Position of the Society for Nutrition Education and Behavior: Nutrition Educator Competencies for Promoting Healthy Individuals, Communities, and Food Systems: Rationale and Application

Sarah Ash; Isobel Contento; Melissa D. Olfert; Pamela A. Koch

doi:10.1016/j.jneb.2022.07.010

Position of the Society for Nutrition Education and Behavior: Nutrition Educator Competencies for Promoting Healthy Individuals, Communities, and Food Systems: Rationale and Application

Sarah Ash, PhD
Sarah Ash
Affiliations
Departments of Food, Bioprocessing and Nutrition Sciences, North Carolina State University, Raleigh, NC
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Isobel Contento, PhD
Isobel Contento
Affiliations
Department of Health and Behavior Studies, Teachers College, Columbia University, New York, NY
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Melissa D. Olfert, DrPH, RDN
Melissa D. Olfert
Correspondence
Address for correspondence: Melissa D. Olfert, DrPH, RDN, LD, Division of Animal and Nutritional Sciences; Department of Human Nutrition and Foods, Davis College of Agriculture, Natural Resources, and Design West Virginia University, G27 Agricultural Sciences Bldg, 1194 Evansdale Dr, Morgantown, WV 26506
Contact
Affiliations
Division of Animal and Nutritional Sciences, Department of Human Nutrition and Foods, Davis College of Agriculture, Natural Resources, and Design, West Virginia University, Morgantown, WV
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Pamela A. Koch, EdD, RDN
Pamela A. Koch
Affiliations
Department of Health and Behavior Studies, Teachers College, Columbia University, New York, NY
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Published:November 11, 2022DOI:https://doi.org/10.1016/j.jneb.2022.07.010

Abstract

It is the position of the Society for Nutrition Education and Behavior that to improve the health of individuals, communities, and food systems, it is essential that nutrition educators meet each of 6 content competencies (basic food and nutrition knowledge, nutrition across the life cycle, food science, physical activity, food and nutrition policy, and agricultural production and food systems) and 4 process competencies (behavior and education theory; nutrition education program design, implementation and evaluation; written, oral, and social media communication; and nutrition education research methods). These competencies reflect the breadth of the nutrition education field and are grounded in peer-reviewed research. The rationale and evidence base for these competencies are presented. They are designed for educational institutions to plan curricula and programs; public, private, and nonprofit organizations for training; individuals for professional development; and policymakers and advocates to inform strong, comprehensive nutrition education policy.

Key Words

INTRODUCTION

It is the position of the Society for Nutrition Education and Behavior (SNEB) that to improve the health of individuals, communities, and food systems, it is essential that nutrition educators meet each of 6 content competencies (basic food and nutrition knowledge, nutrition across the life cycle, food science, physical activity, food and nutrition policy, and agricultural production and food systems) and 4 process competencies (behavior and education theory; nutrition education program design, implementation and evaluation; written, oral, and social media communication; and nutrition education research methods). These competencies reflect the breadth of the nutrition education field and are grounded in peer-reviewed research.

The SNEB, which has been at the forefront of strengthening nutrition education around the world since its founding in 1967, defines nutrition education asAny combination of educational strategies, accompanied by environmental supports, designed to motivate and facilitate voluntary adoption of food choices and other food and nutrition-related behaviors conducive to health and wellbeing and delivered through multiple venues involving activities at the individual, institutional, community and policy levels.

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However, advances in social and behavioral communication and nutrition education research, along with the ever-expanding scope of practice, such as the importance of working toward ecologically sustainable and socially just food systems, as well as supportive environments and policies, prompted SNEB to update these competencies. Therefore, this paper aims to describe the development of, and rationale and uses for, the revised SNEB Nutrition Educator Competencies for Promoting Healthy Individuals, Communities, and Food Systems. These competencies provide the “what,” “why,” and “how to” for professionals to ensure they are equipped with the necessary components to facilitate change. Incorporating the SNEB nutrition educator competencies into the training of nutrition educators, both new and in continuing education will give them the knowledge and skills necessary to be relevant and effective in today's dynamic and complex food and nutrition environment.

