Abstract
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.
Design
Mixed methods design including surveys, lesson implementation reports, and interviews.
Setting
New Mexico limited-resource schools.
Participants
Convenience sample of New Mexico Extension NE (n = 42) and their EA supervisors (n
= 21).
Intervention
Three-hour curriculum training employing Social Cognitive Theory and Diffusion of
Innovations.
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.
Analysis
Repeated-measures ANOVA analyzed perceived behavior change over time. Significance
was set at P ≤ .05. Qualitative responses were categorized by theme.
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.
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.
Key Words
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Article info
Publication history
Published online: August 19, 2013
Identification
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Published by Elsevier Inc.
