Cross‐sectional Evaluation Supports Face Validity of Theory‐driven Digital Nutrition Education Program About Dietary Sodium for SNAP‐Ed

Increased sodium intake has been implicated in poor health outcomes such as an increased risk of cardiovascular disease especially for those with lower incomes. Education for SNAP participants (SNAP‐Ed) requires use of evidence‐based materials. The objective of this study was to examine the evidence‐base of a digital nutrition education program, Should I Eat Less Salt? , using a formative evaluation. The program was designed to increase awareness about health benefits from eating less salt. Program concepts aligned with the consumer information processing model and social cognitive theory. The program was analyzed for readability (F‐K, Fry 4 th grade) and comprehension (SMOG 8 th grade). Lower income Pennsylvania residents were recruited using a Facebook ad that directed them to the program and online evaluation. Features examined included interest, message effectiveness, attention to the message, and program appeal. Participants (n=99) were mostly white (80%), female (74%), and 72% were overweight or obese. Individuals who completed the evaluation (n=96) were defined as low‐income (68%) if they participated in at least one assistance program in the last year or reported sometimes , often , or always worrying about money for food; 48% of the lower income individuals also participated in SNAP. Limiting dietary salt was considered important by 64% of respondents and 60% were at least somewhat worried about their sodium intake. A majority of the low‐income sub‐sample confirmed that they learned a lot (52%) and that the program was easy‐to‐read (85%), understandable (81%), and helpful (65%). Overall, the program was well‐received and provided input for revisions and further testing. Funded by USDA, SNAP‐Ed.