Community Nutrition Project

Fort Collins: Prevention of Chronic Disease in Older Adults

Assignment 4: Presentation

Fort Collins Senior Center

Mel Beale, Andrea Rapp, Jackie Nelson

FSHN 451: Community Nutrition

December 11, 2015

Honor Pledge: I have not given, received, or used any unauthorized assistance on this assignment.

Signature: ______________________________________ Signature: ______________________________________ Signature: ______________________________________

Fort Collins Senior Center Page 1 of 44

Table of Contents

Team & Work Distribution ............................................................................................................................. 2

Team Members, Team Leader .................................................................................................................. 2

Distribution/Plan to Accomplish Team Project .......................................................................................... 2

Community Partner ....................................................................................................................................... 3

Context: Target Audience & Community Description ................................................................................... 3

Problem Statement, Project Purpose & Brief Description ............................................................................. 4

Problem Statement .................................................................................................................................... 4

Project Purpose ......................................................................................................................................... 4

Description of Proposed Project ................................................................................................................ 5

Behavior Change Theory & Research Basis ................................................................................................ 7

Social Cognitive Theory (SCT) Definition .................................................................................................. 7

SCT Constructs Selected for This Project & Rationale ............................................................................. 7

Research Basis ......................................................................................................................................... 7

Lesson Plan Table ...................................................................................................................................... 10

Evaluation Table ......................................................................................................................................... 13

Logic Model ................................................................................................................................................. 15

Presentation ................................................................................................................................................ 17

Summary of Findings .................................................................................................................................. 17

Reflection .................................................................................................................................................... 17

Acknowledgments ....................................................................................................................................... 18

References .................................................................................................................................................. 18

Appendices ................................................................................................................................................. 20

Appendix 1: Bulletin board materials: Behavioral Information, Brochure, Biographical Information Sheet ................................................................................................................................................................. 20

Appendix 2: Bulletin board materials: Fitness Information ..................................................................... 25

Appendix 3: Bulletin board materials: Nutrition Information ................................................................... 33

Appendix 4: Evaluation Surveys ............................................................................................................. 39

Appendix 5: Bulletin board citations ....................................................................................................... 43


TEAM & WORK DISTRIBUTION

TEAM MEMBERS, TEAM LEADER Leader: Mel Beale

Members: Andrea Rapp, Jackie Nelson

DISTRIBUTION/PLAN TO ACCOMPLISH TEAM PROJECT Mel: Communicated with community partner, set-up meeting via Doodle poll, created Google docs,

attended initial meeting, researched local statistics, took notes during meeting, continued communication

with community partner for further statistical (and other) information, attended meeting with Dr. Sabo and

took notes, sent meeting notes to group members, gathered all fitness information for bulletin board,

attended first bulletin board set-up, attended second bulletin board session (to monitor/change materials),

compiled references, restructured, added, and wrote citations for entire document, added all appendices

including bulletin board citations and in-text citations, wrote logic model, edited entire document, edited

evaluation table, minor changes to appendices, re-read and re-edited document, added results to

evaluation table, completed final edit for assignment 3, added media to PowerPoint, communicated with

group two, edited PowerPoint, edited assignment 4, participated in the presentation.

Jackie: Attended initial meeting with community partner, toured the center, observed community partner

eating habits, researched statistics, transferred information from writing to learn 3 into the document,

contacted Betsy for approval on bulletin board, contacted James Peth (MPH in Nutrition and

currentlyPHD student in Nutrition at CSU) for second opinion on work before we added it to the bulletin

board, wrote and compiled all food-related materials for bulletin board, participated in the bulletin board

set-up, did research for the bulletin board, contacted Dr. Sabo and set up meeting for further project

approval, wrote and edited research basis table completed lesson plan table, and completed evaluation

table, completed presentation section, completed the summary of findings section, completed the

reflection section, and completed the acknowledgments section.

Andrea: Attended initial meeting with community partner, participated in Grandparent’s Day event and

collected observational nutrition information about clientele and food served during events, spoke with

Betsy (our informant for the Senior Center) about clientele and employees of the center, researched


national statistics for our population, found behavior article to support WTL assignments/project, created

flyers for our bulletin board, created information about behavior for bulletin board, helped put up bulletin

board at Senior Center, attended meeting with Dr. Sabo, corrected information in assignment, Found

articles mentioning definitions of process evaluations and impact evaluations, corrected some information

from assignment 2, collected information from members of the senior center in a post-retrospective pre

survey, helped take project off of bulletin board, and created nutrition information for our community

partner to use in the future, and created the PowerPoint used for final presentation, and included both

teams information in the presentation.

COMMUNITY PARTNER The community partner is the Fort Collins Senior Center / Fort Collins Recreation. According to Betsy

Emond, B.S., volunteer coordinator at the Fort Collins Senior Center, (September 2015), the Senior

Center of Fort Collins serves members 18 years and older, but their main population are adults over the

age of 50. The members at this center can utilize their recreation amenities such as a full weight room,

walking track, full gymnasium and a lap pool. Along with the utilization of the facility, these members can

participate in a variety of programs and classes that are offered such as health and wellness education,

aquatics classes, dance, art and outdoor activities. The Senior Center also consistently strives to meet

their mission statement which reads,“[The Senior Center] a gathering place where older adults can come

together for activities and services that enhance their dignity, maintain their well-being, support their

independence, foster lifelong learning, and enhance and encourage their movement in the community.”1

CONTEXT: TARGET AUDIENCE & COMMUNITY DESCRIPTION The target audience is adults over age 50 who regularly attend the Fort Collins Senior Center. The

“Senior Center” title, however, is slightly misleading. This center services all adults 18 and over, but

people over the age of 50 are the main clientele to frequent the senior center (Betsy Emond, B.S.,

September 2015). According to Healthy People 2020,2 more than 60% of the population 65 years and

older will manage more than one chronic condition by 2030, many of which could be preventable through


proper nutrition and fitness care.2 Through classes in which older adults can participate, the Senior

Center helps to prevent poor lifestyle decisions from occurring and progressing to a chronic stage.

Examples of classes and programs provided at the Fort Collins Senior Center include aqua fitness, arts &

crafts, dance & movement, education, fitness, outdoor recreation, and trips & travel.1 Larimer County is

home to about 13,000 people over the age of 65, (8.8%)3 so services like the senior center are essential.

Many older adults do not achieve the recommended amount of exercise,4 so the presence of the Fort

Collins Senior Center can help improve the risk of chronic disease and motivate older adults to participate

in informational and social events. If seniors can obtain the information and means to live a healthy

lifestyle, rates of chronic disease may decrease.

