Step-by-Step Guide to Writing DNHE-04

Step-by-Step Guide to Writing DNHE-04 Synopsis and Final Report

(For IGNOU Diploma in Nutrition and Health Education — DNHE-04)

Quick overview (what you’ll get from this guide)

What a DNHE-04 synopsis is and why it’s needed
How to draft a winning synopsis (with a ready-to-use template)
How to plan and collect data ethically and efficiently
Writing the final DNHE-04 report (structure + example paragraphs)
Tables, charts, annexures, and references — what to put in
Avoiding common pitfalls and how to do it correctly
Final submission checklist and tips for high marks

1. What is the DNHE-04 Synopsis (Project Proposal) — and why it matters

The synopsis (project proposal) is a formal, brief plan for your DNHE-04 project that you submit to your IGNOU study centre for approval prior to undertaking fieldwork. It indicates that you’ve given careful consideration to the topic, aims, methodology, and feasibility. Approval is unavoidable — you can’t gather data or submit the final report in its absence.
Primary purposes

Show feasibility & clarity of your study
Get supervisor and ethical approval (if needed)
Give an overview that maintains your project on track

2. How long is the synopsis?

Generally 1–3 pages (500–1,000 words). Make it brief, to the point, and concise. The end report will be longer (approximately 3,500–5,000 words or as per your regional centre guidelines).

3. Key components of a DNHE-04 Synopsis (step-by-step)

Draw up the synopsis using the following headings — brief and meaningful.

SYNOPSIS TEMPLATE (Fill-in)

Title: (Specific, brief, descriptive — mention population & location)
Example: A Study on Nutritional Awareness and Infant Feeding Practices among Mothers Attending Anganwadi Centres in [District], [State].
Student Details:

Name:
Enrolment No.:
Programme: DNHE
Course Code: DNHE-04
Study Centre / Regional Centre:
Supervisor (if assigned):

Introduction / Background (2–4 short paragraphs)

Brief context (national/local stats like NFHS where relevant)
Why the problem is important for nutrition & health education.

Rationale (Why this study?)

Connect gap in practice/knowledge to community need.
How the research will benefit (education, policy, local action).

Objectives (3–5 clear, measurable objectives)

Utilize bullet points. The objectives should be specific.
Example:

To evaluate exclusive breastfeeding knowledge among mothers with infants aged 0–6 months at X Anganwadi centre.
1. To determine prevalent barriers to exclusive breastfeeding in the study population.
2. To recommend education strategies for enhancing breastfeeding rates.
Study Area & Population

Where you will work (village/slum/PHC/Anganwadi/school) and who will be included (e.g., lactating mothers, pregnant women, mothers of children <5 years, ASHA workers).

Sample Size & Sampling Method

Suggested sample (e.g., 50 mothers) and technique (convenience/random/purposive). Briefly explain why it’s adequate.

Methodology (brief)

Study design (cross-sectional/ descriptive / pre-post intervention)
Tools (structured questionnaire, interview, observation checklist)
Data collection procedure (how you will approach respondents)
Data analysis (percentages, simple stats, charts)

Ethical Considerations

Consent procedure, confidentiality, permission from Anganwadi/PHC, anonymity.

Time Frame / Work Plan (short)

E.g., Week 1: Permission & pilot; Week 2–3: Data collection; Week 4: Analysis & write-up.

Limitations
- Brief sentence on known limitations (small sample, limited time).
References (2–5)
- Appropriate national reports or textbooks (NFHS, WHO, IGNOU material).
Signature & Date

Student signature and supervisor approval and signature space.

4. Rendition of a ready-to-use SYNOPSIS (brief, copy-paste adoption)

Title: A Study on Awareness of Iron-rich Foods and Anaemia Prevention among Pregnant Women Visiting the PHC in [Town], [State]

Introduction: Pregnancy anaemia causes maternal morbidity and poor birth outcomes. NFHS-5 indicates high prevalence across most states. Nutrition education has the potential to enhance dietary intake and compliance with supplements.

