Expanded Food Research Articles

Impact of EFNEP in the Quality of Life of Its Participants and Paraprofessionals

To identify the effect the Expanded Food and Nutrition Education Program (EFNEP) has on the quality of life of its paraprofessional educators and participants.

EFNEP Data Collection: Using Cognitive Load Theory to Design a New Family Record

Examine ways to improve the traditional Family Record survey for low-literate Expanded Food and Nutrition Education Program (EFNEP) audiences in California.

Quantitative evaluation of a nutrition education curriculum targeting limited resource participants

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.

Formative Evaluation of a Community‐Based Nutrition Education Curriculum for Hispanics in South Carolina

ObjectiveTo assess through formative evaluation an Expanded Food and Nutrition Program (EFNEP) curriculum designed for South Carolina Hispanics.MethodsThe formative evaluation process consisted of a 4‐step approach: 1) curriculum initial pilot testing (n=31), 2) curriculum review/refinement, 3) pilot testing of the refined curriculum (n=16) and 4) focus groups with Hispanic participants (n=14).ResultsCultural Appropriateness. Recipes and vocabulary were appropriate for Mexican participants; however, some terminology used was unfamiliar to other Latin American audiences. Educational Strategies. The first curriculum delivered lessons through storytelling with visual aids. In the second version, storytelling was eliminated and more individual and group activities were included. Accuracy. The curriculum was updated with the 2010 Dietary Guidelines and MyPlate. The subjects of physical activity, food security and food shopping practices were incorporated to meet EFNEP's goals. Theory adherence. Goal setting, environmental strategies and selfmonitoring were included after the review.ConclusionsThe 4‐step‐formative‐evaluation approach used in this study revealed important strengths, limitations and opportunities for curriculum improvement. Overall, activities, language and recipes used were improved to meet the specific needs of the audience.

EFNEP Reaches Refugee Youth Using a Mobile Van

New groups of refugees settled in apartments far from city services. Their children lacked access to organized after-school activities and the opportunity to practice English. The Expanded Food and Nutrition Education Program (EFNEP) wanted to reach and teach the young refugees but lacked the staff and budget to do so. This article discusses how the EFNEP formed a partnership with a city parks and recreation department to reach refugee youth while providing organized activities and nutrition education. Educators should learn: what new groups live in their county, where they live, what schools their children attend, and other agencies assisting them.

Recruiting EFNEP Participants: Process and Materials

In response to hunger in the United States, the Expanded Food and Nutrition Education Program (EFNEP) was created in 1968 to provide information about nutritious food choices, food safety, food budgeting, and physical activity to adults and children with limited resources. The Expanded Food and Nutrition Education Program is taught by paraprofessionals who come from the target population. According to Colorado State University EFNEP, families are usually referred to EFNEP by program participants and graduates; community agencies affiliatedwith the EFNEP also refer adults and children. Prior to this project, Colorado EFNEP did not use any printedmaterials to recruit potential EFNEP participants, similar to the lack of recruitment materials for potential EFNEP agency partners.

Recruiting EFNEP Agency Partners: Process and Materials

The Expanded Food and Nutrition Education Program (EFNEP) was created in 1968 in response to the concerns about hunger in the United States. The Expanded Food and Nutrition Education Program uses paraprofessional educators who represent the target audience to teach basic nutrition, food safety, food resource management, and physical activity to limited-resource families. According to the Colorado State University EFNEP Web site, a common way for both adult and youth participants to be referred to the program is through community agencies affiliated with EFNEP. Prior to this project, Colorado EFNEP did not use any printed materials to recruit potential agency partners, and there was a lack of recruitment materials for potential EFNEP participants.

Nutrition Program Quality Assurance through a Formalized Process of On-site Program Review

A protocol for a systematic onsite review of the Expanded Food and Nutrition Education Program and Supplemental Nutrition Assistance Program–Education was developed to support quality programming and ensure compliance with state guidelines and federal regulations. Onsite review of local nutrition program operations is one strategy to meet this goal. Observation and interaction with staff allow a comprehensive understanding of strengths, weaknesses, and emerging issues. This information provides managers with timely feedback to strengthen and improve all aspects of nutrition programming.

