In-service nutrition professional development significantly increases health teachers' nutrition self-efficacy relative to controls¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teachers who participated in the professional development workshop showed a significant group-by-time interaction for nutrition self-efficacy, with post scores significantly higher than control teachers' post scores. → Fahlman M 2011 q2 i? Intervention teachers had higher self-efficacy on 13 of 16 individual measures after the intervention, with no differences for nutrient density, health education theory, or stimulating thoughtful questions. → Fahlman M 2011 (2)

Evidence¶

Fahlman M 2011¶

Fahlman M, McCaughtry N, Martin J, Shen B. (2011). School health educators' self-efficacy, intentions to teach, and implementation of nutrition education increases after in-service training. Am J Health Educ. 2011;42(3):181-190. https://doi.org/10.1080/19325037.2011.10599191

q3 · i? · causal · r2

Quasi-experimental 2-group (intervention N = 30, control N = 29) by 2-time repeated-measures ANOVA on 59 matched pre/post teacher surveys. Total self-efficacy rose from 41.6 to 62.4 in the intervention group while controls stayed near 41; the article reports a "significant interaction between the two groups across testing times for nutrition self-efficacy".

"There was a significant interaction between the two groups across testing times for nutrition self-efficacy (F = 6.57, P = 0.001). Teachers who participated in the professional development workshop had a significant increase in self-efficacy from pre-to-post and the post scores were significantly higher than the control teacher's post scores."

Fahlman M 2011 (2)¶

Fahlman M, McCaughtry N, Martin J, Shen B. (2011). School health educators' self-efficacy, intentions to teach, and implementation of nutrition education increases after in-service training. Am J Health Educ. 2011;42(3):181-190. https://doi.org/10.1080/19325037.2011.10599191

q3 · i? · causal · r2

Fine-grained item-level repeated-measures ANOVAs on the same 59-teacher sample. Thirteen items showed significant intervention gains (e.g., reading food labels F = 9.14, P < 0.001); three items showed no difference between the two groups, including nutrient density (F = 1.16, P = 0.297).

"The intervention teachers also had higher self-efficacy in 13 of the 16 individual measures after the intervention, including their beliefs that they could do a good job teaching nutrition (F = 6.52, P = 0.023), the food pyramid (F = 8.12, P = 0.018), the health benefits of each food group (F = 4.59, P = 0.030), serving sizes (F = 3.56, P = 0.026), reading food labels (F = 9.14, P < 0.001)"

Discussion¶

Related Claims¶

• In-service nutrition training increases teachers' intentions to teach nutrition content, with gains on six of eight measures — related
• In-service nutrition training significantly increases teachers' nutrition outcome expectations relative to controls — related
• In-service nutrition training increases teachers' rating of the value of conflict resolution and personal health skills — related
• The intervention and control groups differed significantly in race, with more African American teachers in the intervention group — related
• Teacher education workshop paired with robot curriculum improves teachers' relevance and self-efficacy beliefs — related