Rationale: Pregnant women in the PHC catchment area are generally unaware of iron-containing foods or IFA tablets. Gaps will be identified and educational interventions recommended for ASHAs and Anganwadi workers in this study.

Objectives:

Measure knowledge of iron-containing foods among pregnant women (n=60).
Examine adherence to iron-folic acid (IFA) supplementation.
Provide recommendations regarding education to enhance iron intake.
Methodology: Cross-sectional survey of 60 pregnant women presenting at antenatal clinic at the PHC. Convenience sampling. Tool: structured questionnaire (20 items) on socio-demographics, knowledge, practices. Data analyzed using percentages, tables and simple cross-tabulations.

Ethics: Verbal informed consent; confidentiality ensured; permission from PHC in-charge.

Timeframe: 4 weeks total (permission & pilot: 1 week; data collection: 2 weeks; analysis & report: 1 week).

References: NFHS-5 (Year); WHO (Maternal Nutrition, Year); IGNOU DNHE study materials.

5. Supervisor approval: how to obtain it

Send your synopsis to the allocated supervisor or study centre as advised by IGNOU.
If no supervisor allocated, send to regional centre/project coordinator.
Stand prepared to revise on the basis of feedback (short clarifications or narrower scope are usual).
Don’t begin data collection until written approval or signature is given.

6. Tool Designing: Questionnaire & Interview Schedules (tips)

Your questionnaire is your most critical tool. Make it simple, brief, and rational.

Organization:

Section A — Demographics: age, education, occupation, family type, number of children, income range (broad categories).
Section B — Knowledge: 8–10 brief items (Yes/No or multiple choice).
Section C — Attitude: 5 Likert-scale statements (Agree/Neutral/Disagree).
Section D — Practice: 6–8 items (frequency questions — daily/weekly/rarely).
Section E — Nutrition Education Exposure: Have they been counselled? Where? Was it helpful?
Section F — Consent & Notes

Examples of questions:

Have you ever heard the term “exclusive breastfeeding”? (Yes/No)
How many meals do you have in a day? (1 / 2 / 3 / >3)
Do you consume iron-folic acid tablets routinely during pregnancy? (Always / Sometimes / Never)
Who gives advice on infant feeding? (Mother / Health worker / Family / Internet)
What stops you from consuming green leafy vegetables every day? (Cost / Taste / Availability / Belief)

Pilot the questionnaire:

Pretest with 5–10 similar respondents.
Record ambiguous questions and modify.
Translate into local language and back-translate if possible to confirm meaning.

7. Data Collection — step-by-step field plan

Permissions: Request permission from PHC/Anganwadi/School/Community leader. Offer introduction letter if necessary.
Schedule visits: Schedule days & times when respondents will be present (e.g., clinic days, Anganwadi feeding hours).
Introduce yourself: Bring student ID, describe purpose, promise confidentiality.
Take consent: Use a minimal consent script. If there is low literacy, take verbal consent and document it.
Neat recording of responses: Use paper forms, no scribbling. If electronic forms, maintain backups.
Observation notes: Document significant non-verbal observations or environmental facts (e.g., availability of posters, state of hygiene).
Nightly backup: Photo forms or key data into Excel nightly (with permission).

8. Data entry & simple analysis (tools & methods)

Use Excel or Google Sheets. Set up columns per question.
Numerically code categorical responses (Yes=1, No=0; Always=2, Sometimes=1, Never=0).
Calculate frequencies and percentages.
Make bar charts or pie charts for ease of visualization.
For easy cross-tabs (e.g., knowledge vs education), use pivot tables.
Report results in sentences, rather than numbers.
Sample wording: “From 50 mothers who were surveyed, 34 (68%) knew about exclusive breastfeeding; but only 21 (42%) followed it. Increased education was linked with increased awareness.”

