DOC

Good Nutrition, Food Selection and Preparation - Logic Model for

By Bradley Harrison,2014-05-20 10:45
14 views 0
create action plan for programs on nutrition and healthy eating?Describe the appropriate feeding pattern for a particular group (infant, toddler,

    DRAFT October 13, 2003

     Evaluation Planning

     Logic Model for Program: Good Nutrition, Food Selection and Preparation

    If, If, If, If, Resources Extension Staff Target Immediate Impacts Intermediate Impacts Extended Impacts then then then then ActivitiesAudience(s) KASI Behavior KASI Behavior Participation

     •Professionals and PROBLEM/ •Appropriate •Receive updates in paraprofessionals Professionals & Professionals & Professionals Professionals Professional and OPPORTUNITY curricula (ERIB, research, on new attend training paraprofessionals paraprofessionals and and paraprofessionals Many consumers: etc.) Food Guide sessions and will learn: will paraprofessionaparaprofessionalwill • do not follow the •Dietary Pyramid, on USDA conduct programs • Content of the • State several ls will s will report • Report increased principles in the Food Guidelines for fact sheets about at local level. program expected outcomes • Recall • Offering the community interest Guide Pyramid in Americans food guide pyramid •Consumers attend • How to deliver the of the program principles, program within and attendance at making dietary •USDA fact sheets plus curriculum and educational program • Demonstrate one delivery and their community programs decisions; on the Food Guide resources session, • How to evaluate of the program evaluation • Request additional • do not understand and Pyramid •Collaborate with participate in the program activities methods of Participants will programs use the Nutrition Facts •Assorted fact community groups activities, adopt • Enough to report program report panel; sheets and organizations to behaviors intent to offer the Participants will: • Report •Food intakes Participants will • have trouble •Partnerships with set up educational •Collaborators program •Use the FGP and increased that match •Use the NF panel, identifying foods that family and opportunities and (School & Agency Nutrition Facts to confidence in principles of FGP and DG are good sources of key consumer science plan system changes. Personnel, Care Participants select foods and/or using program FGP and DG principals in nutrients; teachers, social •Train/Update givers, etc.) create (consumers/youth) meals that address materials based on food making food • do not understand the service agencies, professional action plan for will learn: the Dietary record choices for link between food and WIC, Area cooperators (family programs on •How to make Guidelines (DG). Participants •Increased use of themselves or their health; Agency on Aging, and consumer nutrition and appropriate food •Use the Nutrition will recall: the NF panel, family • are not familiar with local food science teachers, healthy eating choices (and Facts panel to •FGP and DG principles of the •Use appropriate appropriate food choices professionals other dietitians, •Community amounts) using the compare foods. principles FGP and DG in foods to feed those for individuals across •Dietetic interns nutritionists), cooperators FGP & the Nutrition •Describe the presented in planning meals at different stages the life cycle; from Penn State paraprofessionals conduct Facts (NF) panel appropriate feeding program and of one or in the lifecycle • have limited access to and other colleges and volunteers on educational •Recommended pattern for a •Recommendatimore •Make healthful affordable, nutritious new USDA Food programs. foods for individuals particular group ons for feeding recommended food choices and food; Guide Pyramid •Youth participate across the lifespan, (infant, toddler, patterns of healthful food consume healthier • need instruction in (FGP) and other in activities to from infant to child, teenager, members of an preparation meals saving money in food related materials learn to make elderly senior, etc.) appropriate age techniques •Lower food costs shopping, altering •Conduct healthy food •Healthful, thrifty •Describe how to group (infants •Using •Report increase recipes and making educational choices and and time saving food use one of the to elders) appropriate access to healthy healthful meals. So programs as needed lifestyle decisions preparation following: healthy accurately feeding practices foods when consumers reached •Evaluate programs techniques food preparation •Thrifty, time for given age economically through extension and •How to find technique, time saving and group. ? insecure various partnering supplemental food saving technique, healthful food •Making more service agencies (Area programs and money saving preparation healthful food Agency on Aging, Child emergency food technique, techniques choices care providers, WIC sources appropriate portion •And reaffirm •Increased referrals, etc.) need •Enough to report size. willingness to awareness of practical information on increased confidence •List strategies and plan, shop for, emergency food food, nutrition, and food in applying or intent recipes they intend and prepare sources or preparation principles to to apply skills to use healthy meals supplemental guide food choices. food programs

    DRAFT October 13, 2003

     Data Sources and Indicators Indicators Indicators Data sources Data sources Data sources

     Indicators: # of cooperating # number of agents # number of Evaluation Meeting records, •Reports on service agencies in trained programs instruments Survey participant food county # number of presented by instruments choices by

     cooperators trained agents and cooperating service Indicators

     cooperators to # professionals and provider Indicators

     target audience paraprofessionals # programs •Observations,

     # consumers and who plan to present offered by interviews with

     youth attending the program trained participants

    the sessions # participants who paraprofessionals •Survey

     can outline an and professionals instruments,

    appropriate feeding # participants shopping lists.

    pattern for a given whose food

    target audience intakes match the Indicators

    # participants who FP and DG # participants with

    can accurately principles. improved practices

    apply the principles # participants # cooperators

    taught about the reporting reporting ‘student

    FGP, NF and DG. healthful food or participant’

    # participants who choices improvements in

    express increased food choices.

    confidence in

    applying skills

    taught

    EXTERNAL INFLUENCES: On agents ability to attend training, excitement about curricula or lessons, linkages to cooperating agencies, ability to implement the multiplier effect and reach other professionals.

    On participants time, transportation, relative importance of nutrition vs. other concerns, attitudes of other members of family toward FGP and healthful food choices, access to grocery stores that offer appealing food choices, language, literacy, education level.

ASSUMPTIONS:

     Test assumptions of the logic in the program: by making IF THEN statements about components in the model. See if you agree and others agree with the assumption. If not, make changes.

Report this document

For any questions or suggestions please email
cust-service@docsford.com