Impact of a Service-Learning-Based Community Nutrition Course on Students’ Nutrition Teaching Self-Efficacy

Layered Learning, Eustress, and Support: Impact of a Pre-Service-Learning Training on Students’ Self-Efficacy in Teaching in the Community

“…Students claimed that they were stressed during the pre-service-learning training program; however, when they reflected on the effectiveness of the training program after the servicelearning experience was completed, they recognized that the rigor of the program was necessary to fuel skill building. Therefore, the incremental, layered approach to learning, and the supportive environment to minimize stress had an impact on student's self-efficacy development, confirming what we saw quantitatively through previous research (Cooke et al, 2015). University instructors can use a similar format to provide students with experiential learning before the service-learning experience, ultimately leading to better-equipped students, and better outcomes for community participants and partners.…”

“…The pre-service-learning training program was designed to improve students' skills and confidence in those skills. The service-learning experience had already been shown to improve student selfefficacy in teaching nutrition education (Cooke et al, 2015;Goodell, Cooke, & Ash, 2016), but we found that additional experience and training through the pre-service-learning training program also contributed to an increase in students' self-efficacy. The layered learning approach gave students the opportunity to build skills incrementally before the service-learning experience began.…”

“…Each team was supported by a community liaison (teaching assistant) who served as both a connection to the community partner and a peer performance evaluator. The 7-week pre-service-learning training program design was the result of the iterative process of course evaluation and revision and now includes all four of Bandura's sources of self-efficacy (Cooke et al, 2015).…”

“…Having both qualitatively (Goodell, Cooke, & Ash, 2016) and quantitatively (Cooke et al, 2015) determined that students' self-efficacy increases as the result of the service-learning experience as a whole, we wanted to qualitatively explore the impact of just the pre-servicelearning training program on the development of students' skills and self-efficacy. This paper will report those findings and provide details about the course as an example of a training program model that higher education institutions can use to prepare undergraduates to teach a pre-packaged educational curriculum in a community-based setting.…”

Peer Teaching Promotes Improved Knowledge and Attitudes about MyPlate and SuperTracker among College Students and Increases Self-Efficacy in Peer Nutrition Educators

“…Peer educators reduce anxiety and increase participation in the classroom while increasing their mastery of the subject (Gucciardi, Mach, & Mo, 2016). It is important that peer educators are properly trained (Cooke et al, 2015;Khan et al, 2009) as high self-efficacy in peer educators leads to students with higher self-efficacy (Cooke et al, 2015). Nutrition students who are peer educators should receive guidance and support from their instructors while gaining experience teaching (Cooke et al, 2015).…”