9. Writing the final DNHE-04 report (detailed structure)

Use the following full report format. IGNOU structures may differ, but this broad framework is acceptable to most.

FRONT MATTER

Title page (Title, Student name, enrolment no., course code, study centre, supervisor, date)
Certificate page (Supervisor certifies the project was done by the student)
Acknowledgements (short, thank the supervisor, respondents, and institutions)
Table of Contents (with page numbers)
List of Tables / Figures (optional)

MAIN BODY (Chapters)

Chapter 1 — Introduction (500–700 words)

Background and context (global/national/local stats).
Importance of the study.
Concise overview of key issues and policies (POSHAN, ICDS, etc.).
Problem statement.

Chapter 2 — Literature Review (500–1,000 words)

Summarize 6–8 pertinent studies or reports (national surveys, small studies, IGNOU materials).
Identify gaps that your study will address.
Be brief — connect each cited study to your aims.

Chapter 3 — Objectives (short)

Enumerate primary and specific goals (3–5 points).
Primary goal: e.g., To evaluate knowledge, attitude and practices regarding infant feeding among mothers who visit Anganwadi centres in X.

Chapter 4 — Methodology (400–700 words)

Study design & rationale (descriptive cross-sectional / pre-post).
Study area & population.
Sample size & sampling method.
Tools and their development (questionnaire, observation checklist).
Pilot testing.
Data collection process.
Ethical concerns.
Methods of data analysis.

Chapter 5 — Results (tables, charts; 600–1,200 words)

Report results in logical subsections (socio-demographic profile, knowledge, attitude, practice, exposure to messages).
Use tables and figures. Each table needs a title and short explanation.
Display cross-tabulations where appropriate (e.g., education vs knowledge).
Do not repeat same numbers in text — recapture main findings.

Chapter 6 — Discussion (600–1,000 words)

Explain findings in the context of objectives and literature.
Compare to national statistics or comparable studies.
Speculate on potential reasons for noted patterns (cultural attitudes, access, cost).
Identify the strengths and limitations of the study.

Chapter 7 — Conclusion & Recommendations (300–500 words)

Write brief conclusions related to findings.
Provide practical, viable recommendations (for community, PHC, Anganwadi, policymakers).
Propose areas for future studies.

Chapter 8 — Limitations (short)

Sample size, generalizability, time limitations, self-reported information.

References

List all citations in one consistent style (APA/Harvard). Include textbooks, NFHS, WHO, articles, IGNOU materials.

Annexures

Annexure A: Questionnaire (copy)
Annexure B: Consent form/sample leaflet used
Annexure C: Summary tables & raw data (if necessary)
Annexure D: Photographs (if you have permission)
Annexure E: Pamphlets or posters you created

10. Some sample text snippets you can modify

Introduction (sample paragraph):

“Maternal and child nutrition is a cornerstone of public health and human development.”. Notwithstanding important policy initiatives in India, malnutrition and micronutrient deficiencies persist among vulnerable groups, particularly pregnant women and young children (NFHS-5). Nutrition education at the community level continues to play a central role in enhancing feeding practices, supplement utilization, and diet diversity. The present study seeks to evaluate knowledge, attitudes, and practices on infant feeding among mothers who visit Anganwadi centers in [Name] and advocate targeted education interventions.
Methodology (sample):

“A cross-sectional descriptive study was carried out in [area]. A total of 60 mothers with infants aged under two years were selected through convenience sampling. The data were collected on a pre-tested structured questionnaire including socio-demographic information, knowledge regarding breastfeeding and complementary feeding, and the actual feeding practices. The data were entered in MS Excel and analyzed using frequencies and percentages.”
Results (sample sentence):

Among the 60 participants, 38 (63%) knew that exclusive breastfeeding needed to go on for six months; but only 27 (45%) claimed actual implementation of this practice. The most important reasons for supplementing early were perceived low milk supply (40%) and advice from the family (30%).”

