- Email: [email protected]
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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
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