PROBLEM STATEMENT, PROJECT PURPOSE & BRIEF

DESCRIPTION

PROBLEM STATEMENT

Currently in the U.S., four of out five adults over the age of 50 are living with a chronic disease.5 An

example of a common chronic disease in the elderly is Osteoporosis, the softening of bones related to

insufficient vitamin D, calcium, and weight-bearing exercise. Statistics show that by 2025, in the U.S.,

annual costs and fractures related to Osteoporosis will increase by 50%.6 However, Osteoporosis is not

the only chronic disease that affects older adults. Others include (but are not limited to) Sarcopenia, Type

Two Diabetes, Hypertension, and Atherosclerosis.2. Incidences of these diseases are worsening due to

poor nutrition and lack of exercise as well as the rapidly growing older population of baby boomers.5

Luckily, the city of Fort Collins aims to help prevent these diseases with multiple physical activity and

education centers. These programs are provided by Colorado State University, Poudre Valley Hospital,

and recreation centers such as the Fort Collins Senior Center.

PROJECT PURPOSE


The purpose of this project is to educate the older adult members of the Senior Center (age 50 and older)

about health and wellness in relation to the reduction of chronic disease risk. The goal of the project is to

educate these older adults by producing information regarding fitness and nutrition to reduce the risks of

chronic diseases.

The proposed project could help alleviate chronic diseases in older adults in many ways. First, the

proposed bulletin board idea (see below) will integrate both exercise and nutrition. Exercise and nutrition

are known to lower resting blood glucose, potentially prevent osteoporosis, potentially prevent

Sarcopenia, lower blood pressure, and reduce risk of plaque build-up that could lead to Atherosclerosis.

Further, the bulletin board will be targeted at adults over the age of 50, so the information will be

applicable to the lives of this population. The current goal stated in Healthy People 2020 for older adults

are overall to improve the health, function and quality of life.2 In addition, older adults are not getting

enough of their recommended nutrients.2 Some statistics from Healthy People 2020 reported that 35.4%

of adults 60 and older are overweight or obese, 22.4% of adults consume less than 1 serving of

vegetables daily, 38.5% of adults consume less than 1 serving of fruit daily and 26.3% of adults do not

engage in any type of physical activity.2 This project will acknowledge all of these areas by providing

information on diseases, recipes, physical activity information and how to improve these areas by setting

goals.

DESCRIPTION OF PROPOSED PROJECT This project is a bulletin board about health and wellness designed to target the members of the Senior

Center over the age of 50. The bulletin board will have a “fall” theme, so all recipes and fitness

information will be centered around fall. For example, the bulletin board will provide a salmon with apple

cider glaze recipe and information about 5k races this fall. Additionally, the bulletin board will be

decorated with fall accessories like leaves and orange background paper. The bulletin board will also help

educate the members about healthy choices when it comes to nutrition and disease risk. For example,

lowering sodium intake to 1500mg per day may help reduce hypertension. On the bulletin board, an

example of a low sodium recipe will be provided. This bulletin board will help educate the Fort Collins


Senior Center members about fitness and nutrition and help the members implement healthy ways to

exercise, eat, and cook. Members will also be provided with information about goal setting, and all of

these together may help decrease the risk of chronic disease. The bulletin board will provide

supplemental materials such as healthy recipes, physical activity opportunities in and around Fort Collins,

a handout that explains SMART goals, disease descriptions, and nutrition and physical activity

information. Finally, the bulletin board will provide a “14 days of health challenge” that will encourage

members to try the recipes, 5k races, and other healthy behaviors.

Four total bulletin boards will be created. The other group (Alysse Milano, Kat Egleston, and Lauren

Hebert) working with the Fort Collins Senior Center will design a “winter” themed board. In addition, each

group will create another board (spring and summer themes respectively) for service learning. This way,

each group will be able to present one bulletin board during the semester and other information can be

left with our community partner to be used for future seasons. The bulletin board is located at the Senior

Center on the second floor next to the weight room and running track. The bulletin board was posted for

three weeks. It was assessed with a “post retrospective pre” survey, an assessment of how many flyers,

recipes and 5k information sheets were taken, and how many people participated in the 14 days of health

challenge.


BEHAVIOR CHANGE THEORY & RESEARCH BASIS

SOCIAL COGNITIVE THEORY (SCT) DEFINITION Social Cognitive Theory is the notion that people learn from watching others succeed or failure and make decisions based on these observations.7 SCT focuses on how people interact with their environments and their wiliness to change. Four main types of factors are involved: environmental, behavioral, personal, and the interaction between the aforementioned three factors.7

SCT CONSTRUCTS SELECTED FOR THIS PROJECT & RATIONALE Observational learning: watching and reenacting a behavior seen by a “model”7

Reinforcement: a reward for exhibiting a desired behavior7

Through observational learning, participants will be able to model good nutrition and fitness behaviors to reduce the risk of chronic diseases. For example, members of the Fort Collins Senior Center will learn about 5k races, and if they decided to attend, they would see many people running and they may learn from this behavior.7 For example, the members who watch those running may learn running techniques, clothing options, breathing patterns or even be simply motivated to try running themselves. Ultimately, with this learned behavior, they could decrease their risk of chronic disease. Reinforcement through the use of a star and prize system will be beneficial because it will be a small reward for trying good nutrition and exercise practices.7 By giving the participants who choose to complete the health challenge positive reinforcement, they will be able to develop more knowledge and confidence about eating healthy and exercise to reduce the risk of chronic disease.

RESEARCH BASIS **Complete this table for two selected research studies that support your project design**

Citation AMA format

required; include a copy of each

complete article with your electronic

submission.

Setting & Participants

Intervention description (include

Social Cognitive Theory constructs)

Evaluation strategies (include

how SCT constructs were

measured)

Describe study findings relevant to your project

outcomes

Based on their results, what can you expect from

your project?

Smith-Rae R, Fitzgibbon ML, Tussing-Humphreys L. Fit and Strong! Plus: Design of

400 adults ages 60+ with osteoarthritis, gym setting.

Half the participants did just a workout, and the other half also received interactive sessions

Evaluation done through measurements before and after, including

The results of the study showed that the participants in Fit and Strong had decreased weight, started

There was a noticeable behavior change in those in the experimental group,


Citation AMA format



submission.






measured)


outcomes


your project?

a comparative effectiveness evaluation of a weight management program for older adults with osteoarthritis. Contemp Clin Trials. 2014; 37(2): 178-188.

about diet and weight loss called Fit and Strong. Through the observational learning methods of providing information to the participants in various ways (information on MyPlate, food labels and portion planning) participants were able to model behavior.

body weight, assessment of outcomes after the trials taken in increments. These measurements were taken at 2, 6, 12, and 24 months. Observational learning methods included data through information provided in seminars to participants on healthy eating, MyPlate, portion distribution, meal planning and grocery shopping.

making healthier life choices, and decreased osteoarthritis through diet and exercise. These findings are relevant to this project because a similar age group was targeted (adults over the age of 60). Through the use of modeling/observational learning, the participants obtained results. This project will also provide resources including healthy recipes and MyPlate information similar to this study.

and there was a change in weight management and exercise due to the change in their social cognitive constructs. From these results in a similar audience, we can expect that our group of participants will change behavior based on the observational learning through the information supplied in our bulletin board. However, the intervention at the FC Senior Center is less intensive than the study at hand, so we could likely expect fewer changes in the FC Senior Center population.

Wisocki, Patricia A. Handbook of Clinical Behavior Therapy with the Elderly client. 1st ed. New York, New York: Plenum Press; 1991.33-34.

