Participatory Action Research to Develop Nutrition Education Videos for Child Care Providers

2016 ◽  
Vol 2 (4) ◽  
pp. 244-250 ◽  
Author(s):  
Daniel J. Schober ◽  
Ana Carolina Sella ◽  
Cristina Fernandez ◽  
Celia Ferrel ◽  
Amy L. Yaroch
Keyword(s):  
Child Care ◽  
Action Research ◽  
Experiential Learning ◽  
Participatory Action Research ◽  
Nutrition Education ◽  
Skills Training ◽  
Child Care Providers ◽  
Care Providers ◽  
Participatory Action ◽  
Hands On

Child care offers an ideal setting to promote more healthful eating through nutrition education. However, many child care providers lack knowledge about nutrition and receive infrequent nutrition training. Although web-based training shows promise as a way to address this, most current trainings focus on information provision rather than direct skills training that promotes hands-on, experiential learning. The present study describes the development of nutrition education videos using a participatory action research (PAR) approach that has been successful in generating research evidence to address community-based challenges. This approach involves four major phases: (1) external consumer influence, (2) consumer-empowered team, (3) the research process, and (4) provider-valued outcomes. A case report design is used to describe the development of six nutrition education videos for child care providers (e.g., teaching taste, texture, and color; teaching nutritional benefits; teaching portion size). One hundred and fourteen providers, parents, and public health professionals viewed the videos. Results showed that the vast majority found the videos to be helpful or very helpful for instructing adults to teach children about nutrition. The videos were made publically available on a website ( http://TeachKidsNutrition.org ), and as of 1 year of being posted, the website had more than 4,919 visitors across the United States and internationally. Lessons learned throughout this process are discussed. The development of these videos using PAR presents a promising approach to assure that child care providers receive hands-on, experiential learning in nutrition education. Furthermore, this approach may contribute to obesity prevention efforts among child care providers.

scholarly journals Use of participatory action research approach to develop a self-management resource for persons living with dementia

Dementia ◽  
2021 ◽  
pp. 147130122199728
Author(s):  
Sherry Dupuis ◽  
Carrie McAiney ◽  
Lisa Loiselle ◽  
Brenda Hounam ◽  
Jim Mann ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Primary Care Providers ◽  
Self Management ◽  
Research Approach ◽  
Care Providers ◽  
Participatory Action ◽  
Action Research Approach ◽  
Care Partners ◽  
Essential Components

This article describes the use of a participatory action research (PAR) approach to developing a self-management resource for persons living with dementia and care partners. Despite growing evidence that persons with dementia are able to contribute in meaningful ways to decision-making about their care and life preferences, few opportunities exist for them to participate in the design of resources and services meant for them. There is also a need to support the self-management of persons living with dementia with the provision of accurate, high quality, user-friendly information. The Living Well with Dementia resource was developed through a partnership with persons with dementia, family members, Alzheimer Society representatives, primary care providers, and researchers. The methods used in the development of this resource are outlined in six steps employed in this process, from establishment of a PAR team to final resource creation. Informed by a whole systems approach, the resource brings together essential components of self-management into a comprehensive system of care and support for living. It empowers users to be active participants in the application of new knowledge to their lives. Better self-management has important implications for access to health care and quality of life for persons with dementia and care partners.

scholarly journals Implementing the Academy of Nutrition and Dietetics Benchmarks for Nutrition Education for Children: Child-Care Providers’ Perspectives

2017 ◽  
Vol 117 (12) ◽  
pp. 1963-1971.e2 ◽  
Author(s):  
Dipti A. Dev ◽  
Virginia Carraway-Stage ◽  
Daniel J. Schober ◽  
Brent A. McBride ◽  
Car Mun Kok ◽  
...  
Keyword(s):  
Child Care ◽  
Nutrition Education ◽  
Child Care Providers ◽  
Care Providers ◽  
Nutrition And Dietetics

scholarly journals Creating healthy food environments in family childcare settings

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
K Kunkel ◽  
M Schroeder ◽  
R Jones ◽  
D Anderson ◽  
K Lien
Keyword(s):  
Child Care ◽  
Nutrition Education ◽  
Family Child Care ◽  
Food Environments ◽  
Child Care Providers ◽  
Care Providers ◽  
Healthy Foods ◽  
Federal Food ◽  
Family Child Care Providers

