+ All Categories
Home > Documents > Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning...

Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning...

Date post: 25-Dec-2015
Category:
Upload: gyles-sharp
View: 216 times
Download: 3 times
Share this document with a friend
Popular Tags:
32
Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to: identify strengths and weaknesses of the main sources of nutritional status information; understand how the analysis of underlying causes of malnutrition can integrate the results of the assessments.
Transcript
Page 1: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 1 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Learning Objectives

At the end of this lesson you will be able to:

identify strengths and weaknesses of the main sources of nutritional status information;

understand how the analysis of underlying causes of malnutrition can integrate the results of the assessments.

Page 2: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 2 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Introduction

Identifying nutritional problems of a population in a clear and measurable way will help to:

Define needs, opportunities and constraints, and prioritize solutions.Define needs, opportunities and constraints, and prioritize solutions.

Evaluate programme impact and improve efficiency.Evaluate programme impact and improve efficiency.

Influence decision making in strategic planning, policy formulation and resource allocation.

Influence decision making in strategic planning, policy formulation and resource allocation.

Raise community awareness and participation to maximize long-term impact.

Raise community awareness and participation to maximize long-term impact.

Page 3: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 3 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

To define the nutritional problem of the targeted population, it is necessary to measure its nutritional status.

Introduction

Nutritional status assessments enable to determine whether the

individual is well-nourished or undernourished.

Nutritional status assessments enable to determine whether the

individual is well-nourished or undernourished.

ASSESSMENTof the nutritional situation in target

population

ASSESSMENTof the nutritional situation in target

population

ACTIONbased on the

analysis & available resources

ACTIONbased on the

analysis & available resources

Source: UNICEF, Triple-A Cycle

ANALYSIS

of the causes of the problem

ANALYSIS

of the causes of the problem

Page 4: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 4 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Assessing Nutritional Status

Nutritional status can be assessed through:

Body (anthropometric) measurements, used to measure growth in children and body weight

changes in adults.

Body (anthropometric) measurements, used to measure growth in children and body weight

changes in adults.

Clinical examination and biochemical testing, used to diagnose deficiencies of

micronutrients (e.g. iodine, vitamin A and iron).

Clinical examination and biochemical testing, used to diagnose deficiencies of

micronutrients (e.g. iodine, vitamin A and iron).

Page 5: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 5 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Anthropometry

It is precise and accurate;

It uses standardized technique;

It is suitable for large sample sizes, such as representative population samples;

It does not require expensive equipment, and skills can be learnt quickly.

Anthropometry is the most frequently used method to assess nutritional status.

Anthropometry is the most frequently used method to assess nutritional status.

Page 6: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 6 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

School Census DataSchool Census Data

Repeated SurveysRepeated Surveys

Growth MonitoringGrowth Monitoring

Four main data collection methodologies that provide anthropometric information are :

Sentinel Site SurveillanceSentinel Site Surveillance

Anthropometry

Multiple Indicator Cluster Survey (MICS)Multiple Indicator Cluster Survey (MICS)

Demographic and Health Surveys (DHS)Demographic and Health Surveys (DHS)

Two major sources of anthropometric information are:

Page 7: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 7 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

They include: national surveys, and small-scale surveys.

They include: national surveys, and small-scale surveys.

REPEATED SURVEYS

They analyze a representative sample of the population, and assess:

type, severity, and extent of malnutrition (and often its causes).

On page 5 and 6 of the Learner Notes you may find a table describing the features of repeated surveys, and a relevant case study.

Anthropometry

Repeated surveys are population-based surveys.

Page 8: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 8 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

GROWTH MONITORING

It can be performed at the individual level, or at a group level. It can also be:

Anthropometry

On page 7 and 8 of the Learner Notes you may find a table describing the features of growth monitoring, and two relevant case studies.

Growth monitoring is the continuous monitoring of growth in children.

Growth monitoring is the continuous monitoring of growth in children.

clinic-based growth monitoring (conducted by health professionals at Maternal

and Child Health clinics), or

clinic-based growth monitoring (conducted by health professionals at Maternal

and Child Health clinics), or

community-based growth monitoring (conducted by trained members of the

community in villages )

community-based growth monitoring (conducted by trained members of the

community in villages )

Page 9: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 9 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

The sites may be specific population groups or villages that cover populations at risk.

