say? | An infographic in Urdu and Catalan that contained an explanation based on scientific evidence regarding all the discussed myths and beliefs. Type of material: Own elaboration. | The infographic allowed to discuss and demystify the myths and beliefs in an orderly way. The part of the infographic that highlighted the dietary aspects for the different stages of women’s lives particularly captured their interest. | Participants liked the infographic about myths and beliefs finding it visual, complete, and easy to understand. They found the content of the infographic very appropriate, which demonstrated the scientific explanation of their beliefs without disparaging or judging them. |
3. What is a healthy diet? | A visual booklet of serving size and frequency of different food groups translated into Urdu and Catalan. Type of material: Adapted from the existing material | The PowerPoint permitted to explain the concept of macro and micronutrients in a simple and efficient way. The designed activities facilitated the interaction between participants and allowed us to evaluate the acquisition of the content. | Participants appreciated the use of Pakistani food for the explanation of the concept of portion size and frequency of consumption. They found the designed activities very simple and effective to revise the content worked during the session. They considered the booklet very visual and convenient for everyday use. |
4. The value of our traditional Pakistani diet | A visual booklet in Urdu and Catalan with the explanation of the healthy plate’s structure along with 18 examples of different healthy plates elaborated with Pakistani food. Type of material: Adapted from the existed material | The Urdu translation of Harvard’s Healthy Eating Plate and its application to the Pakistani diet allowed the participants to perfectly understand its structure. Through the projected material participants were able to recall the positive aspects of the traditional Pakistani diet. | Participants easily comprehended the structure of the healthy plate, finding it simple, practical and suitable for them. They appreciated the presented examples of healthy plates finding them delicious, quick to prepare and adapted to their diet. They greatly appreciated the booklet of 18 healthy plates. |
5. Small changes to eat better (MORE) | A short recipe book in Urdu and Catalan with 18 simple and easy recipes of healthy snacks. The recipes are based on fruit, vegetables, legumes, and nuts. Type of material: Own elaboration. | The translation and cultural adoption allowed the participants to understand the recommendations of a local nutrition guide. The video recipes helped them to understand how they can put the proposed suggestions into practice. Through the guide recommendations and some video demonstrations, they were able to know about a large variety of exercises considering their age, strength and mobility. | Participants found the PowerPoint very visual, simple, and easy to understand. After understanding the guides’ recommendations, they agreed with them. The video recipes from Spanish and Pakistan food channels were highly appreciated. They found them easy to prepare and adapted to their taste. |
6. Small changes to eat better (CHANGE) | The PowerPoint presentation in Urdu and Catalan allowed proposing healthy changes in a simple and organised way. However, some participants seemed a little confused to locate the suggested grocery stores where they could buy different types of flour and fresh and local products. Through the activity of elaborating healthy snacks, participants learnt to make different Pakistan, Middle East, and Mediterranean snacks more healthily. | With the adapted PowerPoint presentation, participants were able to understand all the suggested changes in the nutrition guide. They found the healthy snacks activity very useful and entertaining which allowed them to put into practice the acquired knowledge during the previous session. They appreciated the recipe book finding it visual and practical. | |
7. Small changes to eat better (LESS) | A booklet in Catalan and Urdu with explanations and examples to analyse and interpret the food labels. The booklet also contains instructions to elaborate a list of daily or weekly food purchases. Type of material: Adapted from the existing material | The PowerPoint presentation of the session allowed us to discover and discuss all the doubts of the participants related to the consumption of red and processed meat. It also enabled us to explain the theoretical part related to the analysis and interpretation of food labels. | Participants were satisfied with the material of the session. They easily learnt the basic concepts to read and interpret the nutrition labels of the products and they were eager to analyse their favourite products. |
8. Let’s plan our weekly food purchase! | The theoretical-practical format of the session permitted the participants to put into practice the acquired concepts during the previous session. The booklet allowed them to revise the theoretical part of the analysis and interpretation of food labels. They also learnt how to access the web pages of local markets and analyse and buy different products. | Participants enjoyed the different activities of the session which allowed them to know about the purchasing of healthy options for all the food groups. Some women with a limited educational background found this session a little difficult to understand. | |
9. How to plan a balanced menu? | A booklet with 7 visual examples of daily healthy menus elaborated with healthy snacks (session 5–6) and healthy plates (session 4). Type of material: Own elaboration. | The adaption of the menus to the dietary pattern of participants facilitated the comprehension of the content. The visual examples of the daily menus were greatly appreciated by them. The material permitted them to learn to elaborate the personalised menu for themselves. | Participants appraised the worked material finding it very visual and easily comprehensible. They found the examples of menus realistic, practical, and easy to follow. They were grateful to have a printed booklet of visual examples of menus. |
10. PhotoVoice | A PowerPoint with 70 healthy plates elaborated by the participants. Type of material: Own elaboration. | The participants presented their plates confidently in different languages. Some of them were moved to tears while expressing the emotional significance related to the ingredients of their plates. The guests highly appreciated their efforts. | Participants appreciated each other’s work. |
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Mohamed-Bibi, S.; Vaqué-Crusellas, C.; Alonso-Pedrol, N. Design of Culturally and Linguistically Tailored Nutrition Education Materials to Promote Healthy Eating Habits among Pakistani Women Participating in the PakCat Program in Catalonia. Nutrients 2022, 14, 5239. https://doi.org/10.3390/nu14245239
Mohamed-Bibi S, Vaqué-Crusellas C, Alonso-Pedrol N. Design of Culturally and Linguistically Tailored Nutrition Education Materials to Promote Healthy Eating Habits among Pakistani Women Participating in the PakCat Program in Catalonia. Nutrients. 2022; 14(24):5239. https://doi.org/10.3390/nu14245239
Chicago/Turabian StyleMohamed-Bibi, Saba, Cristina Vaqué-Crusellas, and Núria Alonso-Pedrol. 2022. "Design of Culturally and Linguistically Tailored Nutrition Education Materials to Promote Healthy Eating Habits among Pakistani Women Participating in the PakCat Program in Catalonia" Nutrients 14, no. 24: 5239. https://doi.org/10.3390/nu14245239