P157 Determining E-Learning Preferences to Inform Beverage Policy Training for Georgia Child Care Providers

Cotwright, Caree; Bradley, Haley; Lee, Jung Sun; Celestin, Nathalie; Birch, Leann L.

doi:10.1016/j.jneb.2019.05.533

Cited by 1 publication

(3 citation statements)

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“…In Stage 2 of the project, we evaluated the final online course as part of a larger RCT study. These child care providers found the online training acceptable and satisfactory, as found in other studies of online trainings for child care providers, on nutrition education, or both [15][16][17][18]22]. The comments from focus group participants and the ratings by evaluation participants in the present study suggest that developing an online training that is useful and interesting for a wide range of child care providers is feasible and acceptable.…”

Section: Discussionsupporting

confidence: 81%

“…In the first stage of the project, we developed and modified the course using feedback from focus groups and a pilot study of child care providers, resulting in the final online training. We aimed for a course that was concise, included voice-over narration and videos, and incorporated interactive quizzes/games, as identified in Cotwright et al as the preferred eLearning format for an online beverage policy training for child care providers [ 16 ]. The child care providers who participated in the development of the course found the online training accessible and acceptable in both English and Spanish.…”

Section: Discussionmentioning

confidence: 99%

“…Findings from a study of a child sexual abuse prevention program for child care providers indicated that both in-person and online training formats were feasible to implement and acceptable to them [ 15 ]. The findings from online trainings among child care providers [ 16 ] and Special Supplemental Nutrition Program for Women, Infants, and Children participants [ 17 , 18 ] show that online nutrition trainings can be a culturally acceptable, effective, and cost-efficient way to disseminate nutrition education. There are online trainings available for child care providers in some states (New York, Pennsylvania, and Washington) that include information on healthy beverages, but these trainings are not available in Spanish, and are not limited to 30 min or less, and have not been formally evaluated.…”

Section: Introductionmentioning

confidence: 99%

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Development of an online curriculum for California early care and education providers on healthy beverages

et al. 2021

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Background Children’s consumption of sugar-sweetened beverages is associated with obesity, diabetes, and dental decay. California’s Healthy Beverages in Child Care Act (AB 2084) requires all licensed child care centers and family child care homes to comply with healthy beverages standards, however many licensed providers in California are unaware of the law and few are fully compliant with the law’s requirements. The aim of the current project is to describe the development of a self-paced online training on best practices and implementation of AB 2084 in English and Spanish for family child care home and child care center providers; and to evaluate the feasibility, defined as being accessible, acceptable, and satisfactory to providers, of this new online course. Methods The project was broken into two main stages: (1) development of the online course; and (2) evaluation of the final online course. The first stage was completed in five phases: (1) identify relevant course content and develop narration script; (2) conduct in-person focus groups with child care providers to review and edit the content; (3) adapt course content and translate for Spanish-speaking providers; (4) build the online course and resources; and (5) pilot online course and evaluate accessibility. The second stage, evaluation of the acceptability and satisfaction of the final course was rated on a Likert scale from 1 to 4; the evaluation was completed as part of a larger randomized control trial with 43 child care providers. The course features four key requirements of AB 2084 as the main sections of the course (milk, sweetened beverages, juice, and water), plus background information about beverages and children’s health, special topics including caring for children with special needs, family engagement, written policies, and child engagement. Results The child care providers who completed the evaluation found the online training was easily understandable (median(Q1,Q3,IQR) = 4 (4,4,0)), included new information (3 (1, 3, 4)), provided useful resources (4(4,4,0)), and was rated with high overall satisfaction (3 (1, 3, 4)). Conclusion Online training in English and Spanish designed for child care providers is a feasible medium to deliver important health messages to child care providers in an accessible, acceptable, and satisfactory manner.

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