Journal of Nutrition Education and Behavior � Volume 43, Number 4S1, 2011 Poster Abstracts S27

P38 Expanding Outreach of a Diabetes Self-management Education Program to AntiguaLinda Bobroff, PhD, RD, LDN, bobroff@ufl.edu, Universityof Florida, 3026 McCarty Hall, Gainesville, FL 32611-0310; Paul Doering, MS; Nancy Gal, MS, Marion CountyExtension Service; Nan Jensen, MS, RD, Pinellas CountyExtension Service; Trina Thompson, MA, FloridaDepartment of Health

Objective: Take Charge of Your Diabetes (TCYD) is a col-laborative diabetes self-management education programdesigned by Florida extension faculty. The Florida Depart-ment of Health funds training and provides technical sup-port. The objective of this project was to expand TCYDoutreach to Antigua.Use of Theory or Research: TCYD was designed withthe health belief model.Target Audience: Persons with type 2 diabetes living inAntigua.Description: Working collaboratively with the AntiguaMedical Benefits Scheme, we planned a January 2010 visitto the island nation, including 1 day of orientation to theirhealth care system to learn their approaches to diabetesself-management education. We worked with 30 Antiguanhealth professionals, including dietitians, nurses, diabeteseducators, and pharmacists, for 3 days, providing researchupdates and training on program planning, implementa-tion, and evaluation, including ideas for adapting the pro-gram for their population.Evaluation: The health professionals were enthusiasticabout the training and TCYD, and the program was imple-mented within 3 months. The Medical Benefits Scheme re-ported dramatic improvements in self-care practicesamong participants, and the average hemoglobin A1Clevel decreased by 2.2%, a significant change that canhave profound effects on risk for health complications.A second program is currently being implemented andfuture expansion is planned. We continue to provideresearch and program updates.Conclusions and Implications: TCYD can be adaptedfor use in other cultures when local health professionalsreceive detailed training and local support for programimplementation.Funding: Medical Benefits Scheme, Antigua.

P39 Engaging Preschool Children with Inquiry-Based Nutrition EducationVirginia Carraway-Stage, MS, RD, LDN, carrawaystagev@ecu.edu, North Carolina State University, Campus Box7624, Raleigh, NC 27695; L. Suzanne Goodell, PhD, RD

Objective: To develop a hands-on, inquiry-based nutri-tion education curriculum for preschool-aged childrenthat encourages exploration and tasting of fruits and vege-tables in a positive classroom environment.Use of Theory orResearch: Informationmotivation be-havioral skills theory: Food behavior in young children isinfluenced by active experiences that provide exposureand positive feedback and increase their confidence to

choose new foods. Constructivism: Facilitates learningnew concepts by building on previous knowledge, beliefs,and skills.Target Audience: Children 3 to 5 years of age, enrolledin a Head Start program.Description: Incorporation of hands-on activities such asfood exploration and gardening is vital when attemptingto affect behavior change. Activities with food encourageactive learning and aid in the acquisition of informationand skills. Among young children, food preference andfood acceptance are heavily influenced by direct experi-ence with food. A team of nutrition science students andregistered dietitians worked together to develop a curricu-lum consisting of 15 units, with topics focused on explora-tion and growing of fruits and vegetables. Weekly unitswere designed around a model of science inquiry engagingpreschoolers in hands-on activities related to nutrition,math, science, art, music, and reading.Evaluation: Each activity was implemented at least 2times in a private preschool center and in a Head Start cen-ter. Revisions were made after each implementation ac-cording to teacher and group feedback.Conclusions and Implications: Overall, the curricu-lum was successful in encouraging children to exploreand taste fruits and vegetables. This presentation providesa model for creating theory-based curriculum for preschoolchildren.Funding: None.

P40 Minnesota’s Statewide SupplementalNutrition Assistance Program Education(SNAP-Ed) Evaluation System DemonstratesParticipant OutcomesKathleen Lovett, MEd, klovett@umn.edu, University ofMinnesota Extension, 863 30th Avenue Southeast,Rochester, MN 55904; Shelley Sherman, MPH;Trina Barno, MPH

Objective: Minnesota's statewide evaluation system wasdesigned to (1) implement a uniform protocol for measur-ing participant nutritional knowledge and behavior out-comes; (2) be easily administered by paraprofessionals;and (3) correlate teaching time with educational gains.Use of Theory or Research: Transtheoretical model'sstages of change: Nutrition education interventions are de-signed to meet individual needs at varying points in thechange process.TargetAudience: SNAP-Edparticipantsattendinga seriesof 2 or more sessions and meeting basic literacy criteria.Description:Knowledge and behavior question banks foryouth, teen, and adult audiences were developed that em-phasized 4 nutrition messages and, for adults only, enroll-ment in Supplemental Nutrition Assistance Program(SNAP). Knowledge and behavior-based items were writtenin a reflective posttest format, in which participants hadthe option to agree or disagree with the statements aboutchanges made as a result of participating in the course.

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