3:00–3:15 Break 3:15–5:20 3.3 Nutrition Counseling (120) Discussion (5) DAY THREE Session/Module Topic (Duration in Minutes) 8:00–10:00 Module 4. Food and Water Safety and Hygiene Review of Module 3 (15) Objectives (5) 4.1 The Importance of Food and Water Safety (30) 4.2 Keeping Food and Water Safe (35) 4.3 Counseling on Food and Water Safety (30) Discussion (5) 10:00–10:15 Break 10:15–11:55 Module 5. Nutrition Care for Pregnant and Postpartum Women Review of Module 4 (5) Objectives (5) 5.1 Nutritional Needs during Pregnancy and Lactation (60) 5.2 Anemia in Pregnant Women (30) 11:55–12:55 Lunch 12:55–1:45 5.3 Counseling Pregnant and Lactating Women on Nutrition (45) Discussion (5) 1:45–2:50 Module 6. Nutrition Care for Infants and Young Children Review of Module 5 (10) Objectives (5) 6.1 Stunting (20) 6.2 Breastfeeding (30) 2:50–3:05 Break 3:05–5:35 6.3 Infant Feeding for HIV-Positive Mothers (60) 6.4 Feeding Older Children (20) 6.5 Counseling on Infant and Young Child Feeding (30) 6.6 Management of Malnutrition in Children (30) Discussion (5) DAY FOUR Session/Module Topic (Duration in Minutes) 8:00–9:30 Module 7. Nutrition and Medication Review of Module 6 (15) Objectives (5) 7.1 Food and Nutrition Implications of ART (35) 7.2 Counseling on Nutrition and ART (30) Discussion (5) 9:30–10:00 Module 8. Nutrition Support Review of Module 7 (10) Objectives (5) 8.1 Micronutrient Supplements (15)
MODULE 3. NUTRITION EDUCATION AND COUNSELING Based on nutritional status and dietary and other needs, health care providers can use the GATHER approach to counsel individual clients on the 10 Critical Nutrition Actions to improve food intake, strengthen immunity, manage common conditions, prevent and avoid infections, and manage medication side effects. Group education on similar nutrition topics can be provided in clinic waiting rooms. Health care providers should refer clients who need further clinical assessment, treatment, or economic or social support to appropriate services and programs in the area. 2 (20 Say, “We’re going to play a game to review what we learned in Module 2.” Ask participants to find Handout 3.1. Bingo for Module 2 Review in the Participant Handouts. Point out that the sheet has nine boxes with an answer in each box. WHZ MUAC Bilateral pitting edema and loss of appetite
Show Slide 8.1. 7 (10 Say, “We’re going to play a game to review what we learned in Module 7.” Ask participants to form groups of six people each. Distribute two of the index cards with the questions from the “Preparation” box above to one person in each group. Place a plastic spoon on the floor or table in the middle of each group. Explain that the first group member to grab the spoon can answer the question that you will read. Ask the person with the index cards to read the question on one of the cards aloud. The participant who grabs the spoon answers the question. If the answer is correct, the group gets the points for that question (see the box below). If the answer is wrong, the group loses those points. Each group should proceed in the same way with its other index card. Give the groups 5 minutes for this exercise. At the end of 5 minutes, ask each group to read its questions and answers and add up its points. The group with the most points wins. (5 Present the module learning objectives on Slide 8.2. Remind participants that “NACS” stands for “nutrition assessment, counseling, and support.” Show Slide 8.3 with the components of NACS.