The FAV-S Pilot Study

Abstract

The 2012 FAV-S pilot study was developed as a dietary intervention program for low-income Somali mothers grounded in the health belief model. The intervention was geared toward increasing fruit and vegetable intake among participants' children. The purpose of this analysis was to determine the impact of the FAV-S program on participants' (1) self-efficacy in ability to serve more fruits and vegetables, (2) knowledge and beliefs about healthy eating, and (3) perceived barriers to accessing healthy foods. Furthermore, this study assessed change in fruit and vegetable intake among participants and their children. The intervention consisted of two small group education sessions addressing nutrition, serving size, and label reading; a cooking session incorporating fruits and vegetables into traditional Somali dishes; and a grocery store session demonstrating best purchasing practices. Self-efficacy, knowledge and beliefs, and perceived barriers were assessed via surveys administered verbally in Somali pre- and postintervention. Paired t tests were used to compare pre- and postintervention survey responses. Twenty-five women participated in the pilot study; mean age was 43.6 years ( SD = 12.4). Self-efficacy significantly increased among participants postintervention ( p = .01), though there were no significant changes in knowledge and beliefs or perceived barriers. Following intervention, daily servings of fruits and vegetables significantly increased among both women and children ( p = .01 to p < .01). Findings suggest that a multistage, culturally tailored, approach is effective at increasing self-efficacy and fruit and vegetable intake in the Somali community. Continued and expanded research is needed to further develop culturally focused dietary interventions.

Voices and Views of Congolese Refugee Women: A Qualitative Exploration to Inform Health Promotion and Reduce Inequities

“…Findings related to the health care system are consistent with previous studies of immigrant and refugee health such as confusion with the American system and health insurance literacy, transportation barriers, language barriers, need for interpreters, and lack of culturally appropriate services (Kehm, Hearst, Sherman, & Elwell, 2017; Ku & Jewers, 2013; Nelson-Peterman et al, 2010; USDHHS, 2016). Additionally, our findings regarding confusion about pharmacies in the U.S. cultural context and health insurance such as billing provide potential areas of focus for both health educators and our partner agency to incorporate into education services.…”

“…Findings related to mental health supported quantitative data identifying it as a priority condition (USDHHS, 2016), but provided context in everyday life in the United States that may exacerbate mental health conditions such as housing insecurity, moving often, or the stresses of everyday life in the United States. Some of the chronic conditions that our participants revealed aligned with existing evidence (Kehm et al, 2017; USDHHS, 2016), but again specific context was provided by our study regarding areas of confusion with health literacy and understanding why medication regimens may be different in the United States.…”

Impact of a Multimedia Educational Tool Incorporating Theoretical and Mixed Methods on the Fruit and Vegetable Intakes of Middle School Children

“…The results, from baseline to post study, showed that self-efficacy, measured with a seven-item survey specific to the study, significantly increased among participants (p = 0.01). No significant changes in knowledge, beliefs, or perceived barriers were found from the start compared to the end of the intervention, however, daily servings of F/V (measured by survey report completed by the mothers) were significantly increased among women and children (p = 0.01 to p < 0 .01) (Kehm et al, 2016).…”

“…A nutrition pilot study involving mothers and children in a Somali Community in Minnesota was completed in 2016 (Kehm, Hearst, Sherman, & Elwell, 2016). The intervention was designed specifically for low-income mothers and children (n=25).…”

“…Identifying an educational approach that may improve this method of processing information is important for learning in a way that improves attentiveness and retention of information. A psychological framework that includes social cognitive learning theory and the health belief model (HBM) outlines a dynamic approach to the transfer of information surrounding dietary intake of F/V for this population (Kay & Kibble, 2016;Kehm et al, 2016).…”