J. Anliker et al., Using peer educators in nutrition intervention research: Lessons learned from the Maryland WIC 5 A Day Promotion Program, J NUTR EDUC, 31(6), 1999, pp. 347-354
Peer educators have been used for many years in nutrition education interve
ntions. With the increasing importance of documented impacts, the role of p
eers is expanding to include research activities, Twenty-seven peer educato
rs were hired to deliver the Maryland WIC 5. A Day Promotion Program in thr
ee pilot and 16 full-scale study WIC sites in Maryland. Their roles include
d recruiting and enrolling program participants, collecting pre- and postsu
rvey data and process evaluation forms, conducting a series of three 45-min
ute nutrition education sessions, providing social support, maintaining con
tact with participants through telephone and mail, and tracking participant
s through the course of the program. Peer educators:can make valuable contr
ibutions to program design, deliver interventions effectively, and provide
social support both to participants and to each other. However, peer educat
ors need intensive training, support, and monitoring for complete and accur
ate:data collection, complete and consistent program delivery, and telephon
e contacts with participants. Because peer educators face life crises simil
ar to those of their target audiences, special attention is often required
for them to remain effective. This paper presents strategies developed as p
art of the Maryland WIC 5 A Day Program for building the competencies of pe
er educators working in research.