- Email: [email protected]
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Journal of Nutrition Education and Behavior ● Volume 38, Number 4, July/August 2006 Supplement
P29 (continued) Elementary school is an ideal time and place for influencing children’s eating patterns. Unfortunately, the content and methodology of nutrition education as typically practiced is often inconsistent with research, and frequently reinforces undesirable messages to students. FUEL IT! is a research based, comprehensive, integrated nutrition education curriculum for elementary grades that conveys developmentally appropriate and positive messages related to food and nutrition. Implementing the curriculum across the grades allows students to progress in knowledge and skill development, with ample opportunity for repetition and reinforcement of concepts. Integrating nutrition education into the existing academic curriculum makes efficient use of instructional time, offers a broader perspective on uses and roles of food (related to science, history, economics, math, social studies), and allows students to apply knowledge of food and nutrition to other subjects. Research suggests that food experiences – especially tasting - are critical for the development of healthy food behaviors, and both are central to the FUEL IT! curriculum. We describe the testing of nutrition lessons at an elementary school in Lexington, KY as part of development of the FUEL IT! curriculum. The authors presented one lesson each month, in each kindergarten through fifth grade classroom (54 different lessons). All classroom lessons included food tasting. Presented here are the rationale for and structure of the FUEL IT! curriculum, along with observations and qualitative data concerning responses of students, teachers, and parents to lessons. Practical tips on developing and presenting nutrition lessons in the elementary classroom are also presented.
P30 Cornell NutritionWorks: An Online Course for Planning Community Action to Prevent Childhood Obesity Using an Ecological Approach Christina Stark, MS, RD, CDN, Cornell University, Division of Nutritional Sciences, MVR Hall, Ithaca, NY 14853, [email protected]; Wendy Wolfe, PhD, Cornell University, [email protected]; Carol Devine, PhD, RD, Cornell University, [email protected]; Jamie Dollahite, PhD, RD, Cornell University, [email protected]; Christine Olson, PhD, RD, Cornell University, [email protected] Cornell NutritionWorks, at www.nutritionworks. cornell.edu, is an interactive, Web-based continuing professional education program for nutrition and health practitioners. The program was developed in response to research identifying professional development needs of community nutrition practitioners. As part of Cornell NutritionWorks, a new 4-week online course, Preventing Childhood Obesity: An Ecological Approach, has been developed. The purpose of the course is to build the capacity of professionals to address the national issue of child-
S27
hood obesity at the local level through the development of an action plan for community intervention. Based on Green and Kreuter’s PRECEDE-PROCEED model, the course helps participants assess and prioritize ecological factors related to childhood obesity in their communities to increase local impact. Course content and process were pilot tested by 25 nutrition practitioners in early 2006. Changes in knowledge, skills, confidence, and intended behavior were evaluated using both quantitative and qualitative methods. All Cornell NutritionWorks members can interact with Cornell faculty through an Ask the Nutrition Expert feature, access cutting edge nutrition information, download resources and tools that enhance practice, participate in discussion forums with peers, and take selfassessments for continuing professional education units. There are currently over 2,900 Cornell NutritionWorks members, representing all 50 states and 46 countries. Previous evaluations indicate that Cornell NutritionWorks is providing nutrition professionals with a reliable and convenient source of nutrition information, as well as practical tools and communication channels to assist them in their work. This project is funded by USDA’s CSREES and Cornell University.
P31 Development of Extender-delivered, Learner-centered, Curriculum to Address Childhood Obesity in Northern California Hmong Communities Anna Martin, MA, University of California Cooperative Extension, San Joaquin County, 420 South Wilson Way, Stockton, CA 95205, [email protected]; Patricia Wakimoto, DrPH, RD, Lisa Peterson, and Mary Lavendar Fujii, MS, RD, Children’s Hospital Oakland Research Institute(CHORI), 5700 Martin Luther King Jr. Way Oakland, CA 94609-1673, [email protected]; Susan Donohue, MA, University of California Cooperative Extension, Butte County, 2279-B Del Oro Avenue, Oroville, CA 95965, [email protected]; Lucia Kaiser, PhD, RD, University of California at Davis, Department of Nutrition, One Shields Avenue, Davis, CA 95616, [email protected]; Barbara Sutherland, PhD, RD, California EFNEP, UCD, Department of Nutrition, 3150 C Meyer Hall, Davis, CA 95616-8783, [email protected] The proportion of Asian and Pacific Islander children who are overweight more than doubled between 1994 and 2003, from 7 to 15 percent. Prevention of unhealthy acculturation-related changes in diet and physical activity in families is an urgent need. Migration and modern times have changed the food choices of Hmong families; instead of traditional plant-based diets, families choose foods with more animal fats and processed carbohydrates. The objective of this study was to develop a culturally appropriate, Continued on page S28
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Abstracts
P31 (continued) extender-delivered, learner-centered, series of lessons based on the Expanded Food and Nutrition Education Program (EFNEP) curriculum to address childhood obesity through parent education in Northern California Hmong communities. Focus groups with Hmong parents, grandparents, and parent educators in San Joaquin County were conducted. The current California EFNEP curriculum was tailored to Hmong preferences and practices and designed to be user friendly. Low-literacy handouts were designed and tested with Hmong audiences. Four Hmong women from three California counties were trained as extenders to pilot test the eight lesson series of Hmong-adapted EFNEP lessons and handouts. Messages respected and maintained healthy traditional habits, emphasized MyPyramid concepts, modified less healthy food patterns, encouraged safe food handling practices, and promoted physical activity. Process evaluation included post-lesson journals and qualitative analysis of the curricula, instructional material, activities and content; monthly conference calls; individual extender interviews; and a final formal discussion group with Hmong extenders. This project was funded by UC ANR Core Issues Grant, California EFNEP, and NIH Center for Minority Health Disparities Grant Center #P60MD00222.
