Training Preferences of School Food Service Staff Vary by Role in the School Nutrition Program.

Leia Flure,Jennifer Mccaffrey,Trinity Allison,Melissa Pflugh Prescott,Whitney Ajie

doi:10.3390/ijerph18010050

Abstract

Professional development has been identified as a critical component for school nutrition professionals (SNPs) to successfully implement school meal standards in the United States. However, training needs may vary based on different factors. This study examined (1) the topics of highest priority for SNPs; (2) preferred learning methods; (3) where and when trainings should be conducted; and (4) whether responses differ according to important factors including position type, school locale (urban vs. rural), or job experience. Participants completed surveys that included questions on demographics and preferences for learning methods and training topics (n = 492). Descriptive statistics characterized survey responses. Chi square tests assessed differences in learning method and training topic preferences by participant role, locale, and job experience; Cramer’s V assessed the strength of association for each chi square result. Qualitative responses to open-ended questions were analyzed using an inductive thematic analysis method. Nearly all training topic preferences were significantly different (p < 0.001 using Bonferroni method) when stratified by role. Significant differences were also observed for school locale and years of experience, but to a lesser degree. There was less variation in learning method preferences across staff role. Qualitative results (n = 93) identified three key themes related to training needs: role-specific trainings, innovative learning methods, and geographic access. The combination of quantitative and qualitative analysis indicate that professional development for SNPs should mostly be conducted in-person, be easily accessible, and include hands-on activities. Further, training should be tailored by job role and address situational barriers unique to the geographic area.

Highlights

In 2010, the United States federal government updated standards for foods served in child nutrition programs through the Healthy, Hunger Free Kids Act [1]
The aims of this study were to explore (1) what topics are of highest priority for school nutrition professionals; (2) what learning methods are most preferred; (3) where and when trainings should be conducted; and (4) whether responses differ according to position type, school locale, or job experience
Some responses that have covered it”, there were 93 requests for training needs for the open-ended question cluded in this theme requested either online or in-person training, but there was no clear which were submitted by Food service director (FSD) (n = 36), FSMs (n = 15), food service worker (FSW) (n = 6), school administrators majority preference between the two mediums

Summary

Introduction

In 2010, the United States federal government updated standards for foods served in child nutrition programs through the Healthy, Hunger Free Kids Act [1]. As a result of these changes, school nutrition professionals (SNPs) have faced significant challenges. Past surveys have indicated that a large proportion of SNPs have difficulty understanding the guidelines, which included increased portion sizes for fruits and vegetables and nutrient limits, among other changes. Other concerns have included menu planning with tightened sodium limits [3,4,5], poor student acceptance of whole grain foods and vegetables [6,7,8,9,10], and lack of culinary skills for serving palatable foods that meet nutrition guidelines [3]. Multiple surveys have identified professional development as a key need for SNPs to successfully implement federal rules for school meals [2,3,4]

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Discussion

Conclusion