Gym setting, ages 46-78 years old. 8 male residents of a nursing home

Reinforcement and environment were both used as social constructs. Reinforcement through gold stars for the completion of goals. The participants were in a setting where a bike was given to them. They placed the reinforcement board near that same

Reinforcement of gold stars for completing workout goals. Evaluation through observational studies of the participants.

The findings showed that through the use of reinforcement with prizes and stars, the participants stuck with their exercise program. When they stopped reinforcement, 1 participant completely stopped exercising, 1 returned to the baseline, and the six remained stable. .This is relevant to our

Based on the results of this study, we can expect that reinforcement will be beneficial to getting successful outcomes in our project, and enforce changed dietary and lifestyle behaviors.


Citation AMA format



submission.






measured)


outcomes


your project?

place which could have helped with creating a motivational atmosphere. Stationary bikes were used as an exercise tool.

project, because we plan to use a system similar to this one, with a fitness challenge. This challenge will also use reinforcement through gold stars and prizes.


LESSON PLAN TABLE Specific 2010 Dietary or 2008 Physical Activity Guidelines for Americans emphasized: According to the 2008 PAG10, older adults should complete at least 150 minutes of moderate intensity exercise each week (or 75 minutes vigorous intensity) and at least two strengthening exercises each week. (These can help prevent sarcopenia, osteoporosis, and type two diabetes.) Further, according to the 2010 DGA11, reducing dietary sodium to <2300 mg/day can help reduce hypertension, reducing solid fat consumption can help prevent CVD, and increasing vitamin D consumption can help prevent osteoporosis. **Complete this table for each lesson developed** Lesson Title Social Cognitive

Theory Constructs Nutrition or Activity Message(s)

Learning Objectives Learning Activities Instructional Materials

Evaluation Strategies for learning objectives

1) Physical activity education: add the recommended amount of exercise for older adults through learning about exercise and exercise opportunities 2) Nutrition education: improving diet by learning about diet in relation to chronic disease and by trying the recipes provided

1) Reinforcement and observational learning. Members of the Fort Collins Senior Center can choose to participate in the 14 days of health challenge, and for each of the 7 fitness goals completed, each member will receive a star. (And be entered in a drawing to win a $20 Whole Foods gift card.) Observational learning will be present, for example, if members of the senior center attended a 5k race and observed people running. 2) Reinforcement. Members of the Fort

1) Increased physical activity has been shown to reduce risk for osteoporosis, type two diabetes and sarcopenia. 2) Dietary education can help with a change of diet and an increase in healthful eating. A healthful diet can help reduce risk factors for chronic diseases such as osteoporosis and diabetes.

1) After reading the bulletin board and participating in our challenge, the population of elderly adults will learn how to involve themselves in physical activity and will learn how to set goals for themselves. The objective of this lesson is to educate the participants on the health impacts of chronic disease and exercise. This will be assessed using a post retrospective pre type of survey. The participants will be asked about a possible habit that they had and then will be asked their opinion on that

1) The bulletin board will give physical activity options of activities going on in the community that they could participate in. Also, there will be a fitness challenge of 14 different things (7 fitness-related and 7 nutrition-related) that they could do in order to increase their awareness of physical activity and nutrition Anchor: Participants will access prior knowledge and understanding before learning about fitness and chronic diseases. Add: Participants

1) All information will be available to the participants on the bulletin board and there will be a supplemental brochure to accompany the information. This information will come from external sources, all listed in the reference section and shown the appendices, including the USDA

dietary guidelines11,

information about chronic diseases, upcoming events in Fort Collins, etc. 2) A brochure will be provided with most of the information on the bulletin board in a condensed version (see appendices,

1) We will see how many people are able to engage in the challenge and provide a survey that people will take so we can gage where they are in the process. We will also see how many people have taken the fliers and brochures. Surveys will be conducted to see how engaging our bulletin board was at the senior center. Personal opinions will be our strategy through the use of surveys. 2) A survey will be used to measure the information supplied and how it helped the members of the Senior Center that


Lesson Title Social Cognitive Theory Constructs

Nutrition or Activity Message(s)



Collins Senior Center can choose to participate in the 14 days of health challenge, and for each of the 7 nutrition goals completed, each member will receive a star.

same habit after they have read our board and/or participated in the fitness challenge. 2) After reading the bulletin board, the participants will know how different nutrients are involved with diseases and how creating a different diet can promote better health. The objective of this assignment is to educate the participants who take the recipes from the board about nutrition in relation to reducing the risk of chronic diseases, and also providing some recipes that are targeted for specific chronic diseases. This information will be measured in a few different ways. First, our group will count how many recipes and brochures were taken to assess how popular they were as well as what recipe they may

will experience the fitness challenge, and learn about fitness and chronic diseases, through observation in the bulletin board. Apply: Participants will do the fitness challenge Away: Participants will take away the importance of fitness and the reduction of chronic diseases, and apply this to their lives. 2) Our bulletin board will include recipes that the participants can incorporate into the holiday season and information about how to read a nutrition label Anchor: Participants will access prior knowledge before observing the board with nutrition and chronic disease information. Add: Participants will learn through reading and communication by

18-19) and extra information will also be included on the board which they will be able to read whenever they are in the center. (See appendices 1-3.)

read or participated in the board.


Lesson Title Social Cognitive Theory Constructs

Nutrition or Activity Message(s)



have liked the most. Then, the same survey will be used to assess what they might have learned or thought of our board as it contains questions relating to both nutrition and physical activity.

us, about the importance of nutrition and fitness. Apply: Participants will take the recipes and use them at home in their own lives. Away: Participants will learn simple nutrition in recipes to reduce chronic disease.


EVALUATION TABLE Process Evaluation (these are measures that

will tie to the activities and participants you outlined in your logic model)

Impact Evaluation (these tie to the learning objectives, behavioral intent, skill demonstrations, etc., listed in your lesson plan table and short term outcomes in your logic model)

Outcome Evaluation (these tie to the medium term outcomes listed in your logic model).

Definition (include reference) Process evaluation is used to monitor/document program implementation and can aid in understanding relationship between specific program elements and program outcomes.12

Impact evaluation measures whether or not a program achieves the intended goal. This includes assessing unintended effects of the program, whether or not the intervention is worthwhile based upon the resources required, and whether or not the intervention should be utilized again for a larger audience..13

Outcome evaluation measures how well a program changes health or nutrition of the target population (long-term.) 14

Specific purpose of each type of evaluation for our project

Process evaluation is an important measure for a project and intervention to determine whether or not the implementation of the program was successful. Process evaluation can also determine if the project/intervention was implemented how it was originally intended to. For this project, one can evaluate how effective a bulletin board is for teaching older adults about nutrition and fitness and how they relate to chronic disease.

Impact evaluation measures the effectiveness of immediate changes in behaviors. If the interactive bulletin board and the fitness challenge are successful, then impact evaluation will depict the immediate changes in the members of the FC Senior Center who read the bulletin board. For example, there would ideally be immediate changes in exercise habits through the knowledge gained by the bulletin board. Further, ideally, there would be changes in dietary habits because of the information presented on the bulletin board.

