STAS-D-041



Statewide Training for SNAP-Ed Local Implementing AgenciesYour SNAP-Ed Guide to the Dietary GuidelinesFacilitator’s GuideThis material was produced by institutions that represent SNAP-Ed in California, known as CalFresh, with funding from USDA SNAP-Ed. These institutions, the California Department of Social Services, the California Department of Public Health, UC CalFresh, California Department of Aging, and Catholic Charities of California, are equal opportunity providers and employers. CalFresh provides assistance to low-income households and can help buy nutritious food for better health. For CalFresh information, call 1-877-847-3663.Table of Contents TOC \o "1-3" \h \z \u General Information PAGEREF _Toc489278313 \h 3Preparation PAGEREF _Toc489278314 \h 4Agenda PAGEREF _Toc489278315 \h 5Facilitation Guidance PAGEREF _Toc489278316 \h 6Suggested Physical Activity PAGEREF _Toc489278317 \h 8Suggested Ways to Evaluate PAGEREF _Toc489278318 \h 9General InformationTarget AudienceThis Training is designed for SNAP-Ed State Implementing Agencies, Local Implementing Agencies, their partners and subcontractors. OverviewThis session is designed to help attendees understand how the Dietary Guidelines for Americans inform and translate to the work we do in SNAP-Ed. PurposeThis training is needed to assist LIAs, Subs and SIAs in understanding how the Dietary Guidelines for Americans inform and translate to the work they do in SNAP-Ed. Duration3 hoursPreparationTrainer materials neededA/V needslaptopprojectorspeakersflip chart pad and easelmarkerspostersDVDsIndex cardsotherTable materialspencils/pens/markerssticky notesmanipulatives (things to touch/play with)otherMiscellaneousblue tapesnacksother Materials for TraineesFolder ContentDGA Bingo/Warm up handoutWorkbookEat Healthy Be Active handout () print pg 1-8 and1-9 only to analyze.Links used in PPTBusy mom AD- Risk Test – – for providersMy Wins Videos - Resources- prior to trainingSecure venue, secure all trainer materials needed. Make sure venue has internet and links work.Room SetupTable groups of 4-8 depending on venue space and number of attendees.AgendaTimeGuidelinesSectionLeader8:00 – 9:00Set-Up9:00 – 9:20Welcome/Warm-Up Activity9:20 – 10:00Guideline Overview and new changes activity10:00 - 10:30 Curriculum change example and sugar activity10:30 - 10:45PA Break10:45 - 11:15Recommendations vs. What we really eat11:15 – 11:25Barriers to Healthy Eating Patterns Discussion11:25 – 11:35Comparing SEM and Core Settings of DGA to SNAP-Ed Model11:35 – 11:55Pre-diabetes and SNAP-Ed GuidanceSkipResources11:55 - 12Wrap-Up Activity Facilitation GuidanceTitleWelcome/Warm-Up ActivityTime20 minutesFacilitatorMaterials and PreparationFind someone who handout Activity 1-Flip Chart, have them put stickies to answer the following questions:What are two things you know about DGA?SuppliesFlip ChartMarkersStickiesImages for training: : Well welcome everyone. We are excited to have you all here today. My name is Your Name Here and I’m with the Training Development and Support Team at CDPH I am going to be one of your SNAP-Ed Guides today. I’m also joined by my colleague (point to colleague) have him or her introduce themselves. Say: We’d like to start the day off with a fun game of bingo. Explain Activity 2 have them pull out DGA Bingo Handout.Activity 2: Have participants mingle around the room and use the “DGA Bingo” handout to ask partner if there is a food on their hand out they love and if so how do they eat or prepare it. Incorporate bingo into this so that whoever gets 4 squares in a row first yells bingo. Explain that the winner will need to explain how other participants liked to prepare the food they marked off (Don’t worry about remembering the names of others.) Play music while activity is going on. (Prize is Chico Bags)Time:15 min maxSay: Now that we are a little more familiar with one another let’s go over the logistics for the day.Instructions: Facilitator should go over logistics, Folder (Agenda page 1 of workbook) and a brief overview of what the goal of the training is. Location of restrooms and break, time of training, and what is in their folder. Say: If you turn to page 1 of your workbook you will see the Agenda. Our time together today is from 9-12. Take a few moments to read over the Agenda. Explain that today’s training is a pilot and we realize we will need to make improvements. Let them know there has been a change in agenda. Prediabetes will be at the end of the day.How many of you have experience working with DGA?Say: Our team works in collaboration with other SIA members to provide SNAP-Ed training across the state to all LIAs on behalf of CDSS. Our workgroup who developed today’s training content consist of Subject Matter Experts across NEOPB and SIAs like Lyn Brock at UC CalFresh. Thank host of venue also.Say: Our goal for today is to help you understand how the Dietary Guidelines for Americans inform and translate to the work we do in SNAP-Ed. We hope to have a fun engaging training for you all today and always want to encourage you to share experiences as the day progresses.TitleGuideline Overview and new changes activityTime40 