Chutima Ganthavorn

Improving the Quality of Data From EFNEP Participants With Low Literacy Skills: A Participant-driven Model

Low literacy skills and poor evaluation tool readability combined with the stresses of the classroom environment create a high cognitive load for Expanded Food and Nutrition Education Program (EFNEP) participants, resulting in lower quality data. The authors advocate for 9 strategies for improving the participant cognitive load for the evaluation process using the EFNEP Family Record as an example.

Spotlight Education Prompts Intent to Change Dietary Behaviors

Behavior change theories and models have not been well used in interventions targeting Latin American audiences.1 Limited literacy, linguistic barriers, lack of participant trust, and time and transportation constraints are all challenges that may impede theory-driven intervention.2 Yet, public health efforts, informed by behavior change theories, are needed to raise awareness among Mexican immigrant families through culturally relevant messages that promote healthy lifestyles. In recent years, federally funded nutrition programs have increased emphasis on evidence-based strategies. Under scrutiny is the value of brief (≤15 minute) nutrition education that is designed to raise awareness and delivered in diverse settings.3 Although brief nutrition education is common, its effectiveness is not well documented. In such settings, examining intent-to-change (ITC) behavior may be an appropriate outcome. The purpose of this article is to examine intent to change– specific behaviors as an outcome of a brief nutrition education targeting lowincome adults of Mexican heritage.