Outcome evaluation could determine if our intervention (a fall-themed bulletin board in the Fort Collins senior center that relates both nutrition and exercise to osteoporosis, CVD, sarcopenia, type two diabetes, and hypertension prevention) was actually successful. For example, one could use the people who read the bulletin board as the experimental group and, within a few years, measure their rates of these chronic diseases. This experimental group could be compared to a control group of people who attend the Fort Collins Senior Center who did not read the bulletin board.

1 to 3 4-part objectives for each type of evaluation (action, population, measure of success, time frame)

Example: 1. During the time the bulletin board

was posted (10/16- 11/6), twenty people read the entire board and had the opportunity to learn about fitness, nutrition and their relationships with chronic disease, as measured by traffic near bulletin board and number of people spoken to.

2. During the time the bulletin board was posted (10/16-11/6) creators of the bulletin board visited three times to speak with at least 5 FC Senior Center members and modulate reading and learning from bulletin

Example: 1. Immediately after looking at the

bulletin board, each participant will have an increase in knowledge about osteoporosis, type 2 diabetes, sarcopenia, CVD, hypertension as measured by survey; appendix 4 page 42.

2. During the specific time period (10/17-10/30) five people will attempt the fitness challenge and completed at least three suggested activities each.

Example: 1. Half of the members of the FC Senior

Center who read the bulletin board, within 2-3 years, will have at least 25% lower rates of chronic diseases related to exercise* compared to the average population.

2. Half of the members of the FC Senior Center who read the bulletin board, within 2-3 years, will have As measured by outcome evaluation survey; appendix 4, page 43) Results should show at least 25% lower rates of chronic diseases related to nutrition** compared to the average population.

Fort Collins Senior Center Process Evaluation (these are measures that

will tie to the activities and participants you outlined in your logic model)

Impact Evaluation (these tie to the learning objectives, behavioral intent, skill demonstrations, etc., listed in your lesson plan table and short term outcomes in your logic model)

Outcome Evaluation (these tie to the medium term outcomes listed in your logic model).

board (as measured by how many times visited and how many people spoken to).

*osteoporosis, sarcopenia, type-two diabetes **osteoporosis, hypertension, cardiovascular disease

Method/s used to measure each objective for each type of evaluation

1. Counting of people spoken to, number of 5k information sheets and recipes taken, information from Betsy Emond (community partner liaison) about traffic by the bulletin board (located next to the running track and the weight lifting and cardio area.)

2. Counting of times visited by Mel, Andrea, and Jackie. Upon each visitation, speak to at least 5 members and encourage them to read bulletin board and take recipes/trail maps/5k information sheets.

1. Retrospective survey used to measure participants’ knowledge before and after reading the bulletin board. 2. Count number of people who completed fitness challenge and number of fitness challenge activities

1&2. Email or phone survey of people who read the bulletin board and took surveys. Medical/population statistics of Fort Collins older adults (to match ages the people who read the bulletin board) taken in the future to evaluate success.

Summary of actual results OR expected results from each type of evaluation method described above

A total of 18 people were spoken to during three different visits to the Fort Collins Senior Center. The Fort Collins Senior Center was visited on 10/16, 10/23, 11/6. On 10/16, we spoke with seven people, on 10/23, we spoke with six people, and on 11/6 we spoke with five people. Four Veteran’s Day 5k information sheets were taken*, five Thanksgiving Day 5k information sheets were taken*, 6 trail maps were taken*, 15 salmon recipes were taken**, 10 chicken recipes were taken**, 5 tomato soup recipes were taken**. Traffic is highest at the gymnasium and running track between 6am and noon (Betsy Emond, September 2015), but exact numbers are unknown. *appendix 2 **appendix 3

1. Of the 18 people spoken to, 15 of them had an increase in knowledge about chronic diseases by at least 3 out of 10 points (see appendix 4, page 39).

2. Unfortunately, no one participated in the fitness challenge. The goal of 3 activities per person was zero as well.

1. 50% of those interviewed had 25% less rates of chronic disease than the average age-matched Fort Collins population. The survey simply asks whether or not the person has each of the five diseases. Ideally, 50% of the members of the Fort Collins Senior Center who took a survey will have 25% lower rates of these diseases than the average age-matched Fort Collins population. For example, of the age-matched Fort Collins population, if 50% had at least one of the five chronic diseases, then only 25% of the Fort Collins Senior Center members surveyed would have one of the five chronic diseases. *see appendix 4, page 40


LOGIC MODEL

nputs Outputs Impact -- Outcomes

Activities Participation Short Medium Long Invested by our group: -Time to create the project, put up the project and research information -Money to buy supplies needed -Knowledge Invested by professors: - Time for group meetings Invested by Senior Center: -Time to meet up with us -Supplies Access to bulletin board

- Researched information regarding nutrition and physical activity and how they pertain to certain diseases.

- Created information to place on a bulletin board so members of the Senior Center could be educated on the information.

- Provided handouts for the members, so that they could have the information with them. Created a challenge members can participate in, in which they complete nutrition and exercise related activities, and then get rewarded for it.

We reached the members of the Senior Center who visit the weight room or the indoor track. Hopefully many of the members will come across the bulletin board at some point during their visit since it is in a prime location. We will also visit the center to talk with the members and have them take two different surveys regarding their lifestyle. These surveys will be used to assess what they thought about our board, learned about their board, possible behavior changes after reading the board and current lifestyle factors and ages. We also answered questions they may have about the information or challenge.

Participants learned about how osteoporosis, type-two diabetes, and sarcopenia relate to exercise, how

osteoporosis, hypertension, and

CVD relate to nutrition, as well as

a bit about goal setting.

Participants immediate changes

were trying new recipes,

participating in 5k races, and trying other suggested

behaviors in the 14 days of health

challenge.

What actions (behaviors) are they now doing? Members of the Fort Collins Senior Center can now choose foods that help reduce the risk of osteoporosis, CVD, and HTN. Further, they know how and why to increase their daily activity to reduce the risk of osteoporosis, type-two diabetes, and sarcopenia. Ideally, this began with reading the bulletin board taking home recipes, 5k information sheets, and trail maps. However, this will continue by integrating these concepts of healthy and eating and exercise into their lives.

How will health conditions improve?

If this population chooses to: -perform at least 150 minutes of moderate-intensity activity per week -consume <2400mg of sodium per week -reduce solid fat consumption -increase vitamin D consumption (As outlined and described on the bulletin board): Then, compared to the average Fort Collins population we expect, the people who read the bulletin board will have at least 25% lower rates of: -osteoporosis -cardiovascular disease -hypertension -type-two diabetes -sarcopenia For these Fort Collins Senior Center members, this may improve quality of life, decrease medical expenses, increase lifespan, maintain mental acuity, and maintain contribution to working, volunteer work, or society as a whole.

