Topical Area: Nutrition Education and Behavioral Science
To examine training outcomes in high school Family and Consumer Sciences (FACS) teachers utilizing a new nutrition curriculum: Forecasting Your Future: NUTRITION MATTERS created by Indiana Department of Education and Indiana University.
To compare responses of untrained teacher controls (CON) with responses from teachers before curriculum training in an intervention group (INT) to prepare for a later randomized controlled intervention with students in Fall 2018.
FACS teacher volunteers were recruited for a curriculum training session prior to a state conference. Teachers were randomly assigned to INT (n=40, spring 2018 training) or CON (n=40, delayed training, spring 2019) after stratifying by school size.
Teachers completed a 60-item Qualtrics baseline survey that assessed self-efficacy to teach nutrition, daily need for fruit (F) and vegetables (V), other knowledge from Dietary Guidelines for Americans (DGA), attitudes towards FV, and partnering with foodservice. Groups were compared at baseline with Independent t-tests and Chi-square, where α=0.05.
INT completed a second 22-item Qualtrics survey post-training. Changes in knowledge of DGA and self-efficacy to teach nutrition were determined by paired t tests. Frequency of teachers satisfied with training, and methods learned to partner with food service were recorded.
Of 80 teachers recruited, 22 INT and 24 CON enrolled in the study. INT and CON were similar in age (P=0.986), sex (P=0.291), school size (P=0.81), and, prior to training, overall knowledge of DGA (P=0.076), nutrition teaching self-efficacy (P=0.984), attitudes towards F (P=0.056),V (p=0.259), intentions to eat F (P=0.894), V (P=0.597), and estimated intake of F (P=0.267), V (P=0.543).
Post-training (INT post vs INT pre), self-efficacy to teach nutrition (P=0.026) and knowledge of DGA(P=0.002) increased. Most INT (90.9%) were satisfied with training, 81.8% learned strategies to partner with food service and 95.5% felt confident teaching the curriculum.
Outcomes and satisfaction from training indicate this training may facilitate implementation of the curriculum. The lack of any significant differences between INT and CON suggests teacher groups are equivalent at baseline for student intervention.
Funding Sources :
USDA TEAM Nutrition