Using peer educators in nutrition intervention research: Lessons learned from the Maryland WIC 5 A Day Promotion Program

Citation
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
Citations number
22
Language
INGLESE
art.tipo
Article
Categorie Soggetti
Food Science/Nutrition
Journal title
JOURNAL OF NUTRITION EDUCATION
ISSN journal
0022-3182 → ACNP
Volume
31
Issue
6
Year of publication
1999
Pages
347 - 354
Database
ISI
SICI code
0022-3182(199911/12)31:6<347:UPEINI>2.0.ZU;2-Q
Abstract
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.