Bridging Capacity to Deliver EFNEP Classes Via Tele-Nutrition in a Rural Native American Community

• Published in: Journal of nutrition education and behavior 2023-07, Vol.55 (7), p.63-63
• Main Authors: Ontai, Lenna L., Shilts, Mical K., Shively, Vicki, Styne, Dennis, Pressman, Jona, Rodriguez, Sonia, Espinoza, Dorina, Diaz Rios, L. Karina
• Format: Article
• Language: English
• ISSN: 1499-4046; 1878-2620
• DOI: 10.1016/j.jneb.2023.05.139

To apply a community engagement process to establish strategic partnerships for implementing Healthy Kids Tele-Nutrition in remote rural communities. Community-based Participatory Implementation Science Framework and Community-Engaged Dissemination and Implementation Approach. Native American caregivers of young children living in remote rural communities. Healthy Kids Tele-Nutrition consists of 8-weekly classes delivered remotely by an educator from the Expanded Food and Nutrition Education Program (EFNEP). Traditional Eating Smart Being Active EFNEP curriculum was augmented with evidenced-based components to target child malnutrition prevention. Components include food-related parenting topics, guided goal setting, and storytelling. Formative work and capacity-bridging activities were conducted to inform recruitment and implementation of the program in a remote, rural, Native American community. An environmental scan was conducted to appraise available community resources and suitable sites to host classes. Key community partners were convened to ascertain interest in the program and considerations for implementation, including barriers, facilitators, motivators to enroll, and preferred communication channels. A medical provider was interviewed to explore considerations in referring patients to the program. A community liaison was identified. A memorandum of understanding formalized a partnership between the Community Health Center and the University for the project. Four monthly meetings with a community advisory board of tribal members were held to identify socially and culturally acceptable and feasible approaches to remote delivery of the classes. Suitable space and equipment to implement the program were identified and secured. Engagement of key partners (n=10) resulted in informing program schedule (day, time, dates), recruitment (referrals, advertising, communication channels), on-site facilitation (class greeter), and participation incentives (food, meals, child care). Access to healthcare providers and health-promoting resources is scarce in remote rural communities. Bridging existing local resources (or assets) with external resources can increase community capacity to improve food-related health outcomes. Establishing a process to engage key community partners is paramount to identifying a sound and contextually acceptable program implementation strategy. NIFA