Developing a Measure of Behavior Change in a Program to Help Low-Income Parents Prevent Unhealthful Weight Gain in Children

Objective To develop and test a brief measure of changes in eating, active play, and parenting practices after an intervention to help parents shape children’s choices and home environments. Design Sequential phases of development and testing: expert panel review, cognitive testing interviews, field testing, test-retest study, and assessment of convergence with detailed previously validated instruments. Setting and Participants Expanded Food and Nutrition Education Program (EFNEP), New York State. Low-income parents of 3- to 11-year-old children; Cooperative Extension nutrition and parenting educators. Main Outcome Measures Questionnaire reliability, validity, respondent comprehension, and feasibility of use in program contexts. Analysis Qualitative analysis of item comprehension. Correlational analysis of test-retest reliability and convergent validity. Results A behavior checklist was developed to assess change in parent-reported family eating, physical activity, and parenting practices addressed by an intervention. The checklist was feasible for use in EFNEP and questions were understood as intended. Test-retest reliability was good ( r = 0.83) and scores correlated significantly (range, 0.25 to –0.60; P < .05) with detailed measures of dietary habits, parental modeling, physical activity, and home environment. Conclusions and Implications Development and testing in a program context produced a tool community nutritionists can use to evaluate educational interventions aimed at helping parents promote healthful eating and activity.

The Impact of SNAP-ED and EFNEP on Program Graduates 6 Months After Graduation

Research was conducted to determine if graduates from either the Supplemental Nutrition Assistance Program-Education or Expanded Food and Nutrition Education Program maintained behavioral changes 6 months after completing the program. Staff asked graduates to complete a 10- or 15-question behavior checklist that was identical to the entry and exit survey completed by clients. Thirteen of the 15 behavior questions were significantly improved from pre to post as well as pre to follow-up (p&lt;0.001). Results of the study reported here support that clients who participate in nutrition education programs can retain their behavior change at least 6 months post-graduation.

Healthy Children, Healthy Families: Parents Making a Difference! A Curriculum Integrating Key Nutrition, Physical Activity, and Parenting Practices to Help Prevent Childhood Obesity

Childhood obesity remains a significant public health concern, and increasing evidence of strong relationships between parenting practices and children’s eating, physical activity, and weight status demonstrates that promotion of effective parenting is critical for prevention.1,2 The Collaboration for Health, Activity and Nutrition in Children’s Environments (CHANCE), a childhood obesity prevention program for low-income families, was developed within the Expanded Food and Nutrition Education Program to address this need.

Environmental Portraits Help Program Evaluation, Recruiting, and Staff Morale

The ICAN Portraits project sheds light on the long-term effects of Supplemental Nutrition Assistance Program Education (SNAP-Ed) and Expanded Food and Nutrition Education Program (EFNEP) programming on adult participants, as well as providing a manner to recruit partner agencies and participants and motivate paraprofessional staff.

Risky Food Consumption Behaviors among Women Enrolled in the Expanded Food and Nutrition Education Program

Eating foods such as undercooked eggs and rare hamburgers can increase one's risk for foodborne illness, especially for highly susceptible populations such as pregnant women and very young children. Women (n = 755) enrolled in the Texas Expanded Food and Nutrition Education Program were surveyed to learn whether they consumed risky foods.

Weight Perceptions and Body Mass Index of Texas Expanded Food and Nutrition Education Program (EFNEP) Participants

Individuals with a body mass index (BMI) classified as overweight (25 to 29.9) or obese (>30) may be at increased risk of certain diseases such as hypertension, type II diabetes, and heart disease. Research suggests obesity and overweight disproportionately affect minority Americans. This study evaluated weight perceptions of EFNEP participants compared with calculated BMI.