minFacilitatorMaterials and PreparationDGA Changes Hand outFlip ChartMaterials to create an add(scissors, magazines, glue, markers)Group Discussion: What do you know about the DGA? How do you use the DGA? Talk about what was written on flip chart for Activity 1 to participants. Additional ideas to share outprimary audiences are policymakers, as well as nutrition and health professionals, not the general publicProvides Evidence based recommendations about components of a healthy and nutritionally adequate dietFocus on disease prevention rather than disease treatmentInform Federal food, nutrition and health policies and programsSay: The Dietary Guidelines is a critical tool for professionals like us, to help Americans make healthy choices in their daily lives to help prevent chronic disease and enjoy a healthy diet. It serves as the evidence-based foundation for nutrition education materials that are developed by the Federal Government for the public. It’s used to inform USDA and Health & Human Services (HHS) food programs, such as the USDA's National School Lunch Program and School Breakfast Program, which feed more than 30 million children each school day, and the Special Supplemental Nutrition Program for WIC. How many of you partner with the programs listed on this slide?Say: Federal law requires that SNAP-Ed promotes healthy food choices consistent with the most recent Dietary guidelines for Americans. In the 2017 SNAP-Ed Plan Guidance it refers to the DGAs and how it relates to SNAP-Ed work. This language can be found in your workbook on pages 3 and 4. When you get free time you can read over it. It can also be found in the 2017 SNAP-Ed Plan Guidance starting on page 18.Say: So now that we know who and what the DGA is for let’s take a look at the five guidelines and how they relate to the SNAP-Ed work we do. The first guideline is Follow a healthy eating pattern across the lifespan.(Have a volunteer read guidelines on slide) This guideline embodies the idea that all food and beverage choices matter. Choosing a healthy eating pattern will help achieve and maintain a healthy body weight, support nutrient adequacy and reduce the risk of chronic disease.The new DGA focuses on healthy eating patterns. The DGA has 3 healthy eating pattern examples (Healthy U.S., Healthy Mediterranean and Healthy Vegetarian) You can find these healthy eating patterns in Appendix 3, 4 and 5 of the DGA. MyPlate which is the translation of the DGA to the public refers to these eating patterns as “eating styles.”So how does this relate to SNAP-Ed and the work you all do? Here are some examples of approved curricula that demonstrate healthy eating patterns in different age groups throughout the lifespan.Say: These guidelines focus on more specifics of the dietary patterns that include healthful foods more often and limit foods that are less healthy. They relate to the direct education we do in SNAP-Ed.(Have a volunteer read each guideline)Ask: We will go into detail about curriculum that focuses on these details later this morning.Say: (Ask for volunteer to read last guideline) This last guideline should be familiar to all of you. We talk about reaching our SNAP-Ed participants in all core settings and at every level of the Social-ecological model with programs and interventions and that is exactly what this last guideline is referring to. This is another reason why PSE interventions are being emphasized along with nutrition education and health promotion.What may not be so familiar is this particular Social-ecological model graphic we will discuss changes later on in the training.Say: There is much that has stayed the same in the new DGA for example make half your grains whole grains, eat a variety of fruits and vegetables, fat-free or low-fat dairy, limit saturated fat intake to less than 10% of total calories to help reduce risk for cardiovascular disease. Source: and Say: Also in 2008 the Physical Activity Guidelines for Americans (PAG) came out and the DGA refers to it as well. The PAG is updated every 10 years so nothing has changed as far as PA recommendations.Time: 30 min maxActivity 3: Advertisement poster( essence of the change) 4 or 5 groups Include image, collageSay: So what is new in the 2015 guidelines compared to 2010?Do: Have participants turn to page 2 of their workbook. Assign each group a teach back section either Sugar or Protein. Tell them they are going to be creating an ad for the new guideline change.Instructions: Leave up Instructions for Activity 3After 10-15 minutes have them do a teach back to the class using the Ad they’ve created.TitleCurriculum Change and Sugar ActivityTime30 MinFacilitatorMaterials and PreparationEnjoy Healthy Food Curriculum Hand out print pg 1-8-1-9 only to analyze.Sugar Calculation HandoutFood label or actual productTime:10minActivity 4: Instruct Participants to pull out there sample curriculum handout for Eat Healthy Be Active Workshop 1 () Print page 1-8 and 1-9 only for activity and review it. Changes: p8 Take out 300 mg per day of dietary cholesterol. Add Consume less than 10% of calories from Added sugarsp9Second bullet Prehypertension and Hypertension only instead of all