Cunningham-Sabo, Leslie Derry; PhD
THE UNIVERSITY OF NEW MEXICO, 2000
EDUCATION, HEALTH (0680); HEALTH SCIENCES, NUTRITION (0570); GERONTOLOGY
(0351);
SOCIOLOGY, ETHNIC AND RACIAL STUDIES (0631)
This study examined the feasibility of using attributes of an innovation (Rogers,
1995) to develop a
nutrition education module for Navajo elders, to be presented by trained Senior
Center supervisors. The
relationships between these attributes and the adoption and implementation of
the innovative module
were assessed. Participatory research approaches were used to enhance the cultural
and organizational
relevance and appropriateness of the module and training. A participatory attribute
was developed and
its relationship to the implementation of the module was also measured. Supervisors
from 19 Navajo Area
Agency on Aging Senior Centers served as study participants, contributing to
the development of the
module, and receiving training to deliver the nutrition information to local
elders. Data were collected from
trainees including: (1) post-test knowledge of module content; (2) evaluation
of training
session (including perceptual rating of innovation and participation attributes
of the module and training);
(3) reaction to facilitating the module with elders; and (4) focus
group interviews identifying
factors contributing to adoption and implementation of the module. Trainees
rated the experience
positively, especially the opportunity to practice delivering the session to
their peers role-playing elders.
Mean scores for all attribute scales were above the neutral score, indicating
positive perceptions of each
attribute. Twelve of 19 trainees reported presenting the module at least partially
to elders within two
months post-training. Most reported the experience as positive for them and
the elders. Supervisors
who perceived themselves as actively participating in the module development
were more likely to
present it (r = .40, p = 0.09). Those who perceived a higher relative advantage
of the module scored
significantly higher on the nutrition knowledge post-test (r = .40, 0.09). Two
focus groups with seven
supervisors revealed enablers and barriers to module implementation. Enablers
included perceived
expectations to deliver the module from program administrators, and personal
factors relating to their
commitment to their job and recognition that this information could help elders.
Several supervisors
reported being personally positively influenced by the nutrition information
they had learned. Barriers to
implementation of the module included doubts about program administrators' commitment
to this project,
and other work-related responsibilities.
Social
Systems Simulation Group
P.O. Box 6904 San Diego, CA 92166-0904 Roland Werner, Principal Phone/FAX (619) 660-1603 |