Assumptions (beliefs you have about your project, the people

involved, and the way you think the project will work)

External Factors (environment in which your project exists,

interacts with and influences the impact of your project) We hope to alter the lifestyles of the members of the Fort Collins Senior Center. We think our project will allow this to happen by giving the necessary information on diseases and nutrients, providing information for physical activities, suggestions and encouragement for goal setting and how to implement these items in their life.

1.1.1 Admittedly, a bulletin board is not the most interactive or effective method to communicate information. However, with the help of visiting three times, doing a “health challenge,” and giving surveys, this bulletin board becomes much more effective. This project exists right next to a walking track and gymnasium, so the people who would likely read the bulletin board already take initiative to exercise. Further, members of the Fort Collins Senior Center are involved in the community by simply being a member, so it is likely that they


have lower rates of chronic disease than the average population.


PRESENTATION The presentation was created with Microsoft PowerPoint and combined with the other students working with the Fort Collins Senior Center (Kat Egleston, Alysse Milano, and Lauren Hebert). First, we presented the location, description, and mission statement of the Fort Collins Senior Center. Next, the presentation went into detail about each of our team member’s service learning experiences. The presentation also included a section about the description of our audiences, and where our project took place. Then we spoke about the specific goals of the project; the reduction of chronic diseases (sarcopenia, osteoporosis, type 2 diabetes, CHD, hypertension) in older adults in Fort Collins. Observational learning and reinforcement social constructs were used in our project. Our presentation discussed the learning activity: an interactive bulletin board and handouts about events in Fort Collins, recipes related to reduction of chronic diseases, information about nutrition and chronic diseases, and also a fourteen-day fitness challenge activity to members of the gym. In the presentation, there was a brief section including pictures of the bulletin board and its creation as well as sample works from the bulletin board. Briefly, we discussed our methods of evaluation through the retrospective survey, reaction survey, and a number count of the handouts that were taken by members. Lastly, we spoke about what we learned, how we would improve our projected, and we acknowledged all of those who helped in the creation of our project.

SUMMARY OF FINDINGS The intention of our intervention was to reduce the risk of chronic diseases in the Senior Center members. Through the use of reinforcement as a social construct theory and observational learning. Reinforcement was used in the fourteen-day fitness challenge. The reward provided for the participant to complete the most challenges on the days was a 20$ Whole Foods gift card. Observational learning was used through the use of the interactive bulletin board. Information was provided about nutrition and fitness in reducing chronic diseases (sarcopenia, osteoporosis, type 2 diabetes, CHD, hypertension). Results for our intervention are as follows: A total of 18 people were spoken to during three different visits to the Fort Collins Senior Center. Four Veteran’s Day 5k information sheets were taken, five Thanksgiving Day 5k information sheets were taken, 6 trail maps were taken, 15 salmon recipes were taken, 10 chicken recipes were taken, 5 tomato soup recipes were taken. Of the 18 people spoken to, 15 had an increase in knowledge about chronic diseases by at least 3 out of the 10 points. Unfortunately our fitness challenge was not successful and there were no participants. Our intervention was successful through the use of observational learning to increase knowledge and confidence in understanding about chronic diseases. One recommendation for our own improvement would be more interaction at the Senior Center with the bulletin board. Especially when it comes to talking about the significance of the fitness challenge with members. The most traffic around the board was in the mornings, and it was hard being at the Senior Center in the morning, since we have classes.

REFLECTION From this experience, we learned the steps that are involved in creating a community nutrition program for intervention, and how to implement and evaluate the success of the program. Future students may be interested in our project and the social constructs we used for our intervention (observational learning and reinforcement). Teachers and students might be interested in whether or not our intervention was successful. Our intervention was successful in increasing knowledge and understanding about reduction of chronic diseases, but we were not successful in engaging our participants. Students who are planning to use observational learning through the use of a bulletin board might want to consider our own success when implementing their own programs. The limitations of our


project were that our community partner needed planned events to be approved months in advance, so that limited us with what we could do with the project. As stated, due to schedule constraints in the morning, it was hard to be at the Senior Center to talk to participants about the fitness challenge when the fitness area was busy. This really limited our success with the health challenge. If this projected was repeated, we be more interactive and engage more with the members of the senior center. Class learning sessions could also be performed (depending upon scheduling constraints) with the senior center members to help further change behavior and increase more awareness about reduction of chronic disease risk. Our project contributes to the field of community nutrition through the implementation of an intervention that aims to promote health and wellness. Health promotion focuses on promoting health and preventing disease, which is what our goal was in reducing the risk of chronic disease for the Senior Center community.

ACKNOWLEDGMENTS We would like to acknowledge our community partner, the Fort Collins Senior Center, for allowing us to complete our intervention and service hours. We would also like to thank Betsy Emond, the Fort Collins Senior Center volunteer coordinator who helped vastly in setting up our intervention and service hours. We would like to thank the members of the Fort Collins Senior Center participants who completed the surveys, read our bulletin board, and made our service learning meaningful. Lastly we would like to acknowledge Whole Foods that donated a $20 gift card for the Fitness Challenge reward.

REFERENCES 1. Fort Collins Senior Center. City of Fort Collins Web site.

http://www.fcgov.com/recreation/seniorcenter.php Accessed September 2, 2015.

2. Older Adults: Overview. Healthy People 2020 Web site.

http://www.healthypeople.gov/2020/topics-objectives/topic/older-adults Accessed September 2, 2015.

3. Fort Collins (city), Colorado. United States Census Bureau Web site.

http://quickfacts.census.gov/qfd/states/08/0827425.html Updated October 14, 2015. Accessed October 20, 2015.

4. Older Adults: National Snapshot. Healthy People 2020 Web site.

http://www.healthypeople.gov/2020/topics-objectives/topic/older-adults/national-snapshot Updated August 25, 2014. Accessed September 3, 2015.

5. Chronic Conditions Among Older Americans. AARP Web site.

http://assets.aarp.org/rgcenter/health/beyond_50_hcr_conditions.pdf Accessed October 20, 2015.

http://www.fcgov.com/recreation/seniorcenter.php

http://www.healthypeople.gov/2020/topics-objectives/topic/older-adults

http://quickfacts.census.gov/qfd/states/08/0827425.html

http://www.healthypeople.gov/2020/topics-objectives/topic/older-adults/national-snapshot

http://assets.aarp.org/rgcenter/health/beyond_50_hcr_conditions.pdf


6. Osteoporosis Facts and Statistics. International Osteoporosis Foundation Web site.

http://www.iofbonehealth.org/facts-and-statistics/index.html Updated 2015. Accessed October 21, 2015.

7. Key Constructs: What is Social Cognitive Theory? Health Behavior and Health Education on UPenn Web site. www.med.upenn.edu/hbhe4/part3-ch8-key-constructs.shtml. Published 1990. Accessed Oct. 1, 2015.

8. Smith-Rae R, Fitzgibbon ML, Tussing-Humphreys L. Fit and Strong! Plus: Design of a comparative effectiveness evaluation of a weight management program for older adults with osteoarthritis. Contemp Clin Trials. 2014; 37(2): 178-188.