categories listed.Do: Read slide and so pair share then larger group share with participants.Instructions: Leave up Instructions for Activity 4After 10-15 minutes have a few share out to larger group.Then pair share what in workbook may need to be changed due to changes in new DGA? Have them also refer to page 2 of the workbook for new changes to the DGA.Have a few share out to larger group.Ask: What curriculum that you currently use will need to be updated?Do: Read slide and debrief with participants.Time: 10 min each table gets different product labels (5 paper labels at each table)Say: One of the biggest changes in the new DGA is the % of added sugar. We want you to better understand what less than 10% of calories per day from added sugars means in your own diet so when you are relating to your participants you will be better equipped to teach on it. Say: Turn to page 6 of your workbook. We are going to look at our personal daily calorie needs. Once you have that number please turn to page 7 of your workbook and write down your daily calories in the first box.Activity 5: Have participants turn to page 7 of their workbook titled Sugar Activity and walk participants through each step of the Sugar Activity. After complete ask what were some things they noticed about the activity, how did it make them feel? How it relates to their everyday sugar intake?Say: We understand you don’t have time in many of your classes to do complicated calculations like the one we just did. What are some ways you could get the DGA message about added sugar to your participants in a simple way? What alternative activity might you do?Say: FDA just came out with new guidelines for the Nutrition Facts label. This new design will help people keep track of 10 percent of calories per day from the amount of added sugars in foods and will be implemented over the next 2-3 pliance DatesManufacturers $10 million in annual food sales will need to use the new label by July 26, 2018. However, manufacturers with less than $10 million in annual food sales will have an additional year to comply.Label-reading lessons will also need slight modifications. On page 17 of your workbook you will find a link to FDA’s handout summarizing the changes.Group Discussion: Discuss with group what they like about the new label how they think it will be beneficial to what they are teaching. Have group share out.Background: The new changes will further align the label with current dietary guidelines.7 One important change is the addition of a line disclosing “added sugar” content. The Daily Value (% DV) for added sugar is 10% of calories, representing a limit of 50 g (roughly 12 teaspoons) of added sugar for a 2000-calorie diet, a typical daily intake for adults (Figure). Although intake of added sugar has decreased in recent years in the United States, consumption still exceeds recommendations, with the average adult consuming 22 teaspoons of added sugar per day. Sugar-sweetened beverages alone account for 39% of all added sugar intake.7 Intake of sugar-sweetened beverages and added sugar is associated with weight gain and increased risk of type 2 diabetes and cardiovascular disease.8 Based on these data, the 2015-2020 Dietary Guidelines for Americans recommend limiting added sugar intake to less than 10% of daily calories.7 Once the changes are implemented, the label on a 20-oz (591 mL) bottle of soda, for example, would indicate that individuals are consuming 130% of their added sugar limit for the day (for a 2000-calorie diet).TitlePA BreakTime15 minutesFacilitatorMaterials and PreparationPlaying for Healthy choices selected card and PA Quiz. Set up 5 stations.Instructions: Have 5 stations set up. Each station has one Playing for Healthy Choices card for the activity group will perform. Groups rotate stations doing the advanced reps on the Playing for Healthy Choices Card. Each Table will get a DGA PA Quiz handout. They will complete one question per station in any order. When everyone is completed sit down and go over answers.Answers: 1.c,2.b,3.d,4.c,5.d (Read from Test Answers handout for Facilitator)Suggested PA moves(Party Time, Jumping Jacks, Squat,Jab,Jab, Hamstring Curl and Cross Country)Instructions: Put up slide while PA Break is going onTitleRecommendations vs. What we really eatTime30 min.FacilitatorMaterials and PreparationWorkbookSay: Now we are going to discuss what DGA recommends we eat versus (next slide.)Say: What we really eat.Say: Another part of the DGA includes a LOT of info about how what most American actually eat compares to these guidelines. Let’s take a closer look at some of this info.Turn to page 10 of your workbooks called “Dietary Intakes Compared to Recommendations.” It looks like this!Say: For now, let’s just focus on the very first food group - vegetables. This is on the top of the page. Say: You can see the Orange bar. This is the percentage of ALL Americans who eat less than the recommended about of vegetables. Can anyone make out the percentage?Say: The blue bar is the percentage of Americans who do eat at least the recommended amount of veggies. This is about 16%.Say: Notice how the ORANGE Bars are what DGA considers “unhealthy” behaviors, while the Blue Bars are what the healthy behaviors we want to encourage!Say: Look at the graphs for fruits, total grains, dairy, protein foods, and oil comparing what we Americans actually eat vs what the DGA recommendations are. (Give them 30 seconds)What do you notice (Call out)Say: Now let’s look at the graphs for added sugars, saturated fats, and sodium. There are things the DGA recommends LIMITING. You’ll notice the colors have flipped BUT Orange still means Unhealthy and Blue healthy.Say: The DGA has lots more charts like these. We’ll look at a few more. Turn to page 11 called Vegetables.These graphs get a lot more specific about gender and age.You can see on graph on the left is just for boys/men, and the one of the right just for girls/women.Say: This slide is zooming in on just the male part of the graph. At the bottom is the age rangesSay: On these graphs the blue bars are for the recommended intake. It’s a range because the amount recommended depends on how active you are. More active people will need more calories and foods from these groups, and less active people will need less of them.Say: Finally, the little orange circle is what is average for all the people of this gender and age range. For example, for men who are over 71, the DGA recommends 2 ? to 3 ? cups each day. But the average actually eaten is a little higher than 1 ? cups a day. That means most men over 70 are NOT getting enough veggies.Say: Now look for your gender and age group. Also look for gender/age group for your family members. How do they compare?Activity 6 Say: Now let’s look at a few other charts –the dark green veggies, red/orange veggies, starchy veggies, other veggie and fruit.Focus on you and your family members.What do you notice? Talk w/a partner or at your tables?We’ll hear your thoughts in a few minutes Say: One last chart we’ll look at today is chart about Whole and Refined GrainsSay: This one is a bit different from all the rest.The blue bar is still for the recommended intakeSay: However, on this chart the yellow bar is for REFINED grain intake. That’s of all the processed grain foodsSay: The green diamonds are for WHOLE Grain intake.Take a moment to review this chart. What strikes you about this one?Say: We’ve talked quite a bit about some of the info the DGA has comparing the typical American intake for some food groups with the recommendations. Now that you are more familiar w/ this, we’d like you to consider how this relates to your work in SNAP-Ed. How can you see yourself using this info in the work that you do?Again talk in pairs/groups and we’ll hear your thoughts later5 min group/table5 – 10 debrief.TitleBarriers to Healthy Eating Patterns DiscussionTime10 min.FacilitatorMaterials and PreparationFlip Chart Markers, Go into link show toolActivity 7Time:10 minInstructions: Read question record ideas on Flip ChartSay: The DGA identifies specific circumstances that can limit an individual’s or family’s capacity to choose a healthy diet to make healthy shifts to a healthy eating pattern. These barriers are Food Access, Household Food Insecurity and Acculturation on p 67 of DGA.Say: What activities are you already doing to address these barriers? Let’s start with Food Access. Record share outs to solutions on flipchart. Then Household Food Insecurity, then acculturation.Barriers:Food Access: Five strategies that county leaders can implement to increase residents’ access to healthy and affordable foods:*Improve healthy and affordable food optionsin existing stores*Promote supermarket development*Promote general economic development,land use and transportation policies thatincrease food access*Support farmers’ markets and communitygardens*Promote farm-to-school programsHousehold Food Insecurity: use a variety of strategies to make healthful foods more affordable at grocery stores, corner or country stores, farmers markets/urban farms, fruit and vegetable prescription programs, and community supported agriculture. Make nutritious foods more affordable for low-income children and families. Acculturation-The US continues to evolve as a nation of individuals and families who emigrate from other countries. Healthy eating patterns are designed to be flexible in order to accommodate traditional and cultural foods. Professionals can help individuals or population groups by recognizing cultural diversity and developing programs and materials that are responsive and appropriate to their belief systems, lifestyles and practices, traditions and other needs.Read DGA p67TitleComparing SEM and Core Settings of DGA to SNAP-Ed ModelsTime10 min.FacilitatorMaterials and PreparationSay: So we have talked a lot about the first four guidelines of the DGA today so let’s take a look at the last guideline. This one is the key to sustainability and why PSE interventions are emphasized along with nutrition education and health promotion efforts. (Have volunteer read slide)Say: Here is the new SEM graphic in your 2017 SNAP-Ed Plan Guidance. This comes directly from the 2015-2020 DGA. How do you all relate the core settings we just discussed to this model? What PSEs are you currently working on how do they fit into this model?