It can be: centrally-based sentinel site surveillance, or community-based sentinel site surveillance.

SENTINEL SITE SURVEILLANCEAnthropometry

On page 9 of the Learner Notes you may find a table describing the features of sentinel site surveillance.

Sentinel site surveillance involves surveillance in a limited number of sites, to detect trends in the overall

well-being of the population.

Sentinel site surveillance involves surveillance in a limited number of sites, to detect trends in the overall

well-being of the population.

Page 10: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 10 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

The objective is to identify high-risk children with poor health, malnutrition and low socio-economic status.

SCHOOL CENSUS DATAAnthropometry

On page 10 of the Learner Notes you may find a table describing the features of school census data.

School census data relates to nutritional assessment occasionally undertaken in

schools.

School census data relates to nutritional assessment occasionally undertaken in

schools.

Page 11: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 11 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

The most common deficiencies are: • Iodine, • vitamin A, and• iron

During emergencies: scurvy, beri-beri (vitamin B 1 deficiency), and pellagra (vitamin B 3 deficiency).

Clinical examination and biochemical testing

Biochemical testing and clinical examination can contribute to diagnosing

micronutrient deficiencies.

Biochemical testing and clinical examination can contribute to diagnosing

micronutrient deficiencies.

Page 12: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 12 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Which type of information source should be used?

Selecting Nutrition Information Sources

In case of multiple objectives, prioritising them will help decide which kind of system is most appropriate.

Primary objectives should largely determine the source.Primary objectives should largely determine the source.

Example: If the primary objective is to support households in prevention and treatment of malnutrition, then the appropriate source may be growth monitoring.

Page 13: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 13 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Selecting Nutrition Information Sources

Before undertaking any survey, consider:

are there any existing data? national surveys are very expensive and

time-consuming compared to community based systems: is it necessary to look for donor funding?

is there a need to sustain a system over a period of time?

When deciding which type of information source should be used, one must match

costs with resource availability.

Page 14: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 14 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Other key factors to consider are:

Response capacity at different levels (household, community, district, national and international).

Environmental factors, such as security, geographical terrain and infrastructure.

Seasonality of malnutrition in most developing countries.

Emergency versus non-emergency contexts.

Organizational mandate and implementation capacity.

Selecting Nutrition Information Sources

Page 15: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 15 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Analysing Underlying Causes

If you need to: identify effective responses to

reduce malnutrition, interpret malnutrition and

understand what are the underlying causes, then

Additional information about access to food, health and care

practices is needed.

Additional information about access to food, health and care

practices is needed.

Nutritional status data alone are of limited use.

ASSESSMENTof the nutritional situation in target

population

ASSESSMENTof the nutritional situation in target

population

ACTIONbased on the

analysis & available resources

ACTIONbased on the

analysis & available resources

Source: UNICEF, Triple-A Cycle

ANALYSIS

of the causes of the problem

ANALYSIS

of the causes of the problem

Page 16: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 16 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

The conceptual framework developed by FAO’s Food Insecurity and Vulnerability Information and Mapping Systems (FIVIMS):

Analysing Underlying Causes

Page 17: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 17 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

This means to understand the specific causes of malnutrition in a particular livelihood.

This means to understand the specific causes of malnutrition in a particular livelihood.

Analysing Underlying Causes

Participatory appraisal of nutrition will allow an analysis to be carried out from a livelihoods

perspective.

Participatory appraisal of nutrition will allow an analysis to be carried out from a livelihoods

perspective.

Page 18: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 18 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Analysing Underlying Causes

understand the food and nutrition situation and raise awareness in the community;

promote the participation of different community groups (e.g. women, poor people, young people);

identify the problems, constraints and opportunities to adequate nutrition and the population groups most affected;

prioritize food and nutrition problems;

jointly plan food and nutrition activities to remedy the problems; and

contribute to community empowerment.

