TY - JOUR
T1 - Using peer educators in nutrition intervention research
T2 - Lessons learned from the Maryland WIC 5 a day promotion program
AU - Anliker, Jean
AU - Damron, Dorothy
AU - Ballesteros, Michael
AU - Feldman, Robert
AU - Langenberg, Patricia
AU - Havas, Stephen
N1 - Funding Information:
This research was supported by the National Cancer Institute, Grant #ROICA59725, with supplemental fundlng from the Maryland Department of Health and Mental Hygiene. Address for correspondence: Jean Anliker, Ph.D., M.S., R.D., I6331 Oxford Court, Bowie, MD 20715; Tel: (301) 262-5676; Fax: (301) 262-3199; E-mall: janllker@epi.umaryland.edu. 01999 SOCIETY FOR NUTRITION EDUCATION
PY - 1999
Y1 - 1999
N2 - Peer educators have been used for many years in nutrition education interventions. With the increasing importance of documented impacts, the role of peers is expanding to include research activities. Twenty-seven peer educators were hired to deliver the Maryland WIC 5 A Day Promotion Program in three pilot and 16 full-scale study WIC sites in Maryland. Their roles included recruiting and enrolling program participants, collecting pre- and postsurvey data and process evaluation forms, conducting a series of three 45-minute nutrition education sessions, providing social support, maintaining contact with participants through telephone and mail, and tracking participants through the course of the program. Peer educators can make valuable contributions to program design, deliver interventions effectively, and provide social support both to participants and to each other. However, peer educators need intensive training, support, and monitoring for complete and accurate data collection, complete and consistent program delivery, and telephone contacts with participants. Because peer educators face life crises similar to those of their target audiences, special attention is often required for them to remain effective. This paper presents strategies developed as part of the Maryland WIC 5 A Day Program for building the competencies of peer educators working in research.
AB - Peer educators have been used for many years in nutrition education interventions. With the increasing importance of documented impacts, the role of peers is expanding to include research activities. Twenty-seven peer educators were hired to deliver the Maryland WIC 5 A Day Promotion Program in three pilot and 16 full-scale study WIC sites in Maryland. Their roles included recruiting and enrolling program participants, collecting pre- and postsurvey data and process evaluation forms, conducting a series of three 45-minute nutrition education sessions, providing social support, maintaining contact with participants through telephone and mail, and tracking participants through the course of the program. Peer educators can make valuable contributions to program design, deliver interventions effectively, and provide social support both to participants and to each other. However, peer educators need intensive training, support, and monitoring for complete and accurate data collection, complete and consistent program delivery, and telephone contacts with participants. Because peer educators face life crises similar to those of their target audiences, special attention is often required for them to remain effective. This paper presents strategies developed as part of the Maryland WIC 5 A Day Program for building the competencies of peer educators working in research.
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U2 - 10.1016/s0022-3182(99)70488-7
DO - 10.1016/s0022-3182(99)70488-7
M3 - Article
AN - SCOPUS:0033228816
VL - 31
SP - 347
EP - 354
JO - Journal of Nutrition Education
JF - Journal of Nutrition Education
SN - 1499-4046
IS - 6
ER -