Abstract Background Considering nearly two-thirds of preschool children in the United States are in some form of child care, child care settings are an opportunity to improve the food environments and reduce the risk of obesity in young children. University of Minnesota Extension developed a culinary nutrition education training for family child care providers. This is relevant for other countries whose child care system includes caring for children in home or center settings that prepare food for children. Objectives Start Strong: Cooking, Feeding and More (SS), consists of four two-hour culinary nutrition education sessions for family providers. The overall goals of SS are to 1) increase providers' knowledge and skills to procure and prepare healthy foods for children and 2) increase providers' knowledge and understanding of Federal food assistance programs to share the information with food-insecure families. Each session includes a cooking skill, nutrition topic, and food assistance program. Results Twelve rural participants who self-identified as female, non-Hispanic White participated in the SS sessions and completed pre, post, and three-month follow-up surveys, to assess the impact of the program on providers' knowledge, confidence, and practice. Based on the paired samples t-tests between pre-to-post and pre-to-follow-up surveys, there were statistically significant increases in providers' confidence in preparing whole grains, using beans and low-cost protein sources, and cooking techniques to reduce. The increase in confidence using cooking techniques to reduce salt was still statistically significant three months after the training. The providers' awareness of Federal food programs between pre-post increased and three months later increased. Conclusions SS increased family child care providers' skills and confidence to prepare healthy foods for children in their care. This increases the likelihood children will make healthy choices now and in the future. Key messages Start Strong is a culinary nutrition education training for family child care providers. Start Strong improves providers’ knowledge and skills to prepare healthy foods for children in their care.

scholarly journals Engaging New Parents in the Development of a Peer Nutrition Education Model Using Participatory Action Research

2021 ◽  
Vol 19 (1) ◽  
pp. 102
Author(s):  
Richard Ball ◽  
Kerith Duncanson ◽  
Lee Ashton ◽  
Andrew Bailey ◽  
Tracy L. Burrows ◽  
...  
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Participatory Action Research ◽  
Nutrition Education ◽  
Research Methods ◽  
Peer Education ◽  
Real Life ◽  
Participatory Action ◽  
Child Feeding ◽  
Implementation Model

This study investigated the implementation model and research methods of a peer education program for new parents focused on infant feeding and nutrition. Two hundred and sixty-nine parents with an infant aged birth to two years old were invited to become co-researchers in a Participatory Action Research (PAR) study over three years. Data included focus group and online participant meeting transcripts, social media data, correspondence between the implementation team and peer educators, and field notes. All data were consolidated regularly and discussed by project participants and the research team. After each PAR cycle, structured content analysis was conducted, informing the next iteration of the implementation model and research methods. Participating parents were highly engaged in child feeding peer-to-peer education, but felt more effective and comfortable being considered as a child-feeding information resource sharer or ‘champion’ rather than a formal peer educator. Similarly, quantitative data collection was only effective when it was integrated seamlessly into the implementation model. PAR methodology suited the diversity and dynamic real-life study setting, facilitating substantial improvements to the peer nutrition intervention model and data collection methods. Our study demonstrated that a genuine collaboration between health professionals and participants to implement research in practice can achieve both intervention outcomes and research aims.

scholarly journals Taking the Pulse on Feeding Infants in a Child Care Setting (P11-067-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Katey Halasz
Keyword(s):  
Child Care ◽  
Focus Groups ◽  
Nutrition Education ◽  
Infant Feeding ◽  
Technical Information ◽  
United States Department ◽  
Child Care Providers ◽  
Care Providers ◽  
Department Of Agriculture ◽  
Funding Sources

Abstract Objectives Identify and understand contextual, cultural, and attitudinal variables related to breastfeeding and infant feeding that may inhibit or engender the utilization of USDA's Team Nutrition resources and adoption of the communicated information. Methods Seventeen focus groups were conducted with current breastfeeding mothers (n = 66) and expecting mothers (n = 20), and in-depth interviews (IDIs) were conducted with twelve child care providers with infants in their care. Results The focus groups with current breastfeeding mothers and expecting mothers revealed that mothers were sensitive to information that was not consistent with their own experiences; preferred that technical information be conveyed using realistic photographs as opposed to illustrations or graphics; favored content that encouraged communication between child care providers and themselves; and accurately depicted breastfeeding. On the other hand, most child care providers did not feel comfortable actively encouraging breastfeeding at their child care site; the term “developmental readiness” for complementary feeding was not commonly understood; and felt that their biggest challenges with caring for infants included 1) effectively communicating with parents, 2) managing the time of on demand feedings with groups of children in their care, and 3) storing and handling breastmilk. Conclusions Addressing the realities of breastfeeding and infant feeding, including common challenges for both mothers and child care providers, is essential in the development of effective nutrition education materials. Tools are needed to facilitate communication between child care providers and families. Funding Sources United States Department of Agriculture.

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