(refer to next slide for participants to get a better description of the SEM breakdown)Activity 8: Participants share PSEs they are working on that are part of this model.(skip if already went over in activity 7)Background: The Dietary Guidelines for Americans continues to support and emphasize the role that Social and Cultural Norms and Values, Sectors and Setting have in improving health outcomes.The NEOPB media campaign aims at shifting social and cultural norms and values to support behaviors related to healthy eating and being physically activeThe NEOPB Partnership Plan specifically addresses the need to pursue and establish partnerships in each of the agriculture, communities of faith, education, government, retail, healthcareThe NEOPB Portfolios provide focus for interventions based on settingsAnd the nutrition education and physical activity interventions are directed towards the individualsSay: Does this look familiar to anyone? In 2010 DGA was the first time the DGA included the Socio-Ecological Model. Say: Most of you are familiar with this.Read each levelSay: The 2015 DGA still has the SEM. It’s very similar to the 2010 version but does have a new graphic. Say: You can see it still has the same 4 levels: Socio & Cultural Norms and Values, Sectors of influence including things like government, Health Care, Retail, etc.Settings – such as home, school, worksite, etc., and Individual Factors. In the 2015 version of the DGA they have added a bit explanation about how to use the SEM in planning. Say: This is an image straight from the 2015 DGA. What do you notice about this that is similar to the work you do? Participants should realize what they do ties in with this. (These are USDAs core settings) Where we work, play, live, shop, eat, worship. Page 70 of DGA goes over core settings and the importance of aligning settings with the DGA.Notes for more ideas if participants need more examples: Improved eating and physical activity behaviors may be sustained by implementing change at various levels of the Social-Ecological Model including the use of Smarter Lunchrooms in schools, CATCH or other PA curriculum in schools, and comprehensive nutrition programming such as the Shaping Healthy Choices Program. Adults are taught skills to sustain healthy lifestyle choices through curricula such as Plan, Shop, Save, Cook, Making Every Dollar Count and Eating Smart Being Active. (bolded above need approval from UC Cooperative Extension )Shaping Healthy Choices is a comprehensive school-based program. It uses 2 curricula currently – Discovering Healthy Choices and Cooking Up Healthy Choices. Both are available at the UC Davis Center for Nutrition in Schools.TitlePrediabetes and SNAP-Ed GuidanceTime40 min.FacilitatorMaterials and PreparationVideo of under Watch TV Campaigns at bottom of page.WorkbookSay: How many of you are familiar with this? (Show of hands) Yes many of you should be. This is our go to for what is allowable in SNAP-Ed NEOP Programs. One thing we thought was important to touch on today is changes made to allowability in terms of diabetes prevention. Go to next slide.Say: Turn to Page 8 of your workbook. Can I have a volunteer read language boxed in red? The good news is you are already doing this work. The direct education classes, PSEs and other strategies you are using to prevent obesity align with what is used to prevent diabetes. The part of it SNAP-Ed doesn’t allow is the clinical aspect like diagnoses, treatment and education on diabetes.We bring this up today because the DGA guidelines and recommendations were created to help with preventing conditions like diabetes and prediabetes(next slideSay: We know SNAP-Ed does not provide Medical Nutrition Therapy services to participants with diabetes but we can support the prevention efforts. One recent topic of discussion has been Prediabetes. Prediabetes is becoming an epidemic in our nation and there are many efforts going on nationally to help with prevention. By promoting healthy diet choices, like plenty of fruits and vegetables, whole grains, and healthy beverages-paired with the recommended amount of physical activity – the education you are providing is consistent not only with obesity prevention but also prevention of prediabetes.Say: How many of you are familiar with The National Diabetes Prevention Program? CDC-recognized lifestyle change programs are located in a variety of places throughout the nation, including at: health care clinics; community-based organizations; faith-based organizations; wellness centers; worksites; cooperative extension offices; and university-based continuing education programs. For a list of CA lifestyle change programs, see: : As we discussed earlier promoting, educating and supporting diabetes prevention is allowable. One way to do this is by partnering with programs like this one. Say: all of our SNAP-Ed materials are consistent with diabetes prevention - healthy diet, physical activity and good beverage choices - in fact many of the speaking points mention prevention of type II diabetes, heart disease and certain cancers. ?The purpose of me saying this is to let you know you can