Participatory appraisals serve to:

Page 19: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 19 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

In carrying out the participatory appraisal, the following points deserve particular attention:

Analysing Underlying Causes

A) Traditional food habits and production systems (and also health and care practices)A) Traditional food habits and production systems (and also health and care practices)

B) Desired food patterns, or what people prefer to eat and why.

B) Desired food patterns, or what people prefer to eat and why.

C) The ways households cope with seasonal or unexpected food and nutrition problems

C) The ways households cope with seasonal or unexpected food and nutrition problems

Page 20: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 20 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

The steps in the participatory appraisal of community food and nutrition are:

Analysing Underlying Causes

1. Analyse the food and nutrition situation1. Analyse the food and nutrition situation

2. Identify nutrition-related problems and major constraints to adequate nutrition

2. Identify nutrition-related problems and major constraints to adequate nutrition

3. Identify vulnerable households in relation to each problem and determine those most affected

3. Identify vulnerable households in relation to each problem and determine those most affected

4. Prioritize food and nutrition problems4. Prioritize food and nutrition problems

5. Summarize and agree on the outcomes of the appraisal5. Summarize and agree on the outcomes of the appraisal

Page 21: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 21 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

An impact diagram, or a problem tree can be used as a visual summary of the information.

It can point out the origins of problems, and show the causes of malnutrition.

Analysing Underlying Causes

To help explain and make associations with quantitative findings (levels of malnutrition) you can use Qualitative findings.

Page 22: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 22 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

It is also useful to carry out a SWOT analysis:

what has helped people in achieving good nutrition (strengths and opportunities)?

what has hindered them (weaknesses and threats)?

Analysing Underlying Causes

The final challenge in analysing malnutrition is to combine quantitative

and qualitative findings.

Page 23: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 23 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Case Study - Darfur in 2000

A nutritional survey was conducted in Darfur at the same time as a household economy assessment (HEA), which determines the food gap of households.

The nutritional survey showed: a current high rate of global acute

malnutrition (GAM), signs of vitamin A deficiency, and a recent measles epidemic.

From Analysis to Action

What does this information suggest?What does this information suggest?

The HEA predicted that there would be a food deficit in the future, based on:

poor cereal production, high grain prices, and low groundnut prices.

Page 24: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 24 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Relying simply on measurements of nutritional status can be misleading, and may lead to inappropriate responses.

From Analysis to Action

It is important to carry out an integrated analysis that combines

nutrition data with other kinds of information.

It is important to carry out an integrated analysis that combines

nutrition data with other kinds of information.

Page 25: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 25 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Two examples of analyses that integrate multi-sectoral information into assessment are:

From Analysis to Action

Nutrition Country Profiles - NCPs They provide:

a thorough analysis of the food and nutrition situation in countries, background statistics on food-related factors such as agricultural

production, as well as selected health, demographic, education and economic indicators.

Nutrition Information in Crisis Situations (NICS) reports

The NICS classification defines five levels of nutritional risk. (e.g. Populations in category I are critical; populations in category IV are not at an elevated nutritional risk).

The prevalence/risk is indirectly affected by both: underlying causes of malnutrition, relating to food, health and care,and the constraints limiting humanitarian response.

Page 26: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 26 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

If there are measured or assessed problems in terms of:

disease patterns/outbreaks, poor water and sanitation

conditions, or inappropriate caring practices,

From Analysis to Action

then this would argue for:

multi-sectoral intervention (e.g. school gardening)

multi-sectoral intervention (e.g. school gardening)

ASSESSMENTof the nutritional situation in target

population

ASSESSMENTof the nutritional situation in target

population

ACTIONbased on the

analysis & available resources

ACTIONbased on the

analysis & available resources

Source: UNICEF, Triple-A Cycle

ANALYSIS

of the causes of the problem

ANALYSIS

of the causes of the problem

Page 27: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 27 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Example: Nutritional profile of an Ethiopian highland community

In the rural highlands of Ethiopia, subsistence farmers have less than a half-hectare of land on which to grow crops. In a good year, teff production (the local staple) will last an average family for five months. After that families are forced to sell small livestock, with men migrating for seasonal work.

Water sources have been gradually diminishing due to a combination of poor rainfall years and population and livestock pressures, so that women are spending an increasing number of hours each day collecting water.