11. Presentation & formatting tips (visual polish)

Use A4, 1.5 line spacing, margin 1 inch.
Font: Arial or Times New Roman, 14–16 for headings, 12 pt for text.
Number pages, add headers with brief title.
Use numbered tables and figures (Table 1, Figure 1).
Write in academic tone and straightforward language; use active voice where appropriate.
Place questionnaire and consent form in annexures, not in body of text.

12. Ethical reminders (must-follow)

Always seek permission from health centres or authorities.
Obtain informed consent (written or verbal). Document consent in your annexure.
Avoid inserting identifying information into the report. Use codes (Respondent 1, Respondent 2).
Be sensitive to culture. Do not force participants.

13. Avoidable common mistakes

Too broad topic — narrow to a specific population/location.
Vagally worded objectives — make them quantifiable.
Very long questionnaires — limit to <25 items.
Supervisor’s approval missing — do not collect data without it.
Plagiarism — express in own words and acknowledge sources.
Weak discussion — connect with literature and implications.
Awfully presented tables — caption & describe.
No documentation of consent — have consent form in annexure.

14. Final submission checklist (print & digital)

[ ] Signed synopsis approved (keep a copy)
[ ] Supervisor signed Certificate page
[ ] Title page with all information
[ ] Acknowledgement & Table of Contents
[ ] Chapters 1–7 finalised & paginated
[ ] Tables/figures labelled & numbered
[ ] Annexures that have been attached (questionnaire, consent)
[ ] Consistently formatted references
[ ] Grammar & clarity proofread
[ ] Check for plagiarism (if possible)
[ ] Final bind according to study centre rule (soft binding/spiral)
[ ] Digital copy (PDF) saved and backed up

15. Tips to get better marks

Tie objectives and outcomes closely together. Examiners seek consistency.
Use simple, easy-to-read charts — they reflect good data presentation.
Offer actionable suggestions (not merely “more awareness is needed”).
Include mini innovations: a pamphlet you created, a short pre-post test, or a photo diary (with permission).
Refer to national programmes (POSHAN, ICDS) — reflects policy awareness.

16. Frequently asked questions (FAQ)

Q: How long should the final report be?
A: 3,500–5,000 words unless otherwise directed by the centre.
Q: May I use only secondary data?

A: DNHE-04 prioritizes fieldwork — primary data are best. Secondary data studies that are small must academically justify.
Q: What is the optimum sample size?

A: 30–100 respondents; quantity of data and analysis is less significant than quality.
Q: May I include photos?

A: Yes — but only with written permission and place them in annexures.
Q: What style of referencing should I use?

A: Any reasonable consistent style (APA or Harvard) is fine — be consistent.

17. Final encouragement

DNHE-04 is your opportunity to turn classroom learning into real community action. An easily written synopsis saves time; a well-planned field plan and easily read report impress examiners and — more importantly — benefit real people. Make your work ethical, focused, and feasible. If you use the step-by-step plan above, you’ll be well on your way to a successful DNHE-04 submission.

18. Interpreting Data Meaningfully (Beyond Percentages)

Most students of DNHE-04 only go as far as computing simple percentages, but interpretation is where examiners really test your grasp of things. It’s not merely to demonstrate what the figures are, but why they are significant and what they mean for nutrition education.

Example interpretation process:

Repeat the finding concisely. “35 (58%) out of 60 respondents knew that iron-containing foods help to prevent anaemia.”
**Provide reasoning or comparison.
This result is as expected in NFHS-5 findings with moderate levels of awareness in other such semi-urban regions.”
Discuss implication.
“But awareness did not flow into practice of diet, a reflection that there is a requirement for experiential guidance on available, affordable iron sources like jaggery, green leafy vegetables, and lentils.
Tip: Always link every result to your goals and the larger objective of nutrition education. This indicates analytical maturity and health behaviour change principle awareness.

