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Many agencies are concerned with preventing the creation of a greater information gap between developing and developed countries.
Alternatives to traditional phone systems are being developed. In places where fax transmissions are possible, the simple addition of a modem and computer with a communication software may make communications faster and less expensive than taxing. Perhaps the biggest barrier to access is the attitude memory how to improve nutrition educators themselves. Nutrition educators need to be informed and participate, memory how to improve appropriate, in these information technology access issues.
Nutrition educators should not wait until they are given access but work toward obtaining access to Internet or other networks. Memory how to improve educators memory how to improve to participate in health-related discussion groups memory how to improve other networks to create a presence for nutrition. Where e-mail is available but under utilised, nutrition educators may need orientation programmes to become more comfortable with communicating by computers.
Then they should use the e-mail to exchange programme ideas and successes. Nutrition educators need to incorporate the new technologies to process and exchange information. Additionally they should not wait until access is achieved, but rather be developing plans, programmes, and databases to be ready for implementation when access memory how to improve are eliminated. Nutrition educators need to collaborate with those who have access.
Effectiveness The use of technology will not guarantee a more successful nutrition education or communication programme. The design and selection of appropriate technology for the purpose of the programme are critical. In some cases, programmes can reduce the human time needed to collect and analyse data, thereby increasing the time for counselling or teaching, or reaching more people. Technology can be used to enhance the efforts of nutrition educators but all forms of communication can be effective.
While computers provide a powerful memory how to improve, other means of communication may be more appropriate to a given situation. It is important to determine the way the intended audience learns, and then to design programmes memory how to improve campaigns that use a combination of media.
There is a growing body of literature describing the elements of software design important to successful computer nutrition education efforts. Elements such as storytelling and interactivity are critical to engaging the user. Strategies for evaluating effectiveness are needed. For the public Technology can be used to enhance the efforts of nutrition educators.
Computer technology, especially multimedia for nutrition education, requires that programme planners have a vision for educating in a different manner. These applications hold great promise but are new and only limited evidence has been accumulated to demonstrate that computer programmes may be more effective than current communication techniques in nutrition education.
These programmes will only be successful, however, if they are designed to reach out to people and entice them to participate in their health care. For production of quality nutrition education materials Whats hypertension for the development and production of quality nutrition education materials are always scarce.
Computer programmes can provide real economies in materials production, printing and distribution. For the nutrition professional For the nutrition professional, computer technologies hold promise for maximising education. The participants of the 1994 Bellagio Conference and watson 0503 International Conference on Nutrition (1992) noted that responsive training and research efforts were needed to improve the efforts to reduce global malnutrition.
The Bellagio memory how to improve report included a guiding stick that suggested training programmes should use a variety of methods including technologies appropriate to the training context.
Computer technologies can meet some of the training principles outlined. They can be field-based, reiterative, and designed to build and maintain confidence. Computer technologies can be used in distance learning and require little absence from the job site. E-mail and electronic networks can be used for continuing education and discussion among trainees. Consultation There are memory how to improve computer consultants available. Selecting the consultant who knows what hardware and software best suits the nutrition education programme is critical.
Johnson (1992) described seven important memory how to improve to sustainable development of microcomputer-based information systems in developing countries. These can be helpful in selecting memory how to improve consultant. Grupe (1994) described ways to effectively use computer consultants in small businesses. Many of the memory how to improve are relevant for nutrition educators.
It is best to select a consultant who has experience not only in the computer field but also in either nutrition, health, or medicine. The consultant needs to be able memory how to improve train the staff in the use of the hardware and software. The trainer needs to do more than demonstrate the programme. The trainer needs to supervise the trainee "driving the programme". Training should be available to both women and men.
Purchasing software from an established memory how to improve that memory how to improve easy-to-use software may mean there is no need for a trainer. However, time specifically for the nutrition educator to set up and practice the use of the software is imperative.
For nutrition educators developing software, selecting a programmer who knows the appropriate code (i. An instructional designer is needed to ensure the programme is educationally sound and programmable.