DEVELOPMENT OF THE NUTRITION EDUCATION COMPETENCIES

Before providing a rationale for them, we briefly review the history of SNEB creating nutrition educator competencies. In 1987, SNEB approved a set of competencies for the academic preparation of nutrition education specialists based on the results from surveys of 929 state and local nutrition education coordinators and 65 academic institutions that trained nutrition educators. A SNEB committee, which included representatives from the American Dietetic Association, the American Home Economics Association, and the Faculties of Graduate Programs in Public Health Nutrition, organized the responses into 5 categories: food and nutrition content, eating behavior, behavioral and educational theory, research methods and program evaluation, and design and delivery of nutrition education. These were published as recommended guidelines that academic institutions could use for degree program planning.

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In the decades that followed, the important role of nutrition in health promotion and disease prevention had become even clearer as rates of diet-related chronic diseases had increased. In addition, research in the field—with substantial contributions by members of SNEB itself—has developed a better understanding of the psychosocial determinants of behavior change and the elements of effective nutrition education; hence, the necessity for nutrition educators to have a solid foundation not only in food and nutrition science but also in behavior change theory.

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Given these reasons, the decision was made to update SNEB's nutrition educator competencies and reconsider the opportunities for their use.

In 2010, SNEB established a task force of academic professionals, researchers, and practitioners with international representation to revise the original guidelines. After soliciting extensive input from SNEB members and key members of nutrition and public health-related professional organizations, including the American Public Health Association, the American Society for Nutrition, and the International Federation for Home Economics, the task force expanded the original 27 competencies that had been organized into 5 categories, to 45 competencies organized into 10 categories, with 6 focused on content and 4 on the process. In addition, all competencies were rewritten as learning outcomes and written in generic language to make the competencies applicable internationally. They were distributed electronically to all members of SNEB worldwide and at an open hearing at an annual meeting to solicit feedback. After revisions, the competencies were approved by the SNEB's Board of Directors in 2016 (Table). The companion Concept Model (Figure) captures how the competencies are integrated within a socioecological system and the role of the educator in developing and delivering effective nutrition education to a diverse population across the lifespan.

Table 1SNEB Nutrition Educator Competencies for Promoting Healthy Individuals, Communities, and Food Systems

