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Quantitative evaluation of a nutrition education curriculum targeting limited resource participants
Author(s) -
Auld Garry,
Baker Susan,
McGirr Kathryn,
Conway Lisa
Publication year - 2012
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.26.1_supplement.246.5
Subject(s) - curriculum , checklist , nutrition education , resource (disambiguation) , medicine , medical education , intervention (counseling) , environmental health , gerontology , psychology , nursing , pedagogy , computer science , cognitive psychology , computer network
The purpose of this study was to examine the effectiveness of the Eating Smart • Being Active (ESBA) curriculum in a quantitative, multi‐state, pre‐to post‐intervention analysis, using nonequivalent comparison groups. The effectiveness of ESBA was evaluated both independently and against previously used Expanded Food and Nutrition Education Program (EFNEP) curricula. EFNEP participant data were collected from five, regionally distinct states, over 3 separate 6‐month periods, each measuring separate groups of participants. The primary measurement tool for mean participant behavior change was the Behavior Checklist Questionnaire from the national Nutrition Education Evaluation and Reporting System. Overall, the ESBA curriculum was effective at increasing positive behaviors related to food, nutrition, and overall health in participants. When comparing ESBA to other EFNEP curricula, ESBA had better, statistically significant outcomes, for food resource management, food safety, nutrition, physical activity, and servings of fruit and vegetables. The data were fairly consistent across all states for these categories suggesting that ESBA can be an effective curriculum in nutrition education programs targeting limited resource audiences. This study was funded by EFNEP, from the USDA's National Institute of Food and Agriculture.