“…It has been reported that professional development is positively associated with teachers' self-efficacy beliefs (Diker et al , 2013; Fahlman et al , 2011; Stage et al , 2016). As the teachers showed lower self-efficacy beliefs in delivering broader food-related topics such as food ethics, food politics, food history, food sovereignty, food science and diet and non-communicable diseases, future professional development opportunities should include these aspects.…”
Section: Discussionmentioning
confidence: 99%
“…Dellinger and colleagues defined teachers' self-efficacy beliefs as “a teacher's individual beliefs in their capabilities to perform specific teaching tasks at a specified level of quality in a specified situation” (Dellinger et al , 2008). Teachers' self-efficacy beliefs for teaching food and nutrition have positive associations with time spent in teaching (Brenowitz and Tuttle, 2003; Britten and Lai, 1998) and the implementation of food and nutrition subjects (Diker et al , 2013; Fahlman et al , 2011). Teachers' food and nutrition knowledge and their qualifications (Murimi et al , 2008), professional development opportunities and resources have been identified as the key contributors for the development of higher self-efficacy beliefs (Diker et al , 2013; Fahlman et al , 2013; Stage et al , 2016).…”
PurposeTeachers play important roles in school food and nutrition education. This study aims to explore Australian teachers' self-efficacy beliefs (i.e. belief in their own capabilities to perform specific teaching tasks) in teaching secondary school food and nutrition-related subjects.Design/methodology/approachTeachers' overall self-efficacy beliefs in teaching these subjects (overall-SEB) and self-efficacy beliefs in teaching different food and nutrition-related topics (topics-SEB) were explored using a survey among 183 teachers in 2017. Principal components analysis derived three overall-SEB components: “Motivation and accommodation of individual differences”, “Classroom management” and “Communication and clarification” and three topics-SEB components: “Food system”, “Food and nutrition information” and “Food preparation”.FindingsOverall, higher percentages of teachers were confident or very confident in the majority of items that loaded on “Classroom management” and “Communication and clarification” compared to “Motivation and accommodation of individual differences”. Moreover, higher percentages of teachers were confident or very confident about items that loaded on “Food and nutrition information” and “Food preparation” compared” to “Food system”. The overall-SEB and topics-SEB were higher among more experienced teachers. There were moderate positive correlations between overall-SEB and topics-SEB components.Originality/valueThe exploration of broader aspects of self-efficacy beliefs related to teaching secondary school food and nutrition-related subjects makes this study unique. The findings highlight that these teachers had high self-efficacy beliefs in teaching food and nutrition education, but there are gaps in tailoring the teaching process to meet the diverse needs of students and teaching broader food-related topics.
“…It has been reported that professional development is positively associated with teachers' self-efficacy beliefs (Diker et al , 2013; Fahlman et al , 2011; Stage et al , 2016). As the teachers showed lower self-efficacy beliefs in delivering broader food-related topics such as food ethics, food politics, food history, food sovereignty, food science and diet and non-communicable diseases, future professional development opportunities should include these aspects.…”
Section: Discussionmentioning
confidence: 99%
“…Dellinger and colleagues defined teachers' self-efficacy beliefs as “a teacher's individual beliefs in their capabilities to perform specific teaching tasks at a specified level of quality in a specified situation” (Dellinger et al , 2008). Teachers' self-efficacy beliefs for teaching food and nutrition have positive associations with time spent in teaching (Brenowitz and Tuttle, 2003; Britten and Lai, 1998) and the implementation of food and nutrition subjects (Diker et al , 2013; Fahlman et al , 2011). Teachers' food and nutrition knowledge and their qualifications (Murimi et al , 2008), professional development opportunities and resources have been identified as the key contributors for the development of higher self-efficacy beliefs (Diker et al , 2013; Fahlman et al , 2013; Stage et al , 2016).…”
PurposeTeachers play important roles in school food and nutrition education. This study aims to explore Australian teachers' self-efficacy beliefs (i.e. belief in their own capabilities to perform specific teaching tasks) in teaching secondary school food and nutrition-related subjects.Design/methodology/approachTeachers' overall self-efficacy beliefs in teaching these subjects (overall-SEB) and self-efficacy beliefs in teaching different food and nutrition-related topics (topics-SEB) were explored using a survey among 183 teachers in 2017. Principal components analysis derived three overall-SEB components: “Motivation and accommodation of individual differences”, “Classroom management” and “Communication and clarification” and three topics-SEB components: “Food system”, “Food and nutrition information” and “Food preparation”.FindingsOverall, higher percentages of teachers were confident or very confident in the majority of items that loaded on “Classroom management” and “Communication and clarification” compared to “Motivation and accommodation of individual differences”. Moreover, higher percentages of teachers were confident or very confident about items that loaded on “Food and nutrition information” and “Food preparation” compared” to “Food system”. The overall-SEB and topics-SEB were higher among more experienced teachers. There were moderate positive correlations between overall-SEB and topics-SEB components.Originality/valueThe exploration of broader aspects of self-efficacy beliefs related to teaching secondary school food and nutrition-related subjects makes this study unique. The findings highlight that these teachers had high self-efficacy beliefs in teaching food and nutrition education, but there are gaps in tailoring the teaching process to meet the diverse needs of students and teaching broader food-related topics.