No.	Competency	No.	Competency
1. 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 2. 2.1 2.2 3. 3.1 3.2 3.3 3.4	Basic Food and Nutrition Knowledge Describe the basic structures and functions of the essential nutrients and identify examples of significant foods and food group sources for each Explain the background, purpose, and components of the appropriate national or international nutrient references (e.g., US Dietary Reference Intakes). Explain the background, purpose, and components of the appropriate national or international dietary guidelines, including the associated food guidance systems (e.g., the US Dietary Guidelines and MyPlate). Explain how to use food labeling to evaluate the appropriateness of a food. Explain the dietary prevention of, and management approaches associated with, the major diet-related public health issues. Describe the basic types of approaches used by researchers to study diet-heath relationships and describe their advantages and limitations. Critically evaluate the claims associated with a research study finding, food product, dietary supplement or eating style based on the nutrition educator's knowledge of nutrition and the approaches used to study diet-health relationships. Critically evaluate the source of materials that provide nutrition information. Nutrition across the Life Cycle Identify the primary dietary issues for each phase of the life cycle. Use information from the appropriate national or international nutrient references and dietary guidelines to make dietary recommendations for each phase of the life cycle. Food Science Describe the functions of food ingredients and food processing techniques and their effects on the nutrient content of foods. Describe the basic types of culinary practices, including the scientific basis for how flavor, texture, and appearance of foods are created or maintained during food preparation. Describe the potential sources of food contamination and the best practices associated with the safe handling of food. Explain how to plan, select, prepare, and manage foods to enhance the well-being of individuals, families, communities and the food system.	4. 4.1 4.2 4.3 5. 5.1 5.2 5.3 5.4 5.5 6. 6.1 6.2 6.3 6.4	Physical Activity Describe the background, purpose and appropriate national or international physical activity guidelines (e.g., the US Physical Activity Guidelines). Describe the benefits of regular physical activity as a means of prevention and management of public health issues including chronic diseases. Identify physical activity opportunities in daily living. Food and Nutrition Policy Describe the roles of government agencies in regulating the manufacturing, labeling and advertising of individual foods and dietary supplements. Describe the roles of government agencies in regulating food systems and the food supply. Describe the history, purpose and funding of key pieces of legislation that authorize programs supporting nutrition education, research, and food assistance to address malnutrition and food security and to promote health. Describe the history and current roles of governmental and nongovernmental organizations that develop and implement nutrition education programs and related health promotion or food security activities. Describe ways to collaborate with community members and other professionals to create communities and settings in which healthy food options are easy, affordable, and desired and unhealthy foods are less prominent and less desired. Agricultural Production and Food Systems Describe differences in agricultural practices and their potential effects on food choices and food availability. Explain the effects of various food processing, packaging, distribution, and marketing practices on food availability, food choices, and nutritional value as well as the amount and types of additives, contaminants, and pathogens in foods. Explain the relationships between natural resources (e.g. soil, water, biodiversity) and the quantity and quality of the food and water supply. Describe ways to collaborate with other stakeholders to promote policies supporting systems that produce healthy food.
7. 7.1 7.2 7.3 8. 8.1 8.2 8.3 8.4 8.5 8.6	Behavior and Education Theory Describe the biological, psychological, social, cultural, political, and economic determinants of eating behavior, and the associated opportunities and barriers to achieving optimal health and quality of life. Describe the major psychosocial theories of behavior and behavior change and apply them to eating behavior, and behavior change. Describe the major theories of teaching and learning and apply them to nutrition education. Nutrition Education Program Design, Implementation, and Evaluation Assess the nutritional and behavioral needs of the population (to establish behavior change goals). Determine the behavior change goals of the program. Identify the theory-based mediators and facilitators of behavior change, using a participatory approach, including social and environmental influences. Select the appropriate theoretical models or frameworks. Develop educational objectives based on the identified theory-based mediators of change from a theoretical model or framework. Design or select theory-based behavior change strategies or techniques that would be effective in achieving the objectives and are appropriate for diverse audiences.	8.7 8.8 8.9 8.10 8.11 9. 9.1 9.2 9.3 9.4 10. 10.1	Design or select strategies, activities and materials that match the objectives and are appropriate for diverse audiences. Apply inclusive participatory approaches that enable the target population to effectively communicate, share experiences, identify personal needs, and manage personal food behaviors. Develop a timeline and budget for program development, implementation, and evaluation, including personnel, supplies, and overhead costs. Design process and outcome evaluation plans, based on behavior change mediators and program objectives, using appropriate data collection methods. Revise the program based on process and outcome evaluation findings, as appropriate. Written, Oral, and Social Media Communication Communicate effectively in written, visual, and oral form, with individuals, the media, and other groups, in ways that are appropriate for diverse audiences. Facilitate communication from and between clients so they can express their beliefs and attitudes, define needs, and share experiences. Engage and educate through simple, clear, and motivational language appropriate for diverse audiences. Advocate effectively for action-oriented nutrition education and healthy diets in various sectors and settings. Nutrition Education Research Methods Analyze, evaluate, and interpret nutrition education research and apply it to practice.

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FigureConcept model for Nutrition Educator Competencies.
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RATIONALE FOR THE NUTRITION EDUCATION COMPETENCIES

Each of the 10 competency categories is grounded in the research literature and evidence-based practice, as described below. In addition, since completing the competencies in 2016, there have been changes in the world and the field of nutrition education. Thus, as appropriate, recognition of these changes and how they relate to the competencies are included.