9. Wisocki, Patricia A. Handbook of Clinical Behavior Therapy with the Elderly client. 1st ed. New York, New York: Plenum Press; 1991

10. Chapter 5: Active Older Adults. 2008 Physical Activity Guidelines on health.gov Web site. http://health.gov/paguidelines/guidelines/chapter5.aspx Updated October 18, 2015. Accessed October 18, 2015.

11. Dietary Guidelines for Americans 2010. Health.gov Web site. http://health.gov/dietaryguidelines/dga2010/dietaryguidelines2010.pdf Updated 2010. Accessed October 18, 2015.

12. Saunders R, Evans M, Joshi P. “Developing a Process Evaluation Plan for Assessing Health Promotion Implementation: a how-to guide. Health Promot Pract. 2015; 6(2): 134-147.

13. Nutrition Education: Principles of Sound Impact Evaluation. USDA Website. http://www.fns.usda.gov/nutrition-education-principles-sound-impact-evaluation Published September 13, 2005. Accessed November 11, 2015.

14. Liquori T, Koch PD, Contendo IR, Castle J. The cookshop program: outcome evaluation of a nutrition education program linking lunchroom food experiences with classroom cooking experiences. J Nutr Educ. 1998; 30(5): 302-313. doi:10.1016/S0022-3182(98)70339-5

http://www.iofbonehealth.org/facts-and-statistics/index.html

http://www.med.upenn.edu/hbhe4/part3-ch8-key-constructs.shtml

http://health.gov/paguidelines/guidelines/chapter5.aspx

http://health.gov/dietaryguidelines/dga2010/dietaryguidelines2010.pdf

http://www.fns.usda.gov/nutrition-education-principles-sound-impact-evaluation

http://dx.doi.org/10.1016/S0022-3182(98)70339-5


APPENDICES

APPENDIX 1: BULLETIN BOARD MATERIALS: BEHAVIORAL INFORMATION, BROCHURE, BIOGRAPHICAL

INFORMATION SHEET Page 10: Goal setting1 Page 20-21: Brochure Page 22: Biographies





ThiswascreatedbythreeseniorsinFoodScienceandHumanNutritionatCSUforFSHN451:CommunityNutrition.

Mel:

MelisagraduatinginDecemberwithaconcentrationinNutritionalSciences.SheisacompetitivecyclistfortheCSUCyclingTeamaswellasageneralchemistrytutor.SheplanstoattendgraduateschoolforExercisePhysiologyaftertakingtimeoutofschooltoraceprofessionally.melanie.n.beale@gmail.com

Andrea:

AndreaisgraduatinginMaywithbothaconcentrationinNutritionalSciencesandDietetics.SheisapersonaltrainerattheCSURecreationCenterandshevolunteersintheemergencydepartmentatPoudreValleyHospital.Sheplanstobeginmedicalschoolinthenextcoupleofyears.arapp1004@gmail.com

Jackie:

JackieisgraduatinginMaywithaconcentrationinNutritionandFitness.Sheenjoyshiking,running,andworkingattheCSURecreationCenter.Aftershegraduates,sheplanstoworkasaFitnessDirectorattheCSURecreationCenter.Thisjobentailstrainingfitnessinstructorsandimplementingwellnessprograms.jnnelson@rams.colostate.edu


APPENDIX 2: BULLETIN BOARD MATERIALS: FITNESS INFORMATION Page 24: 14 Days of Health Challenge

Page 25: FAQs about exercise2

Page 26: Information about osteoporosis, sarcopenia, and type two diabetes3,4,5

Page 27: Fall hikes in Fort Collins

Page 28: Thanksgiving Day Run6

Page 29: Trail Map7

Page 30: Veteran’s Day 5k8


14daysofHealthChallengeSat urday, Oct ober 17t h- Fr iday, Oct ober 30t h

Instructions:Writeyourname(last,firstinitial)intheprovidedrows.Eachdayyoucompleteagoal,addastarnexttoyournameandindicatebelowwithanumberwhichgoalyoucompleted.Youmaycompletethesamegoaltwiceifyouareunabletocompleteeverygoal.Ifyouhavethemoststarsafter14days,you’llreceivea$20WholeFoodsGiftCard*!*Ifthereisatie,wewilldoaraffletodeterminethewinner.FitnessGoals:1)Walkorrunfor40minutes2)Liftweightsfor40minutes3)Attendanaquafitnessclass4)Attendadanceandmovementclass5)Goforahike6)Goforabikeride7)Useacardiomachinefor40minutesHealthyEatingGoals:8)Trymakingafallrecipefromtheboard9)Drink0sodasforoneday10)Eatsixservingsofvegetablesinoneday11)Eatonlywholegrainsforaday12)Drinkawholegallonofwaterinoneday13)Replacehigh-fatmeatswithlow-fatmeats14)Useoliveoilratherthanbutterwhilecooking

Googleimages:www.maghullhealthstudios.co.uk

Googleimages:http://i.huffpost.com/gen/1137453/images/o-YOGA-OLDER-ADULTS-facebook.jpg

Googleimages:https://www.nflplayerengagement.com/media/387293/78811704a_498x265.jpg

Googleimages:https://knoxvillecpr.com/wp-content/uploads/2015/01/A_Food_Borne_Epidemic_photo.147211602_std.jpg

Googleimages:https://westendfood.coop/sites/westendfood.coop/files/wefc/public/2012/misc-images/veggie%20bike_0_0.jpg Googleimages:

http://cdna.allaboutvision.com/i/slides-habits/salmon-vegetables-462x428.jpg


Frequent ly Asked Quest ions about Exercise:

Is exercise safe for me?

If you have any heart condition or you have suffered a recently injury or fall, make

sure to consult your physician before starting to exercise.

How much should I exercise?

According to the 2008 Physical Activity Guidelines for Americans, you should aim

to do at least 150 minutes of aerobic activity and two activities involving strength

each week.

Aerobic activities: walking, biking, hiking, water aerobics, etc.

Strength activities: yoga, carrying groceries, weight lifting, etc.

Is it ok to start exercising now?

Absolutely! Even if you haven’t exercised much throughout your life, it is never too

late to start. Start with walking a couple of times per week, and slowly you could

add weight lifting, exercise classes, hiking, running, or anything else you like!

Why is exercise so beneficial?

Chronic disease:

Exercise is known to help prevent and treat many chronic diseases. Exercise can

help prevent osteoporosis, sarcopenia, type two diabetes, and more.

Mental health:

Exercise can help increase sleep quality, prevent and treat stress, and allows you

to meet new people and socialize with your friends.

Want more information?

See the attached 2008 Physical Activity Guidelines Þ

Googleimages:http://www.fitnessquotesimg.com/quotes-images/warning-exercise-has-been-know-to-cause-health-and-happiness-839493.jpg



Takeadvantageofthemildtemperaturesandbeautifulfallcolorsbyusingtheextensive

trailsystemsinFortCollins!

Wantmorehikingideasinthefoothills?Ourfavoritesinclude:

HorsetoothMountainParkTakeHarmonyRd.westuptowardthereservoir,andcontinueontoCountRoad38Efor7miles.Takearightintothetrailheadparkinglot.

