Progress 09/01/15 to 08/31/18
Outputs
Target Audience:The Regional Nutrition Education and Obesity Prevention Centers of Excellence Policy, Systems, and Environmental Change Center (RNECE-PSE) committed to equipping, training, and empowering local level coordinators and supervisors to integrate effective Policy, Systems and Environmental change (PSE) approaches into SNAP-Ed and EFNEP programs. The target audiences reached/engaged this reporting period include SNAP-Ed and EFNEP PIs, project directors, regional FNS Coordinators, colleagues in other RNECE Centers, ASNNA membership and nutrition educators. Changes/Problems:1. EFNEP PSE website resources are still in production due to change in leadership in the National EFNEP PSE Workgroup. The workgroup has given leadership to website lay-out and EFNEP specific PSE resource development. RNECE-PSE Center has completed the website development with the web designer. The site is organized and ready for resources to be finalized and uploaded. The National EFNEP PSE Workgroup is taking responsibility for uploading and maintaining the resources in the latter part of 2018. 2. The decrease in funds ($600,000 for year two) substantially effected the amount of technical assistance we were able to provide and also limited the intercultural resource development that were originally planned in year two of the proposal. To compensate we changed strategies by developing the website with video instruction rather than hands-on technical assistance as planned. University of Tennessee Family and Consumer Sciences Department has agreed to support the website for a minimum of three years to encourage access and use. What opportunities for training and professional development has the project provided? 112 Extension agents and state specialists participated in a pilot training in Tennessee introducing the Intercultural Mindset Continuum and strategies to increase intercultural competence. Agents participated in the Intercultural Development Inventory to assess their intercultural development orientation along the continuum. Aggregate results were shared during the presentation to engage discussion for potential next steps in training. Overall the group perceived to be significantly more culturally oriented than group results revealed. 134 SNEB pre-conference attendees participated in an Intercultural Development Inventory (IDI) to begin to assess the intercultural mindsets of nutrition educators for limited resource audiences and initiate a national conversation. Aggregate IDI results were shared with the attendees in the context of an intercultural competence development continuum. Experiential learning activities introduced the IDI as an evaluation tool to gauge development toward an intercultural mindset. 20 SNEB pre-conference attendees with SNAP-Ed and/or EFNEP experience were recruited to participate in a follow-up web-based cohort training series. Participants participated in pre and post individual IDI feedback sessions. They were led through a series of 4 web-based meetings designed to coach them in developing a personal intercultural development plan, provide learning activities and discussion sessions to support their progression. Results indicated a positive change in intercultural mindsets. Participants stated that the sessions provided an effective place to engage in conversations to strategize best practices to engage their nutrition education staff and clientele more effectively through an intercultural lens and develop their personal intercultural mindset. A two part web-based training was held, sponsored by NCCOR SNAP-Ed PSE Evaluation Framework roll-out, to train over 200 SNAP-Ed coordinators on how to use the needs and readiness tool effectively. A web-based training and technical assistance via phone were held to pilot the collaboration readiness tool in October 2016 for 16 SNAP-Ed educators. RNECE-PSE Change Center collaborated with NCCOR and the Evaluation Framework committee to provide technical assistance related to evaluation of collaboration readiness. The RNECE-PSE Change Center sponsored the Food and Nutrition Extension Education preconference workshop at the Society for Nutrition Education and Behavior annual meeting in Washington, DC in 2017. This preconference was entitled "Next Steps in PSE: Effective Evaluation Methods in Policies, Systems, and Environmental (PSE) Interventions". One hundred thirty-four nutrition education professionals participated in the preconference. Presentations included assessing partner readiness led by Rachel Novotny and Jean Butel who shared the new Collaboration Readiness survey; assessing intercultural competence led by Lupita Fabregas with participants having the option of completing the Intercultural Development Inventory; and an interactive session where participants shared ideas and strategies for developing evaluation plans for PSE interventions. How have the results been disseminated to