S18 Abstracts
P6 (continued)
tion by those who have diabetes is essential for diabetes
self-management. The development process followed tradi-
tional curricula design guidelines with initial lessons re-
viewed by 7 experts for content validity relative to breadth
and depth of information, accuracy, and appropriateness for
target audiences. The content review results were positive,
with suggested changes incorporated if two or more review-
ers mentioned the same concept or if grammatical errors
were identified. Face validity was assessed by a representa-
tive sample (n 25) for clarity, word usage, navigation,
and usefulness. Knowledge and skill-based questions were
developed to assess impact based upon face-to-face diabetes
programs and content review. Each section had 3 knowl-
edge questions. Three skill assessment activities were de-
veloped to test participants knowledge of meal planning
techniques, as well as ability to identify carbohydrate-
containing foods and foods containing saturated fats. Skill
assessments were developed using interactive media and
tracked to determine correct responses and number of at-
tempts in order to assess skill development. This online
interactive diabetes education module will be useful to
nutrition educators whose clients or audiences need to
review and update knowledge and skills of basic food
choices in the management of diabetes.
P7 Benefits of a Nutrition Book Bag Program
Robyn Wearner, BA, RD, Department of Pediatrics-
Section of Nutrition, University of Colorado Health
Sciences Center, Denver, CO 80262; Cathy Romaniello,
MPH, RD, Department of Pediatrics-Section of
Nutrition, University of Colorado Health Sciences
Center, Denver, CO 80262; Michele Drozd, MS, RD,
Human Biology Program, University of Wisconsin, Green
Bay, Green Bay, WI 54311-7001; Vanessa Carter, BS,
RD, Dialysis Clinic, Inc. 2748 Crossroads Boulevard,
Grand Junction, CO 81506; Garry W. Auld, PhD, RD,
Department of Food Science and Human Nutrition,
Colorado State University, Fort Collins, CO 80523-1571
Take-home nutrition-focused book bags for elementary-
aged students is an innovative way to deliver nutrition
education to families. The intent of this pilot was to pro-
mote nutrition awareness and increase interest in purchas-
ing fruits and vegetables in low-income, predominately
Hispanic families. The From the Classroom to the Family
book bag pilot was implemented in three Denver Public
Schools where 91% of students qualified for free and re-
duced meals. Following other book bag programs, the pilot
was developed and delivered by a classroom-based nutrition
education program from the University of Colorado Health
Sciences Center and Colorado State University. Book bags
were cycled through 8 classrooms and 208 students took a
book bag home for a long weekend to share with their
families. The book bag contained two bilingual books,
reading and nutrition tip sheets, recipe cards, free produce
coupons, a bag of trail mix and an evaluation. Each book
highlighted a vegetable as a main part of the story line.
Nutrition tip sheet and recipe cards encourage parents to
buy, prepare and serve fruits and vegetables at home. Fifty-
one percent of parents returned the evaluation and sixty-
two percent indicated an increased interest in purchasing
fruits and vegetables after sharing the book bag with their
child. This project showed that book bags can be an effec-
tive way to deliver nutrition education and increase aware-
ness in the homes of low-income families. Funding was
provided by King Soopers, Dole Fresh Salads, and the
Colorado Physical Activity and Nutrition Program.
P8 Breastfeeding Basics: Smooth Sailing to
the Island of Breastfeeding Paradise
Mitzi Pyland, MEd, RD, LD, Arkansas Department of
Health and Human Services, 614 North Grant Street,
Cabot, AR 72023, mpyland@healthyarkansas.com; Kim
Kelmbeck, Arkansas Department of Health and Human
Services, 614 North Grant Street, Cabot, AR 72023,
khelmbeck@healthyarkansas.com
Smooth Sailing to the Island of Breastfeeding Paradise is a
2-hour interactive prenatal breastfeeding class presented
quarterly. It is facilitated by an Arkansas Department of
Health and Human Services Nutritionist and Breastfeeding
Peer Counselor through the Family Advocacy Center at
Little Rock Air Force Base in Jacksonville, Arkansas. The
class features a tropical theme and decorations. Topics
presented include All Aboard (benefits of breastfeeding),
Avoiding Sharks and Pirates (common breastfeeding
myths), Dinner Etiquette (nutrition for breastfeeding
mothers), Island Excursion Training (positioning, latch,
pumps and other aids) and Ask the Tour Guides
(questions/answers). Topics are addressed through a series
of games that involve all participants. The class is offered
one to two weeks prior to a breastfeeding support meeting
and parents receive a follow-up letter inviting them to
attend and thanking them for their participation in the
prenatal class. A local health department peer counselor
contacts attendees monthly through delivery and beyond.
Each parent is provided a tote bag containing breastfeeding
promotional items and written material. Upon completion
of the class, participants should be able to list five benefits
of breastfeeding, dispute common myths related to breast-
feeding, demonstrate two or more breastfeeding positions,
describe signs of appropriate latch and list three ways to
know infant is getting enough breast milk. Evaluation of
the class has consistently shown the goals of the class are
being met and attendees enjoy the format. The class is
provided free of charge.
 Journal of Nutrition Education and Behavior Volume 38, Number 4, July/August 2006 Supplement
P9 Raising a Healthy Eater
Heather Harvey, MHSc, University of Wisconsin-
Extension, 432 N. Lake Street, Room 301, Madison, WI
53706, heather.harvey@uwex.edu; Gayle Coleman, MS,
RD, University of Wisconsin-Extension, 432 N. Lake
Street, Room 301, Madison, WI 53706,
gayle.coleman@uwex.edu; Barbara Duerst, RN, MS,
University of Wisconsin-Extension Green County,
N3150B Highway 81, Monroe, WI 53566-9397,
barbara.duerst@ces.uwex.edu; Angela Flickinger, RD,
MPH, University of Wisconsin-Extension Rock County,
Courthouse 51 South Main Street, Janesville, WI 53545-
3978, angela.flickinger@ces.uwex.edu; Mary Novak, MS,
University of Wisconsin-Extension Kewaunee County,
810 Lincoln Street, Kewaunee, WI 54216,
mary.novak@ces.uwex.edu; Lucia Patrillo, MA, University
of Wisconsin-Extension Iron County, Courthouse 300
Taconite Street, Suite 118, Hurley, WI 54534,
lucia.patritto@ces.uwex.edu; Jenny Wehmeier, MS,
University of Wisconsin-