CoyoteRidgeNaturalAreaTakeTaftHillRd.southoutoftown.Thetrailheadwillbeonyourright

betweenTrilbyand57thSt.

PineridgeNaturalAreaTakeOverlandTrailsouthuntilitdead-endsataparkinglot.Walkon

thePoudreTrailSouthuntilyouseethetrailheadonyourright.

HewlettGulchTakeUS287North,thenleftupPoudreCanyon/CO-14West.Continuefor11milesandturnrightonlyHewlettPlacejustafterPoudrePark.


Wanttoburnoffsomeoftheturkeyyou’lleatonThanksgiving?Thisistheraceforyou!

Theracestartsat9:00amonThanksgivingDay,anditstartsatCollegeAveandMountainAve.-RegisteronlinebyNovember15th$32-RegisteronlineafterNovember15th$35-Racedayregistration$48Getmoreinformationandregisteronlineat:http://www.fctdayrun.com/

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Googleimages:http://cdn.danspapers.com/wp-content/uploads/2012/11/KeepFit3.jpg



Veterans Day 5k Run SAVE THE DATE!!!

9:00 a.m. on Saturday, November 7, 2015

(Registration begins at 7:30 a.m.)

*Meet south of the Engineering Building at the sculpture fountain plaza east of Glover.

Event Description: The Colorado State University Veterans' Day 5K is an annual, non-profit fund raiser designed to raise money for the Veteran's

Scholarship fund. This scholarship is awarded to veterans who were honorably or medically discharged and are living with

disabilities related to their military experience.

The race is also to honor a fallen member of our armed forces who has a personal connection to Colorado State University.

Our honoree for 2015 is David A. Mitts.

Over the years, the run has attracted hundreds of participants: CSU alumni, veterans, children running and in strollers,

experienced runners, and everyone in between. Each year, race participation grows steadily, allowing us to help a disabled

student veteran achieve the goals of successfully completing higher education. Join us and our community members in

honoring a fallen hero as well as helping our student veterans.

The race course is flat and entirely paved and marked. The route circles around The Oval, a CSU landmark, and across the

campus, highlighting much of CSU's main campus.

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Googleimages:http://alvs.colostate.edu/veterans-day-5k-run


APPENDIX 3: BULLETIN BOARD MATERIALS: NUTRITION INFORMATION Page 32: Information about osteoporosis, hypertension, and cardiovascular disease3,9,10 Page 33: Healthy eating plate11 Page 34: Salmon recipe12 Page 35: Low sodium tomato soup recipe13 Page 36: Roasted Dijon chicken and vegetables recipe14


VitaminDandOsteoporosis

Osteoporosisisaconditionofweakandbrittlebones.ItcanbelinkedtovitaminDandcalciumdeficiency.

FoodSourcesofVitaminD

· Fish-salmon,tuna,catfish,codoil · Eggs

· FortifiedVitaminDmilk

· Beefliver

ConsumingadequateamountsofdietaryvitaminDisimportanttomaintainbonestrengthanddensity.VitaminDisessentialtoregulatethebody’scalciumlevels.Forexample,VitaminDhelpsincreaseintestinalabsorptionofcalciumfromfoodandpreventsexcesslossesofcalciumfrombonesorintheurine.1

SodiumandHypertension

Excesssodiumintakeisassociatedwithhypertension(highbloodpressure).Anormalbloodpressurerangeis120/80mmHg.Ahighbloodpressureisgreaterthan140/90mmhg.Sodiumcanincreasethefluidretentioninthebody,causingthepressureexertedbythebloodvesselswallstoincrease.Possiblewaystodecreaseconsumptioninthedietcouldbebynotaddingadditionalsodiumtomeals,orbuyingproductslowinsodium.Whenmakingsoupforexample,useanosodiumorlowsodiumbroth.TheAmericanHeartAssociationrecommendsthatpeoplelimittheirsodiumintaketo2,300mgperday.Withhypertensiontherecommendationistolimitsodiumintaketo1500mgperday.

CardiovascularDiseaseandFatintake

CardiovascularDiseaseincludesmanydiseasesrelatedtotheheartandthebloodvessels.Forexample,narrowedorblockedbloodvesselsbyplaquereferredtoasatherosclerosis,whichreducesbloodflowtotheheart,causingdifferentheartcomplicationssuchasstrokesandheartattacks.Dietsthatarelowinsaturatedfatsandcontainadequateamountsoffruits,vegetables,andomega3fattyacids,couldreducetheriskofheartdiseaseby73%.3Focusingadiettowardmorehealthyunsaturatedfats,asopposedtolesshealthytransandsaturatedfats,candecreasetheriskofheartdisease.4Anexampleofeatingmorehealthyunsaturatedfatswouldbeeatingmoreskinlesspoultryandfish.


http://www.hsph.harvard.edu/nutritionsource/healthy-eating-plate/



10/25/2015 Roasted Salmon with Apple Cider Glaze

http://thescrumptiouspumpkin.com/easyrecipe-print/6137-0/ 1/1

Recipe type: Healthy Fish and Seafood

Roasted Salmon with Apple Cider Glaze

Author: The Scrumptious Pumpkin

Total Time: 30 minutesPrep: 5 minutesCook: 25 minutesYield: 2 servings

Ingredients

1 cup apple cider2 4-ounce wild salmon fillets, bones removed1 tablespoon extra virgin olive oil2 teaspoons fresh rosemary, choppedSalt and freshly ground black pepper

Instructions

1. Preheat the oven to 350 degrees F.2. To a small saucepan, add the apple cider and bring it to a light boil. Reduce the heat to a simmer, stirring often

with a wooden spoon. After about 25 minutes, the cider will reduce and become thick, like a syrup. Turn off theheat and immediately pour the cider glaze into a bowl to allow it to cool.

3. Meanwhile, arrange the salmon, skin-side-down, on a parchment-lined baking sheet. Drizzle the olive oil allover the top of the salmon and season with salt and pepper. Sprinkle the chopped rosemary all over the topsof the salmon. Roast until firm, about 15-20 minutes (ideally, salmon should be cooked on the outside whilestill moist on the inside).