communities of interest? The Collaboration Readiness tools are featured in the SNAP-Ed Interpretive Guide (p. 86) to navigate SNAP-Ed coordinators through Evaluation Framework indicator ST5. SNAP-Ed local coordinators (n=16) in six pilot states were trained to use the Collaboration Readiness Tool The web-based interactive version of the collaboration readiness tool was presented during the Society of Nutrition Education Behavior (SNEB) preconference as an assessment featured in the SNAP-Ed Evaluation Framework. A two part web-based training was held, sponsored by NCCOR SNAP-Ed PSE Evaluation Framework roll-out, to train over 200 SNAP-Ed coordinators on how to use the needs and readiness tool effectively. A web-based training and technical assistance via phone were held to pilot the collaboration readiness tool in October 2016. Validation results were published in the Journal of Nutrition Education and Behavior. https://doi.org/10/1016/j.jneb.2017.11.002 Three posters shared at national conferences. A webinar with FNS Regional SNAP-Ed coordinators (2016). Feedback was received to ensure that implementing agencies understand that direct education and PSE strategies need to be planned and implemented from an integrated approach. Delphi study results were disseminated via SNAPedpse.org and can be accessed at https://snapedpse.org/wp-content/uploads/2017/08/RNECE-PSE CHANGE CENTER-Delphi-summary-2016.pdf SNAP-Ed DACUM panel report was disseminated via the SNAPEdpse.org website and can be accessed at https://snapedpse.org/wp-content/uploads/2018/04/SNAP_DACUM.pdf and the verification report of the DACUM panel is located at https://snapedpse.org/wp-content/uploads/2017/08/DACUM-Verification-Summary-2016-for-SNAP-Ed-PSEs.pdf EFNEP DACUM panel report was disseminated via the PSEchange.org website and can be accessed at snapedpse.org. DACUM information was shared at a multi-paper session at the American Evaluation Association 2017. Dr. Karen Franck shared "Assessing competencies for Extension professionals: A comparison of three approaches". RNECE-Northeast launched the PSE certification via eCornell for all interested nutrition educators. (Module 3 was developed by RNECE-PSE.) What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Objective 1, RNECE-PSE Change Center completed a situational analysis including 1. a Delphi study of SNAP-Ed and EFNEP PSE training needs, 2. an environmental scan of PSE free and accessible web-based trainings and resources, 3. two DACUM workshops for both SNAP-Ed and EFNEP coordinators to analyze duties and tasks needed to effectively implement PSE approaches through these programs and 4. literature scan of intercultural competence and limited resource nutrition education. These results can be accessed at PSEchange.org under reports . Readiness was a key theme of stakeholders and environmental scans throughout the situational analysis. The scan particularly revealed the lack of resources to support collaboration and coalition-building necessary to the implementation of PSE approaches for nutrition educators. RNECE-PSE Change Center Co-PI, Dr. Rachel Novotny's previous work with the USDA funded Children's Healthy Living (CHL) project provided foundational direction for development of relevant resources to meet this identified gap. Multiple resources were developed and disseminated to EFNEP and SNAP-Ed Coordinators in conjunction with NCCOR and Evaluation Framework work group. A needs and readiness flow chart was developed in collaboration with the developers of the SNAP-Ed Evaluation Framework. The flow chart is a tool for priority short term SNAP-Ed indicator five (ST5) and serves as a first step for implementing agencies beginning to incorporate PSE changes. Additionally, RNECE-PSE Change Center worked with SNAP-Ed coordinators from Florida, Guam, Indiana, Oklahoma and South Carolina (n=16) to adapt and validate a Collaboration Readiness survey via cognitive testing. Eight assessments were conducted based upon stakeholder use and input. This tool gauges a partner's readiness to collaborate and can be used with SNAP-Ed coordinators, educators and community partners to carry out PSE change activities with diverse groups. The assessment tools include five areas of readiness, helps determine where groups are in working together to implement PSE approaches, and provides links to resources and trainings to help groups collaborate. Based upon the situational analysis results, an interactive, educational webpage has been built to support EFNEP and SNAP-Ed PSE approaches accessed at http://psechange.org/ . The site includes the SNAP-Ed Integrative map, designed and developed to provide SNAP-Ed implementing agencies with a self-guided experience through settings within the Eat, Live, Learn and Play domains of the Evaluation Framework. Setting based trainings were developed upon the DACUM duties and tasks' results. These 18 video modules are designed to provide potential