P32 Interactive Training Tool for Paraprofessionals Armando Valdez, PhD, PRISM, 201 San Antonio Circle, Suite 152, Mountain View, CA 94040, [email protected]; Rita Mitchell, RD, Department of Nutritional Sciences, University of California-Berkeley, 209 Morgan Hall, UC Berkeley, Berkeley, CA 94720, [email protected]; Elizabeth Gong, MS, MPH, RD, University of California Davis, Department of Nutrition, Cooperative Extension, Santa Clara County, 700 Empey Way, San Jose, CA 95128, [email protected] This project developed and evaluated an interactive learning tool that improves the method of training for new and experienced nutrition education paraprofessionals. Nutrition education experts helped to formulate an instructional strategy for the design of nutrition education materials. The curriculum addresses the different leaning styles and educational levels of nutrition education paraprofessionals. It also includes a mastery test to provide immediate feedback to learners and afford them an opportunity to return and review the lesson for any incorrect responses before proceeding. The project produced an interactive, multimedia CD-ROM designed for self-paced, individual instruction for nutrition education paraprofessionals. The training CDROM was pilot tested to assess user acceptance and instructional viability. A total of 35 respondents nutrition education paraprofessionals from the San Francisco Bay Area and the Los Angeles Basin were accrued for this study and were administered a questionnaire to assess their experience and
perceptions about the training tool. The learner ratings for each of 23 rating scales were analyzed to determine the extent to which respondents were engaged by the interactive, multimedia prototype lesson and gained nutrition knowledge. The results of the pilot test indicate that the interactive training tool was engaging and acceptable to nutrition education paraprofessionals, that it improved command of nutrition basics, and increased their command of the subject. The findings of the pilot test suggest that an interactive nutrition education training tool designed for individualized, self-paced instruction is acceptable and effective.
P33 Hmong Adaptation of the Anemia Prevention Video Lisa Peterson, AA, UC Berkeley School of Public Health, 140 Warren Hall, Berkeley, CA 94720, NCMHD, CHORI, 5700 Martin Luther King Jr. Way, Oakland, CA 94609, [email protected]; M.L. Fujii, MS, RD, UCCE Contra Costa County, 75 Santa Barbara Road, Pleasant Hill, CA 95205, [email protected]; P. Davidson, BA, UCCE Fresno County, 1720 South Maple Avenue, Fresno, CA 93702, [email protected]; E. Vang, BS, UC Berkeley School of Public Health, 140 Warren Hall, Berkeley, CA 94720, NCMHD, CHORI, 5700 Martin Luther King Jr. Way, Oakland, CA 94609; P. Wakimoto, DrPH, RD, NCMHD, CHORI, 5700 Martin Luther King Jr. Way, Oakland, CA 94609, [email protected] Iron deficiency, a largely preventable condition, is prevalent in certain minority populations, including Asian Americans. The purpose of this project was to adapt an Anemia Prevention Video, developed by ML Fujii. Focus groups conducted with Hmong in northern California revealed that use of visuals are most effective and the preferred delivery method of health messages. During the process of interpretation, several challenges were encountered including how to account for English words and ideas that had no direct translation into Hmong, and how to implement the Hmong preference for a culturally authoritative and confident communication style. Hmong community members and Hmong staff of a community-based organization then reviewed the adapted video within informal peer sessions. Process evaluation also included interviews with UCCE Fresno interns; these California State University Fresno dietetic interns trained local agencies’ staff to deliver the messages. Thus far, it has been received as a valuable tool for delivering health messages. The Hmong culture is rooted in a rich oral tradition that emphasizes learning and communicating through sharing and dialogue. Hearing one’s own language also creates a sense of personal empowerment and self-recognition for the Hmong, which would not be possible in an English language version. Integrating a culturally appropriate resource such as the Continued on page S29
P29 (continued) Elementary school is an ideal time and place for influencing children’s eating patterns. Unfortunately, the content and methodology of nutrition education as typically practiced is often inconsistent with research, and frequently reinforces undesirable messages to students. FUEL IT! is a research based, comprehensive, integrated nutrition education curriculum for elementary grades that conveys developmentally appropriate and positive messages related to food and nutrition. Implementing the curriculum across the grades allows students to progress in knowledge and skill development, with ample opportunity for repetition and reinforcement of concepts. Integrating nutrition education into the existing academic curriculum makes efficient use of instructional time, offers a broader perspective on uses and roles of food (related to science, history, economics, math, social studies), and allows students to apply knowledge of food and nutrition to other subjects. Research suggests that food experiences – especially tasting - are critical for the development of healthy food behaviors, and both are central to the FUEL IT! curriculum. We describe the testing of nutrition lessons at an elementary school in Lexington, KY as part of development of the FUEL IT! curriculum. The authors presented one lesson each month, in each kindergarten through fifth grade classroom (54 different lessons). All classroom lessons included food tasting. Presented here are the rationale for and structure of the FUEL IT! curriculum, along with observations and qualitative data concerning responses of students, teachers, and parents to lessons. Practical tips on developing and presenting nutrition lessons in the elementary classroom are also presented.
