Objective
To evaluate outcomes of a single nutrition lesson on adult participants of the SNAP-Ed.
Design, Setting, Participants, and Intervention
The SNAP-Ed provides nutrition education to SNAP and SNAP eligible participants to promote healthy food and beverage consumption. Adult SNAP-Ed participants are challenged to attend all lessons of a nutrition education series. Therefore, stand-alone lessons were offered based on the Dietary Guidelines for Americans.
Outcome Measures and Analysis
The multiple choice post single-session surveys measured participants’ perceived knowledge before and after the lessons and measured intention to change consumption behaviors resulting from the lessons. Respondents' behavioral intentions were identified using the Transtheoretical Model for behavior change, which includes the stages of change categories: Pre-contemplation, contemplation, preparation, action, and maintenance.
Results
In 2015, 1,208 surveys were administered in English or Spanish in Cochise, Maricopa, Pima, and Pinal counties of Arizona. Most respondents were in between the ages of 18-59 (56.4%) and most were women (82.6%). In 41 of the 48 (85.4%) lessons offered, there was a significant increase (p<0.05, Wilcoxon matched pairs sign rank test) in self-reported knowledge after the single lesson. Of all responses to stage of change questions, 88.3% identified being in preparation (n=405), action (n=123), or maintenance stage (n=399).
Conclusions and Implications
Stand-alone lessons have a positive impact on participants’ perceived knowledge of healthy eating behavior and their intention to change consumption behavior. An important first-step in sustained behavior change is the intention to change, reflected in respondents’ identification of being in the preparation, action, or maintenance stage of change resulting from a single lesson.
Funding
Supplemental Nutrition Assistance Program - Education
Article info
Publication history
P177
Identification
Copyright
© 2016 Published by Elsevier Inc.
