Matthew G Isbell1, Jennifer G Seth2, Robin D Atwood2, Tara C Ray2. 1. Department of Communication Arts and Sciences, Merrimack College, North Andover, MA. Electronic address: isbellm@merrimack.edu. 2. Department of Kinesiology and Health Education, University of Texas at Austin, Austin, TX.
Abstract
OBJECTIVE: To examine the implementation of client-centered nutrition education in Texas Special Supplemental Program for Women, Infants, and Children as it relates to the Participant-Centered Education (PCE) model and identify additional components relevant to practical application. METHODS: Implementation evaluation at Texas Special Supplemental Program for Women, Infants, and Children state and local agencies, including online surveys, telephone interviews, field observations/interviews, and meeting notes collected from 2009 to 2011. Data analyzed using deductive and inductive coding to investigate research questions. RESULTS: The data aligned with the PCE model domains and suggested elements for practical application. Communication, training, evaluation, and client participation emerged as additional components to support client-centered nutrition education. The new model captures the way the domains influence each other and the importance of 2-way interactions between the client and the other domains. CONCLUSIONS AND IMPLICATIONS: The findings document the model's potential usefulness for programs with similar audiences and goals. This research highlights an expanded PCE model to assist practitioners in implementation of similar client centered programs.
OBJECTIVE: To examine the implementation of client-centered nutrition education in Texas Special Supplemental Program for Women, Infants, and Children as it relates to the Participant-Centered Education (PCE) model and identify additional components relevant to practical application. METHODS: Implementation evaluation at Texas Special Supplemental Program for Women, Infants, and Children state and local agencies, including online surveys, telephone interviews, field observations/interviews, and meeting notes collected from 2009 to 2011. Data analyzed using deductive and inductive coding to investigate research questions. RESULTS: The data aligned with the PCE model domains and suggested elements for practical application. Communication, training, evaluation, and client participation emerged as additional components to support client-centered nutrition education. The new model captures the way the domains influence each other and the importance of 2-way interactions between the client and the other domains. CONCLUSIONS AND IMPLICATIONS: The findings document the model's potential usefulness for programs with similar audiences and goals. This research highlights an expanded PCE model to assist practitioners in implementation of similar client centered programs.