scope for PSE approaches, specific to the selected setting, in an engaging manner for the adult learner. Trainings focus on farmers markets, school gardens, community gardens, corner stores and faith-based organizations. The settings include tips for getting started, partnership building and evaluation. An additional video introduces a foods systems overview to introduce the concept to nutrition educators. Additionally, results of the EFNEP DACUM process were shared with the ENFEP PSE National Committee to finalize and build an EFNEP website as it relates to PSE. The website was soft launched in the fall of 2018 to provide a springboard for the national committee's work to support EFNEP programming from a socioecological approach to teach the dietary guidelines. Objective 2. Enhancing the impact of nutrition education and obesity prevention efforts in a rapidly growing diverse society requires training to support intercultural development of coordinators and educators. As a result of the initial intercultural competence literature scan, a multi-prong approach was implemented to begin to assess needs and potential best practices to develop intercultural competence of educators. This included development of a training video, implementing training opportunities and introducing the Intercultural Development Inventory to SNAP-Ed educators as an assessment tool for intercultural development.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2018
Citation:
Butel, J., Banna, J.C., Novotny, R., Franck, K.L., Parker, S.P., & Stephenson, L. (2018). Validation of a collaboration readiness assessment tool for use by supplemental nutrition assistance program education (SNAP-Ed) agencies and partners. Journal of Nutrition Education and Behavior. Retrieved from 50(5), 501-505. https://doi.org/10.1016/j.jneb.2017.11.002
- Type:
Other
Status:
Other
Year Published:
2017
Citation:
Franck, K. & Salie, J. EFNEP DACUM Verification report summary. (2017). Unpublished report.
- Type:
Other
Status:
Other
Year Published:
2016
Citation:
Franck, K & Salie, J. SNAP-Ed DACUM Verification report summary. (2016). Unpublished report.
- Type:
Websites
Status:
Published
Year Published:
2016
Citation:
Stephenson, L. & Salie, J. (2016). PSEchange.org Regional Nutrition Education Center of Excellence Policy, Systems and Environmental (RNECE-PSE) Change Center Website.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Stephenson, L., Novotny, R., Fabregas, L., Scott, M., Cullinen, K., Wolford, B., Foerster, S., Franck, K., & Loehmer, E. (July 2017). Next steps in policies, systems, and environments (PSEs): Effective evaluation methods in PSE interventions. Pre-conference sponsored by the Food and Nutrition Extension Education Division at the Society for Nutrition Education and Behavior meeting, 100 attendees. Washington, DC.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Franck, K. (2017) Assessing competencies for Extension professionals: A comparison of three approaches. Paper presentation. American Evaluation Association.
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Progress 09/01/16 to 08/31/17
Outputs
Target Audience:The RNECE-PSE target audiences included professionals at county, state, regional and national levels that work with Expanded Food and Nutrition Education Program (EFNEP) and Supplemental Nutrition Education Program Education (SNAP-Ed). This includes county educators, FNS SNAP-Ed coordinators, other RNECE colleagues, andImplementing Agency directors and administrators. Changes/Problems:Delays in contractor bid process and approval/release of funds has caused delays in production of video and web development. Thus the final production and dissmination timelines have been slowed down and pushed back. What opportunities for training and professional development has the project provided?1. Web-based raining on Community readiness tools for pilot states. 2. Web-based training for over 200 Community needs and readiness decision making processes as part of the SNAP-Ed Evaluation Framework Interpretive Guide webinar series. 3. Face to face training focused on intercultural development continuum and strategies to increase intercultural competencefor 100 Extension professionals. How have the results been disseminated to communities of interest?1. Via website http://snapedpse.org 2. Webinars (see above) 3.Posters and presentations 4. Mailing of readiness collaboration tools directly to all SNAP-Ed Implementing Agencies What do you plan to do during the next reporting period to accomplish the goals?Goal 1. 1. Finalize the SNAP-Ed PSE Integrative Map and website 2. Finalize the EFNEP PSE Integrative Grid and website 3. Complete all video modules for web-based trainings. 4. Complete the RNECE Training group PSE Certification Module 2. 5. FInalize minimum of4 journal articles for submission. 6. Present the PSE Evalaution Pre-conference at the Food and Nutrition Extension Educators (FNEE) conference.