easily reframe your approach where appropriate to mention that the materials you are using also help to support pre-diabetes prevention. ?Although you aren’t able to use CDC’s NDPP Curriculum you can refer a person to the program or be a part of monitoring for referrals to help promote this effort. You also have a responsibility to share community resources. Speaking of sharing resources I’d like to share with you some resources for the NDPP Campaign. Background: Some counties are partnering with this CDC Program to help promote diabetes prevention. For example Fresno coordinates with the NEOP Program to offer cooking classes and other trainings to NDPP participants. Monterey has formed Local Action Network Meetings and is generating prevention screening referrals. Other counties involved in partnering with NPP are Alameda, Madera, Monterey, Sacramento, Fresno, Tulare, Merced, Shasta, San Joaquin and Sonoma. (Refer to example document)CDC-recognized lifestyle change programs are located in a variety of places throughout the nation, including at: health care clinics; community-based organizations; faith-based organizations; wellness centers; worksites; cooperative extension offices; and university-based continuing education programs. For a list of CA lifestyle change programs, see: . Interestingly, Solano County Public Health is listed as offering this program. Say: NDPP has come up with some campaign ads we’d like to share. These messages are relevant, entertaining and timely. ?Share them with your chronic disease leadership and CNAP groups to help identify where and when we can share these messages - and reach the at-risk clients we serve. ?Through SNAP-Ed funding we've gained many partners and partner organizations that may be able to help gain exposure and increase awareness for pre-diabetes, even though SNAP-Ed funds can't be used to place the ads.TitleResourcesTime5 min.FacilitatorMaterials and PreparationResources handout, Play VideoSay: We all need materials that are easy to understand and share, such as an online searchable tool or document, an executive summary that highlights key takeaways from DGA and ready to use tools like infographics and social media messages. Next we are going to briefly review with you what resources are available that translate DGA from professional perspective to a public perspective.Say: The Healthy Eating and Active Living Toolkit for Community Educators is available online for download. It includes 6 lessons that all must be taught. Good news is no Income Outcome Evaluation will need to be done for this toolkit and the lessons have been shortened from what was originally in the Fruit, Vegetable and Physical Activity Toolbox for Community Educators.Say: has created various tools help individuals follow the key recommendations in the Dietary Guidelines for Americans, providing practical information to individuals, health professionals, nutrition educators and the food industry to help consumers build healthier diets with resources and tools for dietary assessment, nutrition education, and other user-friendly nutrition information. The online resources and tools can empower people to make healthier food choices for themselves, their families and their children. Let’s take a brief look at what tools they have available.Say: What is a “MyWin?” Making small changes and thinking of them as small victories=My Win providing sense of accomplishment. Say: The site also provides videos of real life family experiences that support helping with healthy changes. How many of you have seen these?If time allows Play video by clicking image can be found on number 1. Videos featuring real familiesInstructions: Review slide with link on resource handout and what is available on site.Instructions: Review slide with link on resource handout and what is available on site. Same resource as previous slide but more detail on Tools and Resources. TitleDGA Travel BlogTime15 min.FacilitatorMaterials and PreparationActivity 9Say: To wrap up today we want you to be the guide!On page 18 of your workbook we’d like you to write about what you got out of today’s session. What you would recommend to other health professionals about DGA. Have a few participants share out key takeaways.Suggested Ways to Evaluate Please respond to the questions below with the appropriate answer:As a result of attending this training session I am better able to:Objective #1 Strongly Agree ?Agree ?Disagree ?Strongly Disagree ?N.A. ?b. Objective #2 Strongly Agree ?Agree ?Disagree ?Strongly Disagree ?N.A. ?c. Objective #3 Strongly Agree ?Agree ?Disagree ?Strongly Disagree ?N.A. ?Please check ALL of the training activities below that were EFFECTIVE in meeting the course objectives. This activity effectively contributed to the course objectives:a. Activity #1 ?b. Activity #2 ?c. Activity #3 ?How likely are you to recommend this training session to someone else? Very likely ? Somewhat likely ?Not very likely ?Does not apply ?What about this training session did you especially like?What do you think would make this training session better? Any other comments? ................
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