2019 NAEPSDP Conference

NOTE: The poster session will be from 5:30 PM to 7:30 PM. The poster presenters will be at their posters in person from 5:30 PM to 6:30 PM.

Introduction/Theoretical Framework/Review of the Literature
Program evaluation is an integral component of extension educational process (Ghimire & Martin, 2011; Koundinya & Martin, 2013). While programs are evaluated for various purposes such as program improvement, outcomes measurement, impact assessment, and accountability, this pilot study evaluated the outcomes and lessons learned about nutrition and physical activity education. A 10-month pilot integrating Bailoterapia dance exercise classes into a USDA funded Healthy Living program was completed in one rural county in partnership with the Family HealthCare Network (FHCN) and a Family Resource Center (FRC).This pilot study utilized the Supplemental Nutrition Assistance Program Education (SNAP-Ed) Evaluation Framework that provides a menu of outcome and impact indicators across multiple levels of the Socioecological Model.
Evaluation/Research Questions
The following evaluative questions corresponding to SNAP-Ed Evaluation Framework guided this pilot study:
1. To what extent does the Nutrition and Physical Activity Education program improve participants’ nutrition and physical activity knowledge, skills, attitude, and behaviors?
2. To what extent does the Nutrition and Physical Activity Education program and community partners facilitate access and create appeal for improved nutrition and physical activity choices in the setting where education is provided?
3. To what extent is the Nutrition and Physical Activity Education program and community partners collectively impacting lifelong healthy eating and active living in limited resources communities?
4. To what extent do community-level obesity prevention strategies impact the participants’ priorities, lifestyle choices, and values for healthy living?
Methods and/or Data Sources
A qualitative research design and focus group data collection method were used to evaluate the outcomes of this pilot program. Focus groups were the appropriate data collection methodology with the target audience because they are best suited to collect information from a homogenous group that have a common interest (Grudens-Schuck, Allen, & Larson, 2004). The Institutional Review Board of the university approved this study. Two focus groups were conducted with program participants (n=13) and key community partners (n=7) to understand the outcomes and lessons learned from implementing and integrating Bailoterapia dance exercise classes into the Nutrition and Physical Activity Education Program. All program participants were female and predominantly Spanish speaking. The focus group with key stakeholders was conducted in English by the PI and Co-PI, whereas the one with program participants was facilitated in Spanish by a native speaker who is a trained bilingual nutrition educator with the state’s Cooperative Extension. The focus groups were audiotaped and transcribed verbatim. Independent coding and member checking were utilized to establish the credibility and trustworthiness of results.

Steps to ensure trustworthiness included member checking and triangulation (Plano-Clark & Creswell, 2009). The coding process included multiple steps (Plano-Clark & Creswell, 2009). The two coders (PI & Co-PI) independently read each transcript and identified a set of codes. Coders reached agreement on each code/theme through verbal consensus. The slight disagreement that occurred in naming the codes was resolved by discussion. The two coders modified and refined the overlapping codes. Finally, the two team members who did not initially code the transcripts verified that the themes were supported by quotations.