Strategies to Maximize the Content and Face Validity of EFNEP Youth Quest Impact Assessment Tool

To describe how content analysis, expert review, and cognitive testing can be used to maximize the content and face validity of an impact assessment tool designed for Youth Expanded Food and Nutrition Education Program (EFNEP).

Standardizing the instruments for measuring youth EFNEP effects

The goal of this paper is to develop and test a standardized instrument to measure the effects of a nutrition education program for limited resource youth – the Expanded Food and Nutrition Education Program (EFNEP). The instrument development consisted of several steps: 1) Consultation with an advisory board of nationally-recognized faculty in nutrition, obesity, EFNEP, and evaluation to determine what should be measured, 2) Conduct a literature review to identify instruments tested for reliability and validity, 3) Select and modify questions from these instruments to include for pilot testing. A review of literature identified 15 instruments commonly used in the evaluation of both EFNEP and non-EFNEP youth nutrition education. However, several instruments intended for youth EFNEP were not rigorously tested for validity and reliability. Building upon the existing literature, we developed survey questions to measure three outcome dimensions: self-efficacy, behavioral intention and behavior. The following topics from the dietary guidelines that were relevant to low-income youth aged 7–14 years were included: different food groups from MyPyramid, beverages, discretionary calories, physical activity, portion size, and sodium intake. About 300 participants are currently completing the pilot test of 93 questions. The paper and presentation will report the validity and reliability of this instrument. Research Supported by USDA.

Cost-Effectiveness Model for Youth EFNEP Programs: What Do We Measure and How Do We Do It?

The Youth Expanded Food and Nutrition Education Program (EFNEP) is one of the United States Department of Agriculture's hallmark nutrition education programs for limited-resource youth. The objective of this study was to gather opinions from experts in EFNEP and related content areas to identify costs, effects (impacts), and related instruments to develop a cost-effectiveness model (instrument) for youth EFNEP, which does not exist. A cost-effectiveness model determines the economic or financial cost of producing an impact. The findings highlight several challenges in identifying inputs through consensus and provide a roadmap for the creation of a model that can be adopted by state EFNEP coordinators.

Establishing a Research Base for the Expanded Food and Nutrition Education Program

The purpose of this qualitative study was to identify and categorize the research representing the first 40 years (1969–2009) of the Expanded Foods and Nutrition Education Program (EFNEP). The program that is part of the Cooperative Extension Service was developed to help low-income individuals learn about nutrition and enable them to prepare healthy meals for their families. Five hundred and fifty (550) studies about the EFNEP program clientele, curricula, and staff were found. The topics that occurred most often in the studies were diet, knowledge and practices (92 studies), and program evaluation (100 studies). Filemaker Pro™ software was used to sort, make comparisons, and serve as a foundation for an on-line searchable database.

Study on Expanded Food Quality Improving Based on Six Sigma

This paper addresses on quality improvement of expanded food. The five stages of six sigma implementation process are applied to define the problem and set a target for improvement. Then possible causes to the quality problems in expanded food are investigated, and the capabilities of the measuring system are evaluated and improved. Based on the results, the experiment scheme is conducted to find and optimize the key factors. Improvement result shows that sigma level of production process increased to 4.6, which is beyond the expectation and can save the cost.

Formative Assessment in the Development of an Obesity Prevention Component for the Expanded Food and Nutrition Education Program in Texas

This study conducted formative research (surveys, focus groups) to assess the nutrition education needs of clients in the Texas Expanded Food and Nutrition Education Program prior to curriculum revision. Participants were current Expanded Food and Nutrition Education Program participants in 3 Texas cities (Austin, Houston, San Antonio). Data were used to tailor the curriculum to the target population. This research provides evidence that members of the target audience can provide valuable insights into a particular topic. Formative work prior to intervention development should be conducted to identify key issues regarding a particular topic and to evaluate potential educational approaches.