In the rural highlands of Ethiopia, subsistence farmers have less than a half-hectare of land on which to grow crops. In a good year, teff production (the local staple) will last an average family for five months. After that families are forced to sell small livestock, with men migrating for seasonal work.

Water sources have been gradually diminishing due to a combination of poor rainfall years and population and livestock pressures, so that women are spending an increasing number of hours each day collecting water.

From Analysis to Action

The number of cases of underweight children seen at Mother and Child Health (MCH) centres has two peaks:one is before the main Belg harvest, and the other coincides with the rainy season as levels of malaria and diarrhoea increase.

Nutritional survey work has shown that levels of malnutrition are highest amongst the 12- to 24- month age group and that infant feeding practices (early introduction of solid foods) are contributing to their high levels of malnutrition.

The number of cases of underweight children seen at Mother and Child Health (MCH) centres has two peaks:one is before the main Belg harvest, and the other coincides with the rainy season as levels of malaria and diarrhoea increase.

Nutritional survey work has shown that levels of malnutrition are highest amongst the 12- to 24- month age group and that infant feeding practices (early introduction of solid foods) are contributing to their high levels of malnutrition.

What kind of intervention is needed?What kind of intervention is needed?

Page 28: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 28 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Case Study - Afghan refugees in Pakistan 1985-6

Levels of malnutrition in a number of refugee camps were alarmingly high, despite large amounts of food aid going into the camps. Because of over-registration by refugees, too much food was being allocated in the camps. High levels of malnutrition were therefore being attributed to faulty food distribution systems.

Levels of malnutrition in a number of refugee camps were alarmingly high, despite large amounts of food aid going into the camps. Because of over-registration by refugees, too much food was being allocated in the camps. High levels of malnutrition were therefore being attributed to faulty food distribution systems.

From Analysis to Action

A nutritional assessment by UNHCR also collected information on water quality, levels of diarrhoea and use of breast milk substitutes. The findings were that:

levels of diarrhoea were of 60 percent, breast milk substitutes were being over-used, and the products were being used with contaminated water supplies.

These findings confirmed that the nutritional problems were mainly related to infant feeding practices, hygiene and sanitation and that food rations were not the issue.

A nutritional assessment by UNHCR also collected information on water quality, levels of diarrhoea and use of breast milk substitutes. The findings were that:

levels of diarrhoea were of 60 percent, breast milk substitutes were being over-used, and the products were being used with contaminated water supplies.

These findings confirmed that the nutritional problems were mainly related to infant feeding practices, hygiene and sanitation and that food rations were not the issue.

What conclusions can be drawn from this case study?What conclusions can be drawn from this case study?

Page 29: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 29 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Summary

Nutritional status assessments enables to determine whether a population group is well-nourished or undernourished by using anthropometric measurements, biochemical testing or by identifying physiological signs.

The main data collection methodologies that provide anthropometric information are: poplulation-based surveys, growth monitoring, and sentinel site and school census data.

Additional information on factors such as food security, livelihoods, and health and care practices is usually necessary to interpret nutritional status data and determine the likely causes of malnutrition.

Information on nutritional status, combined with the analysis of underlying causes, will provide the understanding needed to select the appropriate intervention.

Experience shows that multi-sectoral interventions have a better chance of improving the nutritional status of the population.

Page 30: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 30 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

If you want to know more...

Online resources

•Nutrition Assessment: Background Papers. World Bank/UNICEF. http://www.tulane.edu/~internut/Trial/RSRC.htm

•Sphere handbook. http://www.sphereproject.org/handbook/

•Practical anthropometry 101 and 102, International Food Policy and Research Institute. http://www.ifad.org/gender/tools/hfs/anthropometry/ant_toc.htm

•Anthropometric indicators measurement guide, 2003. http://www.fantaproject.org/publications/anthropom.shtml

•Field Exchange on Emergency Nutrition Network digital archives 2005. www.ennonline.net

•Improving the analysis of food insecurity. Food Insecurity Measurement, Livelihoods Approaches and Policy: Applications in FIVIMS. S. Devereux et al. 2004. http://www.fivims.net/documents/Final%20Paper5.pdf