“…Modeling provides individuals with the skills and strategies to adopt and maintain behaviors [47]. The positive effect of modeling on improving diabetes self-management among people from different sociocultural backgrounds has been reported in previous studies [32,34,[48][49][50][51].…”
Section: Engagement With the Eatsmart Program And Directions For Futu...mentioning
Background
Healthy eating is a key element of type 2 diabetes (T2D) self-management. Digital interventions offer new avenues to reach broad audiences to promote healthy eating behaviors. However, acceptance of these interventions by socioeconomically disadvantaged people (eg, those with lower levels of education and income or from ethnic minority groups) has not yet been fully evaluated.
Objective
This study aimed to investigate the acceptability and usability of EatSmart, a 12-week web-based and mobile-delivered healthy eating behavior change support program, from the perspective of intervention participants living with T2D and health care providers (HCPs) involved in diabetes care.
Methods
This study used a qualitative descriptive design. Overall, 60 disadvantaged adults with T2D, as determined by receipt of either a HealthCare Card or a pension or benefit as the main source of income, were recruited. Data from participants regarding their experiences with and perceptions of the program and longer-term maintenance of any behavior or attitudinal changes were collected through a web-based self-report survey with open-ended questions administered 12 weeks after baseline (54/60, 90%) and semistructured telephone interviews administered 36 weeks after baseline (16/60, 27%). Supplementary semistructured interviews with 6 HCPs involved in diabetes care (endocrinologists, accredited practicing dietitians, and diabetes nurse educators) were also conducted 36 weeks after baseline. These interviews aimed to understand HCPs’ views on successful and unsuccessful elements of EatSmart as a technology-delivered intervention; any concerns or barriers regarding the use of these types of interventions; and feedback from their interactions with patients on the intervention’s content, impact, or observed benefits. All data from the surveys and interviews were pooled and thematically analyzed.
Results
In total, 5 key themes emerged from the data: program impact on food-related behaviors and routines, satisfaction with the program, reasons for low engagement and suggestions for future programs, benefits and challenges of digital interventions, and cultural considerations. Results showed that EatSmart was acceptable to participants and contributed positively to improving food-related behaviors. Most participants (27/43, 63%) mentioned that they enjoyed their experience with EatSmart and expressed high satisfaction with its content and delivery. The educational and motivational content was considered the most useful part of the program. Benefits discussed by intervention participants included gaining health knowledge and skills, positive changes in their food purchasing and cooking, and eating greater quantities and varieties of fruits and vegetables. HCPs also described the intervention as beneficial and persuasive for the target audience and had specific suggestions for future tailoring of such programs.
Conclusions
The findings suggested that this digitally delivered intervention with supportive educational modules and SMS text messages was generally appealing for both participants and HCPs. This intervention medium shows promise and could feasibly be rolled out on a broader scale to augment usual diabetes care.
International Registered Report Identifier (IRRID)
RR2-10.2196/19488
“…We abbreviate this as R = MC 2 [ 4 ]. Within these three main components, there are multiple subcomponents that make up an organization’s overall readiness (Table 1 ) [ 9 – 11 , 19 – 32 ]. Fig.…”
Background
Organizational readiness is important for the implementation of evidence-based interventions. Currently, there is a critical need for a comprehensive, valid, reliable, and pragmatic measure of organizational readiness that can be used throughout the implementation process. This study aims to develop a readiness measure that can be used to support implementation in two critical public health settings: federally qualified health centers (FQHCs) and schools. The measure is informed by the Interactive Systems Framework for Dissemination and Implementation and R = MC2 heuristic (readiness = motivation × innovation-specific capacity × general capacity). The study aims are to adapt and further develop the readiness measure in FQHCs implementing evidence-based interventions for colorectal cancer screening, to test the validity and reliability of the developed readiness measure in FQHCs, and to adapt and assess the usability and validity of the readiness measure in schools implementing a nutrition-based program.
Methods
For aim 1, we will conduct a series of qualitative interviews to adapt the readiness measure for use in FQHCs. We will then distribute the readiness measure to a developmental sample of 100 health center sites (up to 10 staff members per site). We will use a multilevel factor analysis approach to refine the readiness measure. For aim 2, we will distribute the measure to a different sample of 100 health center sites. We will use multilevel confirmatory factor analysis models to examine the structural validity. We will also conduct tests for scale reliability, test-retest reliability, and inter-rater reliability. For aim 3, we will use a qualitative approach to adapt the measure for use in schools and conduct reliability and validity tests similar to what is described in aim 2.
Discussion
This study will rigorously develop a readiness measure that will be applicable across two settings: FQHCs and schools. Information gained from the readiness measure can inform planning and implementation efforts by identifying priority areas. These priority areas can inform the selection and tailoring of support strategies that can be used throughout the implementation process to further improve implementation efforts and, in turn, program effectiveness.
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