P30 Cornell NutritionWorks: An Online Course for Planning Community Action to Prevent Childhood Obesity Using an Ecological Approach Christina Stark, MS, RD, CDN, Cornell University, Division of Nutritional Sciences, MVR Hall, Ithaca, NY 14853, [email protected]; Wendy Wolfe, PhD, Cornell University, [email protected]; Carol Devine, PhD, RD, Cornell University, [email protected]; Jamie Dollahite, PhD, RD, Cornell University, [email protected]; Christine Olson, PhD, RD, Cornell University, [email protected] Cornell NutritionWorks, at www.nutritionworks. cornell.edu, is an interactive, Web-based continuing professional education program for nutrition and health practitioners. The program was developed in response to research identifying professional development needs of community nutrition practitioners. As part of Cornell NutritionWorks, a new 4-week online course, Preventing Childhood Obesity: An Ecological Approach, has been developed. The purpose of the course is to build the capacity of professionals to address the national issue of child-
S27
hood obesity at the local level through the development of an action plan for community intervention. Based on Green and Kreuter’s PRECEDE-PROCEED model, the course helps participants assess and prioritize ecological factors related to childhood obesity in their communities to increase local impact. Course content and process were pilot tested by 25 nutrition practitioners in early 2006. Changes in knowledge, skills, confidence, and intended behavior were evaluated using both quantitative and qualitative methods. All Cornell NutritionWorks members can interact with Cornell faculty through an Ask the Nutrition Expert feature, access cutting edge nutrition information, download resources and tools that enhance practice, participate in discussion forums with peers, and take selfassessments for continuing professional education units. There are currently over 2,900 Cornell NutritionWorks members, representing all 50 states and 46 countries. Previous evaluations indicate that Cornell NutritionWorks is providing nutrition professionals with a reliable and convenient source of nutrition information, as well as practical tools and communication channels to assist them in their work. This project is funded by USDA’s CSREES and Cornell University.
P31 Development of Extender-delivered, Learner-centered, Curriculum to Address Childhood Obesity in Northern California Hmong Communities Anna Martin, MA, University of California Cooperative Extension, San Joaquin County, 420 South Wilson Way, Stockton, CA 95205, [email protected]; Patricia Wakimoto, DrPH, RD, Lisa Peterson, and Mary Lavendar Fujii, MS, RD, Children’s Hospital Oakland Research Institute(CHORI), 5700 Martin Luther King Jr. Way Oakland, CA 94609-1673, [email protected]; Susan Donohue, MA, University of California Cooperative Extension, Butte County, 2279-B Del Oro Avenue, Oroville, CA 95965, [email protected]; Lucia Kaiser, PhD, RD, University of California at Davis, Department of Nutrition, One Shields Avenue, Davis, CA 95616, [email protected]; Barbara Sutherland, PhD, RD, California EFNEP, UCD, Department of Nutrition, 3150 C Meyer Hall, Davis, CA 95616-8783, [email protected] The proportion of Asian and Pacific Islander children who are overweight more than doubled between 1994 and 2003, from 7 to 15 percent. Prevention of unhealthy acculturation-related changes in diet and physical activity in families is an urgent need. Migration and modern times have changed the food choices of Hmong families; instead of traditional plant-based diets, families choose foods with more animal fats and processed carbohydrates. The objective of this study was to develop a culturally appropriate, Continued on page S28
S28
Abstracts
P31 (continued) extender-delivered, learner-centered, series of lessons based on the Expanded Food and Nutrition Education Program (EFNEP) curriculum to address childhood obesity through parent education in Northern California Hmong communities. Focus groups with Hmong parents, grandparents, and parent educators in San Joaquin County were conducted. The current California EFNEP curriculum was tailored to Hmong preferences and practices and designed to be user friendly. Low-literacy handouts were designed and tested with Hmong audiences. Four Hmong women from three California counties were trained as extenders to pilot test the eight lesson series of Hmong-adapted EFNEP lessons and handouts. Messages respected and maintained healthy traditional habits, emphasized MyPyramid concepts, modified less healthy food patterns, encouraged safe food handling practices, and promoted physical activity. Process evaluation included post-lesson journals and qualitative analysis of the curricula, instructional material, activities and content; monthly conference calls; individual extender interviews; and a final formal discussion group with Hmong extenders. This project was funded by UC ANR Core Issues Grant, California EFNEP, and NIH Center for Minority Health Disparities Grant Center #P60MD00222.
