Community Nutrition Assignment 3

Nutrition Education for the Kids Café

Assignment # 3

Project Evaluation Plan ObjectivesFood Bank for Larimer County

Anya GuyMarissa Uhlhorn

Anna King

FSHN 451: Community Nutrition

November 20, 2015

Honor Pledge: I have not given, received, or used any unauthorized assistance on this assignment.

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Kids Café Nutrition Education of 22

TABLE OF CONTENTS

Team & Work Distribution............................................................................................................................ 4

Team Members, Team Leader.................................................................................................................. 4

Work Distribution/Plan to Accomplish Team Project.................................................................................4

Community Partner...................................................................................................................................... 4

Context: Target Audience & Community Description....................................................................................4

Problem Statement, Project Purpose & Brief Description............................................................................5

Problem Statement................................................................................................................................... 5

Project Purpose........................................................................................................................................ 5

Description of Proposed Project...............................................................................................................5

Behavior Change Theory & Research Basis................................................................................................6

Social Cognitive Theory (SCT) Definition ................................................................................................6

SCT Constructs Selected for This Project & Rationale.............................................................................6

Research Basis........................................................................................................................................ 6

Lesson Plan Table........................................................................................................................................ 7

Evaluation Table........................................................................................................................................... 8

Logic Model................................................................................................................................................. 9

Presentation............................................................................................................................................... 10

Summary of Findings................................................................................................................................. 10

Reflection.................................................................................................................................................. 10

Acknowledgments...................................................................................................................................... 10

References................................................................................................................................................ 11

Appendices................................................................................................................................................ 12

Appendix 1: Children’s Cook Book.......................................................................................................12

Appendix 2: Cookbook Post Survey.....................................................................................................12

Appendix 3: Food Bank of Larimer County Qualification Requirements................................................13

Appendix 4: Title................................................................................................................................... 15


TEAM & WORK DISTRIBUTION

TEAM MEMBERS, TEAM LEADERAnya Guy (Team Leader)

Marissa Uhlhorn

Anna King

WORK DISTRIBUTION/PLAN TO ACCOMPLISH TEAM PROJECTFor this assignment, we worked together to complete the required parts. We met multiple

times in the computer lab and talked about the research each of us had completed. Anya

completed national research by reading through the Feeding America website. She looked up

poverty statistics, hunger fact sheets and use of food assistance programs by looking at census

data. Marissa researched local data by looking at the Food Bank for Larimer County website. Her

findings included income levels, percent of homeless people, and average household

demographics. She also received a lot of information from Liz Donovan, our service learning

coordinator. Anna looked at state data and found parts of the state with increased

homelessness populations, distances clients have to travel to find a food bank, and accessibility

to resources. She found her information from Feeding America and foodpantries.org.

For Assignment 2, we worked together to complete the required parts. We met multiple times

in the computer lab and talked about the further research each of us had completed. Anya and

Marissa worked on Assignment 1 corrections as Anna input our writing to learn assignments


into the corresponding sections of assignment 2. In another meeting, Marissa and Anya worked

on the logic model section and social cognitive theory section. Anna made the survey for the

parents and children to take after they make a recipe, and finished the logic table. We have each

started to talk to Liz (Food Bank for Larimer County Dietitian) and Justin (Kids Café Coordinator)

at the Food Bank about creating the cookbook for the kids. We met a final time to edit and

finalize this assignment; we highlighted all changes made from Assignment 1.

For Assignment 3, all three of us met in the computer lab to complete the required parts.

COMMUNITY PARTNERThe Food Bank for Larimer County provides healthy food to the community of Larimer County.

They receive donations from sources ranging from individuals and farms to manufacturers and

foundations. The food is distributed through three separate domains: Food Share, Kids Café, and

Food Link. Food Share is a fresh food pantry program that provides free meals and snacks to

those that qualify for assistance. The Kids Café provides meals and snacks to various community

partners, children’s programs, and local schools. Lastly, Food Link provides bulk food for

agencies that fit certain criteria such as services to the ill, elderly, or needy (Donovan RD, 2015).

The mission of the Food Bank for Larimer County is to “provide food to all in need through

community partnerships and hunger relief programs.”1 Their overarching goal is “a hunger-free

Larimer County.”1


CONTEXT: TARGET AUDIENCE & COMMUNITY DESCRIPTIONOur target audience is school aged children living in Larimer County who are at risk for hunger.

Nationally, 12 million children are served by community food banks,2 but 15 million children are

still living in food insecure households.2 This 3 million difference could be because there are

many states in central and western United States with only one food bank serving their entire

state.2 In Colorado, 26% of families with children under 18 are below the poverty level.3 These

families may not be able to afford healthy foods and would benefit from food bank assistance.

