Assessing Training Needs for SNAP-Ed Policy, Systems, and Environmental Implementers Using the Borich Model

IF 2.3 3区医学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of Nutrition Education and Behavior Pub Date : 2025-08-01 DOI:10.1016/j.jneb.2025.05.099

Jeannie Necessary MS, John Diaz Ph.D., Laura Greenhaw Ph.D.

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引用次数: 0

Abstract

Background

Approximately 42 million households in the United States are eligible for the Supplemental Nutrition Assistance Program (SNAP) and its complementary education program, SNAP-Education (SNAP-Ed). SNAP-Ed staff implement policy, systems, and environmental (PSE) changes that complement direct education to support positive changes in nutrition behaviors. In 2023, PSE core competencies were developed for PSE implementers. Understanding training needs for these competencies is essential to ensure effective PSE approaches.

Objective

To determine the training needs associated with the SNAP-Ed PSE core competencies.

Study Design, Settings, Participants

The Borich Model was used by prioritizing items (low to high) and identifying gaps (discrepancy scores -DS) between perceived ability and competency importance. SNAP-Ed implementers from the USDA SNAP-Ed Southeast Region (SERO) (N = 58) and the core competency developers (N = 7) ranked the competencies and assessed the top four. A Likert scale survey was then distributed to the Association of SNAP Nutrition Education Administrators (ASNNA) evaluation committee listserv (N&#3f77) and the USDA SNAP-Ed SERO implementing agencies (N&#3f89). Respondents were asked to assess the four competencies on perceived importance, knowledge, and ability to apply them.

Measurable Outcome/Analysis

While 40 participants completed the survey for the first competency, 23 completed the entire survey. DS between perceptions of importance and ability compared to their perceived knowledge were calculated for each competency task. Then, a weighted DS was calculated for each participant (DS X mean perceived importance of the tasks). A mean weighted discrepancy score was then calculated for both knowledge and ability of the group.

Results

Gaps were found between perceived competency importance and knowledge and ability to apply the competency. Participants identified community needs assessments, developing partnerships, defining partnership goals and expectations, and creating data collection plans as priorities.

Conclusions

The gaps show a need for which competencies should be targeted for training purposes to enhance the effectiveness of PSE initiatives within SNAP-Ed programming. Suggestions for training programs include considering gaps in knowledge and ability and incorporating different learning styles.

Funding

SNAP-Ed

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使用Borich模型评估SNAP-Ed政策、系统和环境实施者的培训需求

美国大约有4200万家庭有资格参加补充营养援助计划（SNAP）及其补充教育计划SNAP- education （SNAP- ed）。SNAP-Ed工作人员实施政策、系统和环境（PSE）变革，补充直接教育，以支持营养行为的积极变化。2023年，为PSE实施者开发了PSE核心竞争力。了解这些能力的培训需求对于确保有效的PSE方法至关重要。目的确定与SNAP-Ed PSE核心能力相关的培训需求。研究设计、设置、参与者采用Borich模型对项目进行优先排序（从低到高），并确定感知能力和胜任力重要性之间的差距（差异分数-DS）。来自美国农业部SNAP-Ed东南地区（SERO）（N = 58）和核心能力开发者（N = 7）的SNAP-Ed实施者对能力进行了排名，并评估了前4名。然后将李克特量表调查分发给SNAP营养教育管理者协会（ASNNA）评估委员会列表（Nf77）和USDA SNAP- ed SERO实施机构（Nf89）。受访者被要求对感知到的重要性、知识和应用能力进行评估。可测量的结果/分析40名参与者完成了第一个能力的调查，23名完成了整个调查。计算每个胜任力任务的重要性和能力感知与他们感知到的知识之间的DS。然后，为每个参与者计算加权DS （DS X表示任务的感知重要性）。然后计算各组知识和能力的平均加权差异分数。结果感知胜任力的重要性与对胜任力的了解和运用能力之间存在差距。与会者确定了社区需求评估，发展伙伴关系，确定伙伴关系目标和期望，并制定数据收集计划作为优先事项。结论：这些差距表明需要将哪些能力作为培训目标，以提高SNAP-Ed计划中PSE计划的有效性。对培训计划的建议包括考虑知识和能力的差距，并结合不同的学习方式。FundingSNAP-Ed

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来源期刊

Journal of Nutrition Education and Behavior 医学-学科教育

CiteScore

4.20

自引率

11.50%

发文量

379

审稿时长

44 days

期刊介绍： The Journal of Nutrition Education and Behavior (JNEB), the official journal of the Society for Nutrition Education and Behavior, is a refereed, scientific periodical that serves as a global resource for all professionals with an interest in nutrition education; nutrition and physical activity behavior theories and intervention outcomes; complementary and alternative medicine related to nutrition behaviors; food environment; food, nutrition, and physical activity communication strategies including technology; nutrition-related economics; food safety education; and scholarship of learning related to these areas. The purpose of JNEB is to document and disseminate original research and emerging issues and practices relevant to these areas worldwide. The Journal of Nutrition Education and Behavior welcomes evidence-based manuscripts that provide new insights and useful findings related to nutrition education research, practice and policy. The content areas of JNEB reflect the diverse interests in nutrition and physical activity related to public health, nutritional sciences, education, behavioral economics, family and consumer sciences, and eHealth, including the interests of community-based nutrition-practitioners. As the Society''s official journal, JNEB also includes policy statements, issue perspectives, position papers, and member communications.