Exploring the Relationship of Nutrition Education Program Dosage on Fruit and Vegetable Intake Changes: Minnesota Supplemental

Journal of Nutrition Education and Behavior  Volume 45, Number 4S, 2013 P175 (continued) delivered monthly for 9 months as part of the Simply Good Eating program (SNAP-Ed). The lessons focused on eating more fruits, vegetables and whole grains, less fat and sweets, and hand washing, food safety and physical activity. Learning activities included games, songs, books and food samples. Outcome, Measures and Analysis: Parents of participating pre-schooler completed a quantitative survey before and after the 9 month program. Parents reported child eating behaviors, physical activity, family food security, food intake, and demographic information. Youth height and weight was assessed directly. Evaluation data from year 2011 (presented at Society for Nutrition Education and Behavior 2012 Conference included changes in pre/post in key outcomes for children, and pre/post child BMI percentiles. At the 2013 conference data from year 2012 will be presented, using similar statistical techniques and comparisons across groups. Results: The results of year 2012 are not yet available. Analysis and comparison between the 2 groups will be completed in February 2013. Conclusions and Implications: Comparisons between year 2011 and year 2012 will strengthen the evidence of program effects, and has implications for program planning and curriculum development. Funding: Supplemental Nutrition Assistance Program Education.

P176 Exploring the Relationship of Nutrition Education Program Dosage on Fruit and Vegetable Intake Changes: Minnesota Supplemental Jamie Bain, MPH, [email protected], University of Minnesota Extension, 4100 220th Street, Farmington, MN 55024; G. A. Hurtado, MEd; K. Lovett, MEd; S. Sherman, MPH; T. Barno, MPH Objective: To understand how program dosage is related to self-reported changes in fruit and vegetable intake. Theory, Prior Research, Rationale: The nutrition education program followed an experiential learning approach, based in Social Cognitive Theory. Study Design, Setting, Participants, and Intervention: Quasi-experimental design, one group, retrospective pre/post evaluation used to assess change in intake. The program was delivered in a wide range of settings including schools, food shelves, community organizations and others. A sample of SNAP-Ed participants included youth (n¼9619), teen (n¼1472) and adult (n¼3418). A series of interactive, research-based, nutrition education classes following the USDA MyPlate recommendations as well as the Dietary Guidelines for Americans. The education program was implemented in collaboration with community partners and delivered by trained Community Nutrition Educators. Participant attendance averaged 5.6 sessions (SD¼2.3) at nearly 340 minutes (SD¼256). Outcome, Measures and Analysis: Participants completed short evaluation surveys, including 2 picture-based

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questions, which assessed fruit and vegetable intake (I now eat ___ cups of fruits/vegetables most days). Response options ranged from 0 to 3 cups with ½ cup increments. Dosage/length of time participants attended the program was captured in sessions and minutes. Paired t-tests and Pearson correlation were used to evaluate changes in fruit and vegetable intake and its relationship to dosage. Results: Statistically significant (p<.001) improvements were evident in reported fruit and vegetable intake. Positive correlation (p<.05) with dosage was found for all groups except for youth and vegetable intake. The strength is low but in the intended direction. Conclusions and Implications: Results suggest the nutrition education program promotes healthy dietary changes relative to dosage. Implications to program will be expanded. Funding: Supplemental Nutrition Assistance Program Education.

P177 Assessing Food Shopping and Preparation as a Mediating Factor Associated with Healthy Outcomes Kathleen Lovett, MEd, [email protected], University of Minnesota, 863 30th Avenue SE, Rochester, MN 55904; A. Hurtado, MEd; J. Bain, MPH; S. Sherman, MPH; M. J. Katras, PhD Objective: To understand the relationship of food shopping and preparation (USDA SNAP Ed key message) has on other key messages. Theory, Prior Research, Rationale: Quasi experimental design, a post reflective evaluation assessing change for 5 nutrition key messages. Study Design, Setting, Participants, and Intervention: Interactive nutrition education followed the USDA MyPlate guidelines. Program was delivered by trained paraprofessional University of Minnesota Extension Community Nutrition Educators in partnership with community collaborators. The ‘‘food shopping and preparation’’ content included food shopping, food preparation and meal planning taught at schools, food shelves, and community based organizations. Minnesota 2012 SNAPEd participants attending a series of two or more sessions and meeting basic literacy criteria. Outcome, Measures and Analysis: Participants completed a 7 to 10 item retrospective evaluation survey regarding relevant key messages. Question example: I plan more meals than I did before this class; response options were yes or no. Correlations were used to assess self-reported changes for this particular key message. A positive relationship was noted with other key messages related to calcium rich foods, limiting sugar and increasing physical activity. Mediation paths were explored with other significant key messages. Results: Food shopping and preparation was significantly correlated (p <.05) with four other key messages. Mediation association of food shopping and preparation with fat free, limited added sugar, increasing physical activity and food safety were also found significant. Continued on page S72