There are five food banks available in Colorado, all along the Front Range, that provide

assistance to individuals and families. In addition, these food banks connect with state wide

community partners to provide for those who live outside the Front Range. These places include

Estes Park and Grand Junction. Compared to 13.2% of state residents,4 14% of Larimer County

residents live at or below the Federal Poverty guideline.1 Of those people of Larimer County,

around 130 utilize the Food Bank regularly (Donovan RD, 2015). The Food Bank for Larimer

County addresses this issue of poverty by providing 8.9 million pounds of food yearly for

residents in need.1 In particular, 77 million Kids Café meals are provided to low income

children.1

PROBLEM STATEMENT, PROJECT PURPOSE & BRIEF DESCRIPTION

PROBLEM STATEMENTNearly one out of three children in Larimer County are at risk for hunger and receive free or

reduced school meals.1 With the help of the Food Bank for Larimer County, the number of

hungry children will gradually decrease. Currently, a strength of the Kid’s Café is that they


provide healthy meals and snacks provided by a registered dietitian. Even with this service,

Larimer County children do not currently receive any hands-on or take home nutrition

education from the Kids Cafe. These statistics shows that without an intervention these children

will continue to be at risk for poor food decisions and nutrient deficiencies later in life without

proper education and resources.

PROJECT PURPOSEThe overall purpose of our team project is to supply the children being served by the Kid’s Café

with education and resources so they can improve their future decisions in regards to

purchasing and preparing foods. We recognize the correlation between education and poverty

level.3 We also see the difference education makes in healthy eating habits and lifestyle.3 Our

team wants to improve children in Larimer County’s food and cooking knowledge. To provide

more than nutritious meals and snacks, our goal is to try a hands-on learning approach. We

hope this method will keep the kids engaged and excited so they can potentially live a healthier

life through improved food choices to purchase and prepare as adults.

DESCRIPTION OF PROPOSED PROJECTWe propose to make a take home cookbook specifically for the children being served by Kids

Café community partners. We plan to incorporate the recipes for the meals and snacks they

enjoy most, while including foods available to their families through Food Share. Justin, the

head chef at the Kids Cafe keeps a running cookbook for the meals and snacks provided to the

programs. He can provide us the most enjoyed food items through a survey given to program

facilitators. Our team plans to engage the kids based on their age and abilities in the kitchen by

making specific tasks for their different skill levels. We hope to include up to 10 recipes with


three skill level directions for different age levels. Our intent is to educate and excite the kids

about cooking healthy meals and snacks. Our target audience is kids ranging from age 6-12 that

are involved in the programs that work with the Kids Cafe. The cookbooks will be distributed to

the kids through their program with one of the dinners provided during the week.

Kid’s Café Nutrition Education of 22

BEHAVIOR CHANGE THEORY & RESEARCH BASIS

SOCIAL COGNITIVE THEORY (SCT) DEFINITION Social Cognitive Theory is used to change personal, behavioral, and environmental factors in a positive way. The interaction

between these three factors is the basis for a behavioral change.5 Within the environmental factors, there are two constructs:

environment and observational learning. The environment could contain external stimuli to influence the individual’s behavior.

Observational learning includes changing the individual’s current behavior by watching other’s actions and behaviors. The next

section of constructs is behavioral factors. This includes behavioral capability and self-regulation. In the behavioral capability

construct, the individual is given the knowledge and skills to potentially change their behavior. Self-regulation occurs when the

individual sets goals for themselves striving towards a specific behavior change. There are three constructs under the category of

personal factors. These include expectations, reinforcement, and self-efficacy. Future behavior expectations of the individual

influence their likelihood of doing that behavior. An individual is more likely to change their behavior if they are positively or

negatively reinforced during the behavior. Self- efficacy is important because an individual who is confident in performing the

behavior will have a greater chance of changing that behavior.6

SCT CONSTRUCTS SELECTED FOR THIS PROJECT & RATIONALEThe constructs that are the most applicable for our project are self-regulation, behavioral capability, and self-efficacy. We

decided to choose these constructs because they have been successful in past after-school nutrition interventions.5 Self-regulation is


personal regulation where the individual’s goals are directed towards their behavior and performance.5 The implications for our

project are that it will provide opportunities for decision-making, self-monitoring, goal-setting, problem solving, and self-reward. We

also chose the behavioral capability construct that provides knowledge and skill to the individual so they can perform a given

behavior.5 Through our cookbook and additional nutrition facts in the book, we can provide comprehensive education and skill

development for the kids to prepare and eat healthy foods. By using the cookbook over time at home with their families, kids will

hopefully retain the comprehensive education and develop their cooking skills. Lastly, we chose self-efficacy which instills confidence

in the individual to overcome barriers and achieve a specific behavior performance. The implications to our project include skill

development through cooking over time that will help the kids be more confident cooking in the future.5