Impacts
What was accomplished under these goals?
Goal 1. 1. Website developed and fully launched http://snapedpse.org/ 2. Delphi study results disseminated nationally. Shared with FNS REgional SNAP-Ed coordinators via a webinar. 3. Nationwide PSE Related Resource Inventory and PSE RElated Training Inventory completed and trainings reviewed by eLearning professional with Quality Matters protocol. Results of inventories were shared with RNECE's to show gaps and opportunities for future training needs. 4. RNECE-PSE as part of the National RNECE Training Workgroup have begun design and development of PSE trainings based on the SNAP-Ed PSE DACUM results. Module 1, 2, and 3 are in storyboard phase. 5. PhasesI and II, planning and analysis and design of the SNAP-Ed PSE Interactive Map have been completed. This community sector map will include how-to trainings for SNAP-Ed educators to understand opportunities to work in specific community sectors. Video training modules on healthy corner stores, community gardens, farmers markets, school gardens and food systems are in production. A prototype was shared at ASNNA and feedback was received fromimplementing agenciesacross the nation and from FNS SNAP-Edadministration. 6. Web elements to house PSE training resources have been finalized. 7. A SNEB pre-conference training proposal was submitted and chosen for the Food and Nutrition Extension Educators (FNEE) to deliver information on: PSE evaluation, community readiness and intercultural competency development presentations. 8. EFNEP PSE DACUM panel completed. Five major duties and 33 associated tasks were identified pertinent to EFNEP programming. Verification of the panel data was completed by a national sample at the EFNEP National Conference. The results from the EFNEP DACUM panel were shared at the National EFNEP Directors Meeting in March 2017. Goal 2. 1. The community needs and readiness flow chart as part of the SNAP-Ed Evaluation Framework interpretive Guide was presented in a two-part webinar series hosted by NCCOR with over 200 SNAP-Ed and other nutrition education professionals in attendance. 2. Piloting and dissemination oftwo readiness to collaborate tools completed. A total of eight assessments were conducted with stakeholder use and input. Four rounds of cognitive testing interviews were completed. Tools were distributed via mail and website to SNAP-Ed imlementing agencies. A webinar was held with the pilot states to introduce the tools and answer questions about implementation. 3. An intercultural develoment continuum and strategies to increase intercultural competence in nutrition education and obesity preventionwere presented in a pilotto 100 profesionals involved in community programming.
Publications
- Type:
Other
Status:
Accepted
Year Published:
2017
Citation:
Franck, K., Salie, J. & Stephenson, L. (2017). RNECE-PSE Review of SNAP-Ed and EFNEP Policy, Systems and Environmental gaps, barriers and opportunities situation analysis. Poster. ASNNA Conference. Washington, D.C.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2016
Citation:
Stephenson, L. (2016) RNECE PSE Change Center overview. ASNNA. Washington, D.C.
- Type:
Other
Status:
Published
Year Published:
2016
Citation:
Franck, K. & Shelnutt, K. (2016). A Delphi study to identify barriers, facilitators and training needs for PSE interventions in SNAP-Ed. Society Nutrition Education Behavior Conference.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Franck,K. (2017). Next Steps in PSE: Effective Evaluation Methods in Policies, Systems and Environmental (PSE)Interventions. National EFNEP Directors Meeting.