P32 Interactive Training Tool for Paraprofessionals Armando Valdez, PhD, PRISM, 201 San Antonio Circle, Suite 152, Mountain View, CA 94040, [email protected]; Rita Mitchell, RD, Department of Nutritional Sciences, University of California-Berkeley, 209 Morgan Hall, UC Berkeley, Berkeley, CA 94720, [email protected]; Elizabeth Gong, MS, MPH, RD, University of California Davis, Department of Nutrition, Cooperative Extension, Santa Clara County, 700 Empey Way, San Jose, CA 95128, [email protected] This project developed and evaluated an interactive learning tool that improves the method of training for new and experienced nutrition education paraprofessionals. Nutrition education experts helped to formulate an instructional strategy for the design of nutrition education materials. The curriculum addresses the different leaning styles and educational levels of nutrition education paraprofessionals. It also includes a mastery test to provide immediate feedback to learners and afford them an opportunity to return and review the lesson for any incorrect responses before proceeding. The project produced an interactive, multimedia CD-ROM designed for self-paced, individual instruction for nutrition education paraprofessionals. The training CDROM was pilot tested to assess user acceptance and instructional viability. A total of 35 respondents nutrition education paraprofessionals from the San Francisco Bay Area and the Los Angeles Basin were accrued for this study and were administered a questionnaire to assess their experience and
perceptions about the training tool. The learner ratings for each of 23 rating scales were analyzed to determine the extent to which respondents were engaged by the interactive, multimedia prototype lesson and gained nutrition knowledge. The results of the pilot test indicate that the interactive training tool was engaging and acceptable to nutrition education paraprofessionals, that it improved command of nutrition basics, and increased their command of the subject. The findings of the pilot test suggest that an interactive nutrition education training tool designed for individualized, self-paced instruction is acceptable and effective.
P33 Hmong Adaptation of the Anemia Prevention Video Lisa Peterson, AA, UC Berkeley School of Public Health, 140 Warren Hall, Berkeley, CA 94720, NCMHD, CHORI, 5700 Martin Luther King Jr. Way, Oakland, CA 94609, [email protected]; M.L. Fujii, MS, RD, UCCE Contra Costa County, 75 Santa Barbara Road, Pleasant Hill, CA 95205, [email protected]; P. Davidson, BA, UCCE Fresno County, 1720 South Maple Avenue, Fresno, CA 93702, [email protected]; E. Vang, BS, UC Berkeley School of Public Health, 140 Warren Hall, Berkeley, CA 94720, NCMHD, CHORI, 5700 Martin Luther King Jr. Way, Oakland, CA 94609; P. Wakimoto, DrPH, RD, NCMHD, CHORI, 5700 Martin Luther King Jr. Way, Oakland, CA 94609, [email protected] Iron deficiency, a largely preventable condition, is prevalent in certain minority populations, including Asian Americans. The purpose of this project was to adapt an Anemia Prevention Video, developed by ML Fujii. Focus groups conducted with Hmong in northern California revealed that use of visuals are most effective and the preferred delivery method of health messages. During the process of interpretation, several challenges were encountered including how to account for English words and ideas that had no direct translation into Hmong, and how to implement the Hmong preference for a culturally authoritative and confident communication style. Hmong community members and Hmong staff of a community-based organization then reviewed the adapted video within informal peer sessions. Process evaluation also included interviews with UCCE Fresno interns; these California State University Fresno dietetic interns trained local agencies’ staff to deliver the messages. Thus far, it has been received as a valuable tool for delivering health messages. The Hmong culture is rooted in a rich oral tradition that emphasizes learning and communicating through sharing and dialogue. Hearing one’s own language also creates a sense of personal empowerment and self-recognition for the Hmong, which would not be possible in an English language version. Integrating a culturally appropriate resource such as the Continued on page S29