•State of Food Insecurity (SOFI) 2001. Food and Agriculture Organization. http://www.fao.org/DOCREP/003/Y1500E/y1500e04.htm

•"Nutrition indicators for development - Reference Guide." B. Maire and F. Delpeuch. Institut de Recherche pour le Développement (IRD),Montpellier, France. FAO, 2005. http://www.fao.org/docrep/008/y5773e/y5773e00.htm

•"Guidelines for Participatory Nutrition Projects" FAO Reprinted, 1994, 1995. http://www.fao.org/documents/show_cdr.asp?url_file=/docrep/V1490E/V1490E00.htm

•"Participatory Appraisal of Nutrition and Household Food Security Situations and Planning of Interventions from a Livelihoods Perspective - Methodological Guide." Karel Callens and Bernd Seiffert. FAO 2003. http://www.fao.org/documents/show_cdr.asp?url_file=/docrep/006/ad694e/ad694e04.htm

Page 31: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 31 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

If you want to know more...

Online resources (continued)

•http://www.who.int/nutrition/publications/nut_emergencies/en/index.html

•“Nutrition - A guide to data collection, analysis, interpretation and use“. FAO 2005. Food Security Analysis Unit for Somalia. http://www.fsausomali.org/uploads/Other/361.pdf

•“How to conducted a food security assessment – A step by step guide for national societies in Africa”. International Federation of Red Cross and Red Crescent Societies, 2006. http://www.proventionconsortium.org/themes/default/pdfs/76600-FS-Assessment-en-LR.pdf.

•“Measuring Nutritional Dimensions of Household Food Security”. Technical Guide #5. Saul S. Morris. International Food Policy and Research Institute. February 1999. http://www.ifpri.org/training/material_food.htm

•Report of the Workshop: “Tracking Health Performance and Humanitarian Outcomes” Inter-Agency Standing Committee (IASC)/ World Health Organization (WHO), Geneva on 1-2 December 2005. http://www.who.int/hac/events/Trackingworkshop_December05_report.pdf

•“Measuring Mortality, Nutritional Status and Food Security in Crisis Situations: SMART Methodology” - Standardized Monitoring and Assessment of Relief and Transitions (SMART) survey manual, 2004. http://www.smartindicators.org/SMART Methodology 08-07-2006.pdf

•“The meaning and measurement of acute malnutrition in emergencies – A primer for decision-makers ”. H. Young and S. Jaspars. Network Paper Number 56 - November 2006. Commissioned and published by the Humanitarian Practice Network, Overseas Development Institute.http://www.odihpn.org/report.asp?id=2849

Page 32: Screen 1 of 32 Nutritional Status Assessment and Analysis Assessing Nutritional Status Learning Objectives At the end of this lesson you will be able to:

Screen 32 of 32

Nutritional Status Assessment and Analysis

Assessing Nutritional Status

Additional reading

•Assessment and treatment of malnutrition in emergency situations. Action Contre la Faim, 2002.

•Conducting small scale nutrition surveys: A field manual. FAO, 1990, 186p, English, Spanish, French ISBN 202851

•Nutrition Matters. Young.H and Jaspars.S (1995)

•Food Scarcity and Famine – Assessment and response. Young. H. Oxfam practical health guide No 7. 1992.

•The use of nutritional indicators in surveillance systems. DFID-funded technical support to FAO’s FIVIMS. July 25th 2001. Technical paper no 2. NutritionWorks.

•Acute malnutrition benchmarking system for global response. Young.H, Jaspars. H, Khara. T and Collins.S

•Refugee Health. An approach to emergency situations. Medecins Sans Frontières 1997.

•Nutrition Information Crisis Situation, May 2004, Report No 11, United Nations System Standing Committee on Nutrition.

•"Protecting and promoting good nutrition in crisis and recovery - Resource Guide". FAO, 2005. http://www.fao.org/docrep/008/y5815e/y5815e00.htm

•"Field guide on rapid nutritional assessment in emergencies". Cairo, World Health Organization (WHO), Regional Office for the Eastern Mediterranean, 1995.

If you want to know more...


Recommended