Nutrition Educator Adoption and Implementation of an Experiential Foods Curriculum

作者：Diker Ann^*; Cunningham Sabo Leslie; Bachman Kari; Stacey Jane E; Walters Lynn M; Wells Linda

来源：Journal of Nutrition Education and Behavior, 2013, 45(6): 499-509.

DOI：10.1016/j.jneb.2013.07.001

• self-efficacy
• experiential
• observational learning
• nutrition curriculum
• Diffusion of Innovations
• Social Cognitive Theory

Objective: Describe changes in Nutrition Educator (NE) and Extension Agent (EA) motivation, self-efficacy, and behavioral capability over time after experiential food tasting curriculum training. Identify promoters of curriculum adoption, implementation, and future use. %26lt;br%26gt;Design: Mixed methods design including surveys, lesson implementation reports, and interviews. %26lt;br%26gt;Setting: New Mexico limited-resource schools. %26lt;br%26gt;Participants: Convenience sample of New Mexico Extension NE (n = 42) and their EA supervisors (n = 21). %26lt;br%26gt;Intervention: Three-hour curriculum training employing Social Cognitive Theory and Diffusion of Innovations. %26lt;br%26gt;Main Outcome Measures: Perceived change in motivation, self-efficacy, and behavioral capability from post-training through 8-month post-training; promoters and challenges to curriculum adoption, implementation, and future use. %26lt;br%26gt;Analysis: Repeated-measures ANOVA analyzed perceived behavior change over time. Significance was set at P %26lt;=.05. Qualitative responses were categorized by theme. %26lt;br%26gt;Results: Gains in NE motivation, self-efficacy, and behavioral capability were sustained at 8 months post-training. High adoption/implementation rates (79%) were attributed to strong implementation expectations, observational learning, experiential training elements, and perceived curriculum compatibility. Environmental factors including time constraints, personnel turnover, and scheduling conflicts proved challenging. %26lt;br%26gt;Conclusions and Implications: Maximizing curriculum simplicity and compatibility and incorporating behavioral capability, observational learning, and expectations into training support adoption and use. Adaptations and techniques to problem-solve challenges should be provided to new curricula implementers.

• 出版日期2013-12