A formative evaluation in maternal and child health practice: the Partners for Life Nutrition Education Program for pregnant women

• Published in: Maternal and child health journal 2003-06, Vol.7 (2), p.137-143
• Main Authors: Boyd, Neal Richard, Windsor, Richard A
• Format: Article
• Language: English
• Subjects: Advisory Committees; African Americans; Aid to Families with Dependent Children; Education; Evaluation; Female; Focus Groups; Formative evaluation; Humans; Infants; Interprofessional Relations; Intervention; Maternal Nutritional Physiological Phenomena - ethnology; Maternal-Child Health Centers - standards; Mississippi; Nutrition; Nutritional Sciences - education; Pilot Projects; Poverty; Pregnancy; Prenatal Care - standards; Program Development; Program Evaluation; Training
• ISSN: 1092-7875; 1573-6628
• DOI: 10.1023/A:1023873112024

This paper describes the formative evaluation of the Partners For Life Program that was developed to change dietary behavior of low income pregnant women in the Mississippi Delta region. A diverse group of nutrition/health professionals, adapted the Expanded Food and Nutrition Education Program's (EFNEP) methodology for pregnant patients in the local Women, Infants, and Children program who were receiving maternity care at the county health department. Formative evaluation activities included gathering data to determine 1) whether a new nutrition curriculum, modeled after EFNEP could be created, 2) whether peer educators could be recruited and trained to deliver the intervention, 3) whether pregnant women could be recruited to participate in the new program, 4) whether a pilot test of the new intervention would produce short-term impact in nutrition knowledge and dietary behavior, and 5) reactions of pregnant women on the usability of the new program. Data were gathered through use of the Program Implementation Index, focus groups, and a retrospective record review. Pilot test assessments included tests of nutrition knowledge and self-reported changes in dietary behavior. The formative evaluation demonstrated both positive and negative outcomes. Positive data included 1) successful recruitment and training of the peer educators to deliver the intervention; 2) successful recruitment of the targeted population for the pilot study; 3) complete information on project questionnaires and measuring forms; and 4) among those who completed the program, a statistically significant improvement in nutrition knowledge and dietary behavior. Two negative aspects in this formative study were 1) the Program Implementation Index quantitatively showed that the program experienced problems retaining participants it recruited and 2) deviation of the timeframe for intervention delivery. Program length was identified as the primary reason for participant attrition. It is important for program developers to use results from formative evaluations to make changes in problem areas prior to implementation of a full-scale impact evaluation.