These constructs of the Social Cognitive Theory implemented in after school nutrition education programs have shown

improvements in children’s nutrition behaviors including decreased sugary beverages, increased fruit and vegetable intake, and

healthier snack options. Improvements were also seen outside of the classroom.5


RESEARCH BASIS

**Complete this table for two selected research studies that support your project design**Citation

AMA format required; include copy of article in appendices.

Setting & Participants

Intervention description

(include Social Cognitive Theory

constructs)

Evaluation strategies

(include how SCT constructs were

measured)

Describe study findings relevant to

your project outcomes

Based on their results, what

can you expect from your project?

Cunningham-Sabo L, Lohse B. Impact of a School-Based Cooking Curriculum for Fourth-Grade Students on Attitudes and Behaviors Is Influenced by Gender and Prior Cooking Experience. Journal of Nutrition Education & Behavior. Mar/Apr 2014; 46 (2): 110-120. 10.1016/j.jneb.2013.009.007

Two cohorts of Santa Fe, New Mexico public school students in fourth grade classrooms from two consecutive school yearsEligibility: SNAP Ed required for student participation Participants separated whether they had previous cooking experience

School-based nutrition education program of 5 two-hour cooking and/or 5 one-hour fruit and vegetable tasting lessons throughout the school year (Self Efficacy)Kids split up into three groups:1. Kids who had previous cooking and tasting lessons from Cooking With Kids.2. Only tasting lessons with Cooking With Kids.3. No program

Cooking self-efficacy, cooking attitudes, and fruit and vegetable preferences were measured quantitatively through surveys.-37 item survey-five response options provided for each scale-administered before and after intervention-administered in both English and Spanish-administered in each classroom-Demographic information and pre-study cooking

Increased fruit and vegetable consumption was seen especially in boys without prior cooking experience.-11 schools participated-84% students Hispanic-75% completed survey in English-pre-test survey showed that over 80% of students reported previous cooking experience-nearly 90% of students reported cooking with their family

We would love to see a similar increase in cooking

These kids will expand their cooking skills with their families while using the cookbook we made.


CitationAMA format required; include copy of article in appendices.

Setting & Participants

Intervention description

(include Social Cognitive Theory

constructs)

Evaluation strategies

(include how SCT constructs were

measured)

Describe study findings relevant to

your project outcomes

Based on their results, what

can you expect from your project?

exposure from Cooking With Kids.

experience were also assessed

with families among all kids utilizing the Kids Café who have implemented this cookbook we made.

Contento I, Randell J, Basch C. Review and Analysis of Evaluation Measures Used in Nutrition Education Intervention Research. Journal of Nutrition Education and Behavior. Jan/feb 2002; 34 (1): 2-5. 10.1016/S1499-4046(06)60220-0

One of the studies of this meta-analysis:

School-aged children in various nutrition intervention studies

Two categories in one of the studies: Measured General nutrition education and specific behavioral capabilities of school-aged children. (Behavioral Capability and Self-Regulation)

One of the studies of this meta-analysis: Initially a dietary intake was analyzed from a food frequency questionnaire and food recall.

Attitude, behavior, and self-efficacy about nutrition knowledge was assessed through scaled surveys and questionnaires.

With nutrition education, school-aged children had better attitudes towards food and were motivated to cook and eat healthier.

We hope that after the children use the cookbooks we made, their attitudes towards cooking and eating healthy foods will be positively affected.


LESSON PLAN TABLESpecific 2010 Dietary or 2008 Physical Activity Guidelines for Americans emphasized: Focus on nutrient-dense foods and beverages including whole grains, fruits and vegetables, and low or non-fat dairy products.7

**Complete this table for each lesson developed** Lesson Title Social Cognitive

Theory ConstructsNutrition or Activity Message(s)

Learning Objectives Learning Activities Instructional Materials

Evaluation Strategies for learning objectives

Kids in the Kitchen

Provide recipes with nutrition information that supports nutrient-dense food consumption. The recipes will highlight age appropriate cooking skills for the kids to get involved with the preparation and cooking.

Behavioral Capability:The cookbook will provide nutrition knowledge to improve their understanding about healthy eating habits. It will also provide opportunity to practice their cooking skills.