19. Connecting Your Project to National Nutrition Missions and Policies

Each IGNOU DNHE project gains strength when connected to India’s national health programmes. It indicates worldly relevance and policy framework awareness.

Key programmes to mention:

POSHAN Abhiyaan (National Nutrition Mission): Reduction of stunting, anaemia, and low birth weight through multi-sectoral action.
Integrated Child Development Services (ICDS): Supplementary nutrition, immunization, and health check-ups for women and children.
Anemia Mukt Bharat: IFA supplementation to pregnant women and adolescents.
Janani Suraksha Yojana: Incentivizing institutional deliveries and postnatal care.
Mid-Day Meal Scheme: Child nutrition and school enrollment.
Ayushman Bharat & Health and Wellness Centres: Enhance primary healthcare delivery.
While arguing your discussion chapter, quickly indicate how your results tie into these initiatives. For example:

“The poor awareness of IFA supplementation detected in this study highlights the significance of the Anemia Mukt Bharat initiative and the contribution of community-level nutrition trainers trained under programmes like IGNOU DNHE.”

20. Preparing for the Viva-Voce or Evaluation

Most regional centers hold viva-voce (oral exam) after you have submitted your DNHE-04 report. This is how you can prepare well:

Be familiar with your report: Prepare to describe your objectives, methodology, and key findings without referring to the paper.
Be familiar with your data: If prompted, describe the ways you gathered data, overcame difficulties, and why you selected your sample size.
Honesty is the best policy: If there were any constraints or mistakes, say them forthrightly along with what you have learned.
Visuals are always good: Carry your charts, pictures, or brochures — they indicate real field interaction.
Dress confidently and neatly: Take it like a professional presentation, not an exam.
Be prepared for applied questions: e.g., “How would you teach mothers about iron deficiency?” or “What was the change you noticed in the community?”
Examiners value truthfulness, simplicity, and enthusiasm above parroted textbook responses.

21. Final Binding and Professional Presentation

Your DNHE-04 project is a formal document — presentation matters.

Printing and Binding Checklist:

Use good-quality A4 paper (70–80 gsm).
Margins: 1 inch all around; Line spacing: 1.5.
Font: Times New Roman 12 pt (14 pt for chapter headings).
Title Page: Use IGNOU blue color if possible; avoid ornate designs.
Binding: Spiral or soft binding according to instructions from the regional centre.
Label spine: “DNHE-04 Project – [Your Name] – [Enrolment No.]”.
Submit 1 hard copy + 1 digital copy (PDF) if necessary.
Bonus tip: Include your IGNOU logo and study centre name neatly on the title page — looks professional, university-grade finish.

22. Sustainability and Long-Term Impact of Your Project

DNHE-04 isn’t just a short-term assignment — it can become a foundation for community nutrition leadership. After submission, consider how to extend your work:

Share your findings with Anganwadi or PHC staff so they can use your insights.
Present a brief talk at your local school, health camp, or women’s group.
Use your data as a baseline for future awareness campaigns.
Make your project a small book, blog, or poster for exhibitions in the community.
This demonstrates that your work leads to sustainable behavior change, a perfect fit with IGNOU’s vision of education for development.

23. Motivational Closing: Your Role as a Nutrition Change-Maker

Each DNHE-04 learner is more than a student — you are a potential community educator. By conducting each step of this guide — from synopsis development to final report — you are developing skills in research, empathy, communication, and scientific reasoning.

Whatever your project revolves around:

Infant and young child feeding,
Prevention of anaemia in adolescent girls,
Food hygiene in schools, or
Dietary diversity in pregnant women,
with every project, you are getting closer to the true core of public health — knowledge for better lives.

As the great Mahatma Gandhi put it, “It is health that is real wealth and not pieces of gold and silver.” Your IGNOU DNHE-04 project provides the platform to make that philosophy work.

Keep in mind:

Good data + honest analysis + ethical fieldwork + clear writing = Excellent Grades + Real Impact.