4. Transfer salmon to serving plates and drizzle the cider glaze all over the top of the salmon.

Nutrition InformationServing size: 2 Calories: 272 Fat: 14.3g Saturated fat: 2.1g Trans fat: 0g Carbohydrates: 15.2g Sugar: 13.5gSodium: 347mg Fiber: .7g Protein: 22.2g Cholesterol: 50mg

Recipe by The Scrumptious Pumpkin at http://thescrumptiouspumpkin.com/2013/12/06/roasted-salmon-with-apple-cider-glaze/



LeighBeisch:http://www.health.com/health/recipe/0,,10000001046843,00.html

Roast Dijon Chicken and Vegetables Ingredients

· 1 1/2 tablespoons Dijon mustard

· 1 teaspoon dried thyme, divided

· 4 chicken-breast halves

· 3/4 teaspoon salt, divided

· Cooking spray

· 3 cups (1/2-inch) cubed peeled sweet potato or Red Bliss potato

· 2 cups baby carrots (about 7 ounces)

· 1 large Vidalia or other sweet onion, cut into 12 wedges

· 1 tablespoon olive oil

· 1/2 teaspoon freshly ground black pepper

1 tablespoon chopped fresh parsley

Yield: 4 servings

(serving size: 1 breast and 1 cup potato mixture) Nutritional Information Calories per serving: 284 Fat per serving: 7g Saturated fat per serving: 1g

Monounsaturated fat per serving: 4g

Polyunsaturated fat per serving: 1g

Protein per serving: 30g Carbohydrates per serving: 25g

Fiber per serving: 3g Cholesterol per serving: 73mg

Iron per serving: 3mg Sodium per serving: 462mg

Calcium per serving: 64mg


APPENDIX 4: EVALUATION SURVEYS Page 41: Nutrition and health survey Page 42: Post-retrospective pre survey Page 43: Outcome evaluation survey


NutritionandHealthSurvey

1)Howmanydaysaweekdoyouengageinphysicalactivity?(circleanswer)1 2 3 4 5 6 72)Howenjoyableisphysicalactivityforyou?(10beingveryenjoyable,1notenjoyableatall)1 2 3 4 5 6 7 8 9 103)Duringthepast7Days,howmanytimesdidyoueatfruit?

Ididnoteatfruitduringthepast7days

1-3timesduringthepast7days


1-2timesperdayduringthepast7days

3ormoretimesperdayduringthelast7days4)Duringthepast7Days,howmanytimesdidyoueatvegetables?

Ididnoteatfruitduringthepast7days



1-2timesperdayduringthepast7days

3ormoretimesperdayduringthelast7days

5)DuringthePAST7Days,howmanytimesdidyoueatbreakfastinthemorning?

1 2 3 4 5 6 7

6)Howwouldyoudescribeyourhealth?

Poor

Fair

Good

VeryGood

Excellent

Pleasecircleyouragerange:

Below18 18-50 50orolder


HealthandWellnessSurvey

1)Howwouldyourateyourknowledgeregardingchronicdiseasesrelatedtonutritionandexercise*afterlookingatthisbulletinboard?

1 2 3 4 5 6 7 8 9 102)Lastmonth,howwouldyourateyourknowledgeregardingchronicdiseasesrelatedtonutritionandexercise*?

1 2 3 4 5 6 7 8 9 103)HowawareareyouofphysicalactivityopportunitiesinFortCollinsafterreadingthisbulletinboard?

1 2 3 4 5 6 7 8 9 104)Lastmonth,howawarewereyouofphysicalactivityopportunitiesinFortCollins?

1 2 3 4 5 6 7 8 9 105)Howinterestedareyouinthecontentlistedonthisbulletinboard? 1 2 3 4 5 6 7 8 9 10

Pleasecircleagerange:

17andbelow 18-50 50andabove

*Osteoporosis,sarcopenia,typetwodiabetes,cardiovasculardisease,hypertension


OutcomeEvaluationSurvey

1) Atyourmostrecentcheckup,haveyoubeendiagnosedwithosteoporosis?DEXAbonedensityT-score>2.5

2) Atyourmostrecentcheckup,haveyoubeendiagnosedwithsarcopenia?AsdiagnosedbyEuropeanWorkingGrouponSarcopeniainOlderPeoplecriteria15

3) Atyourmostrecentcheckup,haveyoubeendiagnosedwithanytypeofcardiovasculardisease(i.e.atherosclerosis,heartdisease,coronaryarterydisease)orhaveyouhadaheartattackorstrokeinpast3years?

4) Atyourmostrecentcheckup,haveyoubeendiagnosedwithtype-twodiabetes?Fastingglucose>126mg/dL

5) Atyourmostrecentcheckup,haveyoubeendiagnosedwithhypertension?Bloodpressure>120/80mmHg


APPENDIX 5: BULLETIN BOARD CITATIONS

1. Swayne L, Dodds M. Sports Management and Marketing. Thousand Oaks, CA: Sage Publications; 2011.

2. Chapter 5: Active Older Adults. 2008 Physical Activity Guidelines on health.gov Web site. http://health.gov/paguidelines/guidelines/chapter5.aspx Updated October 18, 2015. Accessed October 18, 2015.

3. Osteoporosis. Mayo Clinic Web site. http://www.mayoclinic.org/diseases-conditions/osteoporosis/basics/definition/con-20019924 Accessed October 19, 2015.

4. Sarcopenia with Aging. WebMD Web site.

http://www.webmd.com/healthy-aging/sarcopenia-with-aging Accessed October 19, 2015.

5. Type 2. American Diabetes Association Web site.

http://www.diabetes.org/diabetes-basics/type-2/ Accessed October 19, 2015.

6. Fort Collins Thanksgiving Day Run. Fort Collins Thanksgiving Day Run Web site.

http://www.fctdayrun.com/ Accessed October 19, 2015.

7. Trail Map 2012. Trails on City of Fort Collins Web site.

http://www.fcgov.com/parks/pdf/trailmap2012.pdf Updated 2012. Accessed October 19, 2015.

8. Veteran’s Day 5k Run. CSU Adult Learner and Veteran Services Web site.

http://www.alvs.colostate.edu/veterans-day-5k-run Updated 2015. Accessed October 19, 2015.

9. High Blood Pressure (Hypertension). PubMed Health Web site.

http://www.ncbi.nlm.nih.gov/pubmedhealth/PMHT0024199/ Accessed October 18, 2015.

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http://www.heart.org/HEARTORG/Caregiver/Resources/WhatisCardiovascularDisease/What-is-Cardiovascular-Disease_UCM_301852_Article.jsp# Updated December 18, 2014. Accessed October 18, 2015.

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http://www.hsph.harvard.edu/nutritionsource/healthy-eating-plate/ Updated 2015. Accessed October 18, 2015.

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http://thescrumptiouspumpkin.com/2013/12/06/roasted-salmon-with-apple-cider-glaze/ Updated 2013. Accessed October 18, 2015.

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http://www.caloriecount.com/low-sodium-tomato-soup-recipe-r1021178 Accessed October 18, 2015.

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http://www.health.com/health/recipe/0,,10000001046843,00.html Accessed October 18, 2015.

15. Sayer AA, Robinson SM, Patel HP, Shavlakadze T, Cooper C, Grounds MD. New Horizons in the Pathogenesis, Diagnosis, and Management of Sarcopenia. Age Aging. 2013; 42(2): 145-150. url: http://www.medscape.com/viewarticle/779781_3

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http://www.mayoclinic.org/diseases-conditions/osteoporosis/basics/definition/con-20019924

http://www.webmd.com/healthy-aging/sarcopenia-with-aging

http://www.diabetes.org/diabetes-basics/type-2/

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http://thescrumptiouspumpkin.com/2013/12/06/roasted-salmon-with-apple-cider-glaze/

http://www.caloriecount.com/low-sodium-tomato-soup-recipe-r1021178

http://www.health.com/health/recipe/0,,10000001046843,00.html

http://www.medscape.com/viewarticle/779781_3

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