Self-Regulation:Providing recipes that incorporate nutrient-dense foods such as fruits and vegetables, whole grains and low-fat or non-fat dairy

Promoting preparation and cooking of nutrient-dense foods.

Encouraging kids to choose nutrient-dense foods for meals and snacks.

At the end of this lesson, participants will be able to demonstrate knowledge of at least 65% of the information provided by our cookbook.

Participants will also be able to perform 75% of the cooking tasks proficiently by using our cookbook for 6 months as measured by the post survey (Appendix 2).

Anchor: By using the kids’ favorite recipes the cookbook will be attractive to the kids.

Add: Incorporating nutrition information and facts on each recipe will provide new knowledge for the kids.

Apply: Since the kids will cook these recipes at home with the

Cookbook (Appendix 1) using recipes provided from Justin, the Kids Café head chef. The recipes had to be reduced to measurements for a family of 4.

The additional highlighted cooking skills and nutrition information was added by our team to improve future retention of information.

Post-survey for both the children and parents:

Parents: express cooking skills their children display

Children: express nutrition knowledge gained

Appendix 2: Cookbook Post Survey


Lesson Title Social Cognitive Theory Constructs

Nutrition or Activity Message(s)

Learning Objectives Learning Activities Instructional Materials

Evaluation Strategies for learning objectives

will familiarize the kids with these foods so they will be more likely to choose them in the future. Cooking with the cookbook will provide self-reward when they indulge in their favorite recipes that they made.

Self-Efficacy:The cookbook will provide the kids with confidence in the kitchen by giving them step-by-step directions for each recipe. It will also help them overcome any barriers such as cooking hesitation.

food they receive from the food bank, they will practice the new information.

Away: The kids will continue to choose and cook nutrient-dense foods in the future.


EVALUATION TABLE

Process Evaluation (these are measures that will tie to the activities and participants you outlined in your logic model)

Impact Evaluation (these tie to the learning objectives, behavioral intent, skill demonstrations, etc., listed in your lesson plan table and short term outcomes in your logic model)

Outcome Evaluation (these tie to the medium term outcomes listed in your logic model).

Definition (include reference)

Specific purpose of each type of evaluation for our project1 to 3 4-part objectives for each type of evaluation (action, population, measure of success, time frame)

Example: 1. At the end of our cooking activity, we will have involved each participant in the preparation of at least 1 recipe, as measured by observation.

Example:1. After tasting all of the recipes prepared, each participant will share which dish was her favorite through an informal question and answer session.

Example:1. (theoretical) 6 months later, 75% of participants will indicate they are cooking 50% or more of their meals, as measured by a survey.

Method/s used to measure each objective for each type of evaluation

Example: Observation (proposed checklist included in appendix #)

Example: Informal question and answer session (Proposed questions included in appendix #)

Example: Telephone survey to past participants (proposed survey included in appendix #)

Summary of actual results OR expected results from each type of evaluation method described above


LOGIC MODEL

Inputs Outputs Impact -- Outcomes

Activities Participation Short Medium LongWhat was invested by you & others?

Staff (chefs) Time Volunteers Money Research Materials Equipment Technology Food Bank After-school

Organizations

What did you do?

Developed cookbook for kids utilizing the

Kids Café through the Food Bank for Larimer

County.

Worked with Food Bank employees to

gain information about recipes and target

audience.

Implementation of cookbooks to the kids through the facilitators

at the after-school programs.

See Appendix 1, Children’s Cookbook

(Process Evaluation)

Who did you reach?

Children and Parents

Food Bank for Larimer County

After-school Organizations

See Appendix 3, Food Bank of Larimer County

Qualification Requirements

(Process Evaluation)

What did they learn? What were their

immediate changes?

*Theoretically…*The kids learned how to

make their favorite recipes with our cookbook while

identifying safe food preparation practices with the tips and tricks

the guide provides. They gained knowledge

about cooking in the kitchen and about the

nutrient-dense food they eat. We measured their learning of the material through the post survey from both the parents’

and children’s perspectives.

See Appendix 2, Cookbook Post Survey.

(Impact Evaluation)

What actions (behaviors) are they

now doing?

This section should tie to the medium-term

outcome column in the evaluation table (you

should have supporting evaluation documents in your appendices)

(Outcome Evaluation)

How will health conditions improve? (assuming your project

continues into the future and expands)

This is a hypothetical section that is

supported by the content in your lesson

plan table and evaluation tables – but

includes health measures, rather than

short/medium term measures. These outcomes do NOT require supporting

evaluation documents in your appendices.