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Progress 09/01/15 to 08/31/16
Outputs
Target Audience:The target audiences reached/engaged this reporting period include SNAP-Ed and EFNEP PIs, project directors, Regional FNS Coordinators (Western, Southeast, Mid-Atlantic, Northeast to date), colleagues in other RNECE/National Coordinating Centers and ASNNA membership. Changes/Problems:Delay in ability to formally start project due to embargo (November 2015) resulted in inability to communicate with RNECE/NationalCoordinating Centers to coordinate project efforts to avoid duplication and increase effectiveness. Thus, theDiscovery Phase was pushed backuntil coordination efforts could be completed. The embargo negativelyimpacted the ability to hireproject staffduring project start-up (i.e., could not post position due to embargo), thus delaying the hiring of the eLearning professional to support the web-based aspects of the project. With Discovery phase delayed the development and implementation of trainings and technical assistance predicated on the results has also been delayed. A plan of action to address this in the next reporting period has been developed. The decision to limit RNECE funding to one year versus three years has impacted work plan and timeline. A new work plan to align with current timeline and allocated funding was required. Initial plans to provide materials for cultural responsiveness and PSE technical assistance in years two and three are no longer feasible with the limited resources. This has also impacted the number of trainings that will be produced. What opportunities for training and professional development has the project provided?The DACUM panel resulted in unplanned professional development opportunity for the panelists. The ten member multi-state panel of SNAP-Ed implementing agency coordinators/supervisors indicated that this panel gave them the opportunity to share experiencesand tools, formalize their thoughts about best practices,and expand their professional network. As a result the RNECE PSE Change Center would recommend that the Implementing agency coordinators/supervisors at this level are a maintarget audience for training and networking in the future. How have the results been disseminated to communities of interest?The Delphi Study has been disseminated for review to the RNECE/National Coordinating Centers. The SNAP-Ed PSE Competency Chart has been drafted and will be reviewed nationally in July 2016. The Readiness Flowchart was disseminated in the SNAP-Ed Evaluation Framework Interpretive Guide in June 2016. What do you plan to do during the next reporting period to accomplish the goals?Objective 1. Plan of action has been developed based upon the data compiled from the Discovery Phase. This will include national dissemination of results of Delphi Study, nationwide training inventory, SNAP-Ed PSE Competency Framework and environmental scans. These dissemination efforts include two national presentations that have been accepted and will be accomplished in the next reporting period - one presentation for the Society of Nutrition Education Behavior and one for the American Public Health Association. Additionally, competency based PSE training and resources will be developed based upon the data. This will include webinars, web-basedvideos and other appropriate eLearning tools. Objective 2. SNAP-Ed PSE organizational and community readiness self-assessment tools will be piloted. A framework to enhance and promote culturally responsive PSE approaches in SNAP-Ed and EFNEP settings will be adapted and disseminated to be included in the webinars, web-based videos, and eLearning tools developed as part of objective one.
Impacts
What was accomplished under these goals?
Objective 1. Wecompleted assessment offacilitators, barriers, training and technical assistance needs for SNAP-Ed and EFNEPPSE approaches via a Delphi study, nationwide training inventory, coordination with RNECE National Training group survey, appropriate literature reviews and multiple environmental scans. A DACUMpanel was held to generate SNAP-Ed PSE competencies toserve as a framework to guide training efforts with the goalto systematize employeecapacity to implement PSE approaches. This resulted in a Delphi study report, Training inventory and SNAP-Ed PSE competency frameworkchart.Networks were strengthened in support of PSE implementation through partnerships, communication and coordination with ASNNA, NCCOR, CDC and RNECE/National Coordinating Centers. Based upon this data, a plan of action is in processfor training and resource development to occur inthe next reporting period. Objective 2. We completed appropriate literature reviews, assessed SNAP-Ed evaluation framework readiness components and adapted needs and readiness flowchart for inclusion in Interpretive guide. PSE organizational and community readiness self-assessment tools were adapted from Children's Healthy Living (CHL) program and reviewed by SNAP-Ed directors in Oklahoma, Tennessee, and Florida. These tools will be piloted in the next reporting period. Products (i.e. PSE Competency Framework Chart) include and promote cultural awareness in SNAP-Ed and EFNEP PSE implementation. .
Publications
- Type:
Other
Status:
Under Review
Year Published:
2016
Citation:
Franck, K. L., Stephenson, L., & Salie, J. (2016). 2016 Delphi study summary: Barriers, facilitators, and training needs for successful PSE implementation in SNAP-Ed and EFNEP. Unpublished report.
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