Educommunication in Nutrition and Neurodegenerative Diseases: A Scoping Review
Abstract
:1. Introduction
- (a)
- Integration of Education and Communication: Educommunication combines educational and communicative practices to create a holistic learning environment. This methodology seeks to facilitate social dialogue using information and communication technologies, favoring the development of enriching pedagogical action strategies [14,15]. Unlike traditional methods that may rely solely on one-way information delivery (e.g., lectures), educommunication emphasizes interactive, dialogical processes.
- (b)
- Open, Critical, and Creative Ecosystems: The methodology encourages the construction of educational content, uses simple language, and seeks to intervene to expand the awareness and critical participation of individuals in communicative ecosystems [16]. This approach contrasts with more rigid educational frameworks by promoting critical thinking and creativity among participants.
- (c)
- Use of Information and Communication Technologies (ICTs): Educommunication leverages various digital tools such as open educational resources, videos, and podcasts to facilitate learning [17]. This integration of technology helps make educational content more accessible and relevant to individuals’ daily lives.
- (d)
- Facilitation of Social Dialogue: Educommunication aims to enhance social dialogue, promoting discussions and exchanges between participants. This is different from traditional medical education, which might focus more on one-way dissemination of information rather than interactive dialogue [14,18,19].
- (e)
- Empowerment and Autonomy: Educommunication seeks to empower learners by enhancing their ability to express themselves and participate actively in their learning process. This contrasts with more conventional methods that may position learners as passive recipients of information [19].
2. Methods
2.1. Inclusion and Exclusion Criteria
2.2. Search Strategy
2.3. Study Selection
2.4. Data Extraction
3. Results
4. Discussion
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Database | Equations |
---|---|
PubMed | (neurodegenerative disease [MeSH Terms]) AND (nutritional sciences [MeSH Terms] OR nutritional status [MeSH Terms]) AND (“education” [MeSH Terms] OR “literacy” [MeSH Terms] OR “educommunication” [All Fields] OR Teach-Back Communication) |
Embase | ‘degenerative disease’/exp AND ‘nutrition education’/exp |
Scopus | (“Neurodegenerative Diseases” OR “Degenerative Diseases Central Nervous System” OR “Degenerative Diseases Nervous System”) AND (“Nutrition Sciences” OR “Nutrition”) AND (“Education” OR “Literacy” OR “Educommunication” OR “Teach-Back Communication”) |
Web of Science | (“Neurodegenerative Diseases” OR “Degenerative Diseases Central Nervous System” OR “Degenerative Diseases Nervous System”) AND (“Nutrition Sciences” OR “Nutrition”) AND (“Education” OR “Literacy” OR “Educommunication” OR “Teach-Back Communication”) |
Authors (Year) [Ref] Country | Study Type | Study Aim | Study Population | Feeding Route | Educommunication Actions and Strategies | Type of Approach | Facilitating Aspects | Barriers | Conclusion |
---|---|---|---|---|---|---|---|---|---|
Wingo et al. (2020) [23] United States | Experimental prospective | To test the feasibility of delivering a low glycemic index (GL) dietary intervention implemented via telehealth in a sample of adults with relapsing remitting MS | Patients with multiple sclerosis (MS) (n = 22) | Oral | The intervention consisted of three main components: weekly modules delivered by email, weekly contacts with a telecoach, and daily use of a mobile application to record food intake and physical activity | Hybrid (in person and online) | The individualized instruction via telehealth and the weekly telecoach contact contributed to increasing the level of nutrition knowledge, improving dietary adherence, and keeping the high retention rate in the study | Journaling daily in the long term was challenging, even with the use of a mobile app. The absence of a control group may have hidden other results regarding the intervention, since the participants included were people behaviorally ready for a diet change | A low GL dietary intervention is feasible for adults with relapsing remitting MS and may lead to improvements in MS outcomes and cardiometabolic risk |
Hsiao et al. (2020) [24] Taiwan | Experimental prospective | To investigate the effects of a dementia dietary educational program (DDEP) on family caregivers’ nutritional knowledge, healthy eating behavior, and nutritional status of patients with dementia | Patients with dementia and caregivers (n = 57 pairs), divided in control group and experimental group | Oral | DDEP adopted a blended learning strategy and combined skills of demonstration, ability training in assessment, and self-monitoring. The DDEP consisted of six topics about the Mediterranean diet, management of eating problems, and nutrition care. Each topic was presented weekly in 60 min. sessions. Group A received routine care with health education leaflets regarding nutritional knowledge for dementia, and telephone counseling every 2 weeks. Group B received the DDEP, telephone counseling every 2 weeks, and care tracking | Hybrid (in person and online) | Various teaching and idea-sharing strategies were used during the intervention period. Hands-on activities on meal preparation allowed participants to share their experiences and be directly involved in their learning. The DDEP had more potential long-term effects on healthy eating and behavior change compared to routine care | Small sample size, demographic factors (age, gender, marital status, employment, level of education), and missing sections may have influenced the learning effects | DDEP had greater potential for long-term effects on nutritional knowledge and healthy eating. When designing food and nutrition education intervention, the demographic characteristics of participants and cognitive function of the patients must be considered to provide a more tailored approach |
Brenes (2021) [25] United States | Experimental mixed methods | To increase nutritional knowledge and improve quality of life through a virtual nutrition education program to people with PD and caregivers | Patients with Parkinson’s disease (PD) and caregivers (n = 28) | NR | A virtual program on nutritional education was divided into six modules. Used focus groups to determine topics of interest and pre- and post-self-report data to assess program effectiveness and quality of life. Used web conferencing for online meetings | Online | The program covered topics the participants were interested in. The virtual program was easy to understand and navigate. Most participants had high education and possibly higher socioeconomic levels which facilitated the comprehension, and the access to special foods and electronic devices to complete the virtual program | The study’s short duration, small sample size, absence of a control group, and the fact it was conducted during the COVID-19 pandemic may have affected some results. The effort to complete the program was high and not all participants completed all surveys. Participants of this study are not representative of the whole PD population since people without access to electronic devices and internet services could not enroll in the program | This virtual program was tailored specifically to the knowledge needs of the participants. It helped improve the quality of life by providing support through nutrition knowledge |
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Share and Cite
Coutinho, K.M.D.; Vale, S.H.d.L.; Bezerril, M.d.S.; Reis, M.K.S.; Gallego, A.M.; Dantas Coutinho, K.; Valentim, R.; Leite-Lais, L.; de Lima, K.C. Educommunication in Nutrition and Neurodegenerative Diseases: A Scoping Review. Int. J. Environ. Res. Public Health 2024, 21, 1113. https://doi.org/10.3390/ijerph21081113
Coutinho KMD, Vale SHdL, Bezerril MdS, Reis MKS, Gallego AM, Dantas Coutinho K, Valentim R, Leite-Lais L, de Lima KC. Educommunication in Nutrition and Neurodegenerative Diseases: A Scoping Review. International Journal of Environmental Research and Public Health. 2024; 21(8):1113. https://doi.org/10.3390/ijerph21081113
Chicago/Turabian StyleCoutinho, Karla Mônica Dantas, Sancha Helena de Lima Vale, Manacés dos Santos Bezerril, Mônica Karina Santos Reis, Almudena Muñoz Gallego, Karilany Dantas Coutinho, Ricardo Valentim, Lucia Leite-Lais, and Kenio Costa de Lima. 2024. "Educommunication in Nutrition and Neurodegenerative Diseases: A Scoping Review" International Journal of Environmental Research and Public Health 21, no. 8: 1113. https://doi.org/10.3390/ijerph21081113