Development and Implementation of Client-Centered Nutrition Education Programs in a 4-Stage Framework

Bibliographic Data

ID11028294
AuthorsMatthew G Isbell (0000-0002-0288-9769, Matthew G. Isbell is with the Department of Communication Arts and Sciences, Merrimack College, North Andover, MA. Jennifer Greenberg Seth, Robin Dochen Atwood, and Tara C. Ray are with the Department of Kinesiology and Health Education, University of Texas at Austin.), Jennifer Greenberg Seth (Matthew G. Isbell is with the Department of Communication Arts and Sciences, Merrimack College, North Andover, MA. Jennifer Greenberg Seth, Robin Dochen Atwood, and Tara C. Ray are with the Department of Kinesiology and Health Education, University of Texas at Austin.), Robin Dochen Atwood (Matthew G. Isbell is with the Department of Communication Arts and Sciences, Merrimack College, North Andover, MA. Jennifer Greenberg Seth, Robin Dochen Atwood, and Tara C. Ray are with the Department of Kinesiology and Health Education, University of Texas at Austin.), Robin Atwood (Merrimack College), Tara C Ray (Matthew G. Isbell is with the Department of Communication Arts and Sciences, Merrimack College, North Andover, MA. Jennifer Greenberg Seth, Robin Dochen Atwood, and Tara C. Ray are with the Department of Kinesiology and Health Education, University of Texas at Austin.)
Year2015
Volume105
Issue4
Pagese65-e70
Publication date2015-04-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAmerican Journal of Public Health (JOURNAL)
Journal identifiersISSN: 0090-0036 • E-ISSN: 1541-0048
PublisherAmerican Public Health Association (PUBLISHER • US)
DOI10.2105/ajph.2014.302512
PMID25713950
OpenAlexW2106288851
LanguageEN
References cited5

The Texas Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) sought to engage the WIC staff and community in the implementation of relevant and effective client-centered nutrition education. The program was implemented in a 4-stage framework. The collaborative process of developing client-centered nutrition education allowed members to learn from one another, thus ensuring commitment to client-centered nutrition education from all levels of staff. The co-created materials and trainings developed during the implementation played a key role. Evaluation feedback started at the infancy of implementation and gave all community members a stake in developing client-centered nutrition education and an opportunity to be invested in its success, which led to increased execution at the local agency level over the implementation stages

Agency (philosophy) · Medical education · Nutrition Education · Process (computing) · Sociology · Community Health and Development · Computer Science · Dietetics, Nutrition, and Education · Food Security and Health in Diverse Populations · Medicine · Nursing · Gerontology

Tools

Open DOISci-HubOpen Access