Content

To be effective in today's complex food and information environment, it is crucial that nutrition educators have a thorough grounding in basic food and nutrition sciences and nutritional needs across the life cycle, as well as recognition of the complementary role of physical activity in promoting health. It is also crucial that nutrition educators understand the interactions among nutrients, foods, cultures, social determinants of health, and the food system—including agricultural practices—that form the basis of food guidance recommendations for the public and food policy.

Basic food and nutrition knowledge

Today's food environments have become extremely complex, with an ever-increasing array of products. According to the US Department of Agriculture, approximately 20,000 new foods and beverages are introduced in the US each year.

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promoting health and reducing the risk of disease

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Physical activity

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Government agencies regulate the manufacturing, labeling, and advertising of food and dietary supplements. Agencies worldwide, including the US Department of Agriculture and Food and Drug Administration, regulate food safety, provide consumer resources for food safety, and regulate and provide resources for other aspects of food, such as defining food insecurity and providing dietary guidance.

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USES OF THE COMPETENCIES

The nutrition education competencies are intended for use in various settings and circumstances. Some examples are listed below.

1.
Educators in academic programs in nutrition, nutrition education, dietetics, and public health nutrition serve as guidelines for planning curricula to provide training for their graduates to act effectively as nutrition educators in various settings.
2.
For current nutrition educators to plan and guide areas of professional development.
3.
For others outside the field of nutrition education, such as those in health care or community and school settings, to complement their professional development.
4.
As a guide for public, private, and nonprofit sectors to create and disseminate workforce training, professional development, and continuing education opportunities.
5.
As a guide for policymakers and advocates to help plan stronger, more comprehensive nutrition education policy.

IMPLICATIONS FOR RESEARCH AND PRACTICE

Use of the SNEB nutrition education competencies for promoting healthy individuals, communities, and food systems in the training of nutrition educators, both new and in continuing education, can create a workforce with the knowledge and skills necessary to develop, implement, and evaluate effective nutrition education approaches that will help to significantly improve the health of our people, our communities, and our planet. Use of the competencies will also advance nutrition education research, policy, and practice.

ACKNOWLEDGMENTS

This Society for Nutrition Education and Behavior position was adopted by the SNEB Board on August 22, 2022.

Prior to the usual JNEB review, SNEB members evaluated the position paper. Thank you to the following SNEB Division representatives for reviewing this paper: Christen Cooper, EdD, Research Division; Virginia Gray, PhD, MS, RDN, Higher Education Division; Teresa Henson, MS, BS, Food and Nutrition Extension Education Division; Tanya O'Connor, MS, Public Health Nutrition Division; and Rachel L. Vollmer, PhD, RD, Nutrition Education for Children Division.

Thank you to the following SNEB members for reviewing this paper: Wendy Dahl, PhD; Elizabeth Alden, MPH; Noereem Mena, PhD, RD; and Ellen Schuster, MS, BA.

We thank these reviewers as well as JNEB reviewers for their many constructive comments and suggestions.

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Published online: November 11, 2022

Accepted: July 29, 2022

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Conflict of Interest Disclosure: The authors have not stated any conflicts of interest.

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DOI: https://doi.org/10.1016/j.jneb.2022.07.010

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Position of the Society for Nutrition Education and Behavior: Nutrition Educator Competencies for Promoting Healthy Individuals, Communities, and Food Systems: Rationale and Application

Abstract

Key Words

INTRODUCTION

DEVELOPMENT OF THE NUTRITION EDUCATION COMPETENCIES

RATIONALE FOR THE NUTRITION EDUCATION COMPETENCIES

Content

Basic food and nutrition knowledge

Nutrition across the life cycle

Food science

Physical activity

Food and nutrition policy

Agriculture production and food system

Nutrition Education Process

Behavior and education theory

Nutrition education program design, implementation, and evaluation

Written, oral, and social media communication

Nutrition education research methods

USES OF THE COMPETENCIES

IMPLICATIONS FOR RESEARCH AND PRACTICE

ACKNOWLEDGMENTS

REFERENCES

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