(Outcome Evaluation)

Assumptions (beliefs you have about your project, the people involved, and the way you think the project will work)

External Factors (environment in which your project exists, interacts with and influences the impact of your project)


PRESENTATION

SUMMARY OF FINDINGS

REFLECTION

ACKNOWLEDGMENTS

REFERENCES1. Food Bank for Larimer County. Vision, Mission Values. Food Bank for Larimer County. 2015.

Available at: http://www.foodbanklarimer.org/vision-mission-values/. Accessed on September 22, 2015.

2. 2010 Census Data for Colorado. Colorado Department of Local Affairs Web Site. http://dola.colorado.gov/demog-cms/content/census-data.html. Published 2015. Accessed September 24, 2015.

3. Hunger in America. Feeding America Web Site. http://www.feedingamerica.org/hunger-in-america/. Published 2015. Accessed September 24, 2015.

4. State and County Quick Facts. United States Census Bureau Web site. http://quickfacts.census.gov/qfd/states/08/08069.html. Published August 31, 2015. Accessed September 24, 2015.

5. Albrecht J, Chai W, Hall E, Koszewski W. Development and Validation of a Social Cognitive Theory based Survey for Elementary Nutrition Education Program. IJBNPA. 2015; 12(47): 1-12.

6. Glanz K, Rimer B K, Lewis F M. Health Behavior and Health Education: Theory, Research, and Practice. 4th ed. San Francisco, CA: Wiley & Sons. 2002. 176-177.

7. U.S. Department of Health and Human Services and U.S. Department of Agriculture. Dietary Guidelines for Americans Web Site.

http://quickfacts.census.gov/qfd/states/08/08069.html

http://www.feedingamerica.org/hunger-in-america/

http://www.feedingamerica.org/hunger-in-america/

http://dola.colorado.gov/demog-cms/content/census-data.html

http://www.foodbanklarimer.org/vision-mission-values/


http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf. Published January 31, 2011. Accessed November 16, 2016.

8.

http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf


APPENDICES

APPENDIX 1: CHILDREN’S COOK BOOK

***As of October 26, Justin (the Kid’s Café manager we coordinate with) has not sent us the recipes we need to complete the cookbook. Based off his email to us on Friday, October 23, we should have the recipes by the end of the day. After we get the recipes, we need to modify the instructions for different ages and skill levels, as well as adding in our facts and tips. Please let us know if this is an issue, we plan to submit our recipes with Assignment 3 (or earlier if required).***

APPENDIX 2: COOKBOOK POST SURVEY

Food Bank of Larimer County’s Children’s CookbookPost-Cooking Survey

*Parents, please fill out the portion of the survey before talking with your child about their experience cooking these recipes.*

PARENTS:1. How old is your child?

2. Which recipe did you choose to cook with your child?

3. To what extent did your child participate in the preparation of the meal?

a. Did they follow all, some, or none of the objectives written out for them?

b. Did they read (/did you read to them) the fun facts and tips and tricks provided throughout the cookbook?

4. To what extent did they display an improvement of cooking skills through the cookbook’s guidance, impressive improvement, mediocre improvement, or no improvement?

*Please ask your children these questions relating to their cooking experiences.*CHILDREN:

1. Did you like cooking this recipe? Why or why not?

2. Did you help (insert family member name here) cook the meal?

a. What tasks did you do to help?

3. How many seconds do we wash hands before, during, and after touching food? (Hint: what song can you sing twice to make sure you wash your hands for the right amount of time?)

4. What do we prepare first, fruits and vegetables or raw meat?


5. *Insert other questions based off tips and facts we put in our cookbook*

APPENDIX 3: FOOD BANK OF LARIMER COUNTY QUALIFICATION REQUIREMENTS

To qualify to receive food from the Food Share pantry, you must live in Larimer County and your gross monthly income must fall at or below the guidelines listed below. Individuals who qualify for Food Share also qualify for the Emergency Food Assistance Program (TEFAP). Through TEFAP, qualifying individuals receive United States Department of Agriculture (USDA) commodities one time per month. Commodity bags typically include non-perishable and/or frozen food items.HOUSEHOLD SIZE GROSS MONTHLY INCOME1 $1,8152 $2,4563 $3,0984 $3,7395 $4,380

*For each additional household member, add $642. ** As of 5/2015.

Source: Food Bank for Larimer County. Do I Qualify?. 2015. Available at: http://www.foodbanklarimer.org/do-i-qualify/. Accessed on November 16, 2015.

http://www.foodbanklarimer.org/do-i-qualify/

http://www.foodbanklarimer.org/do-i-qualify/


APPENDIX 4: TITLE

Community Nutrition Assignment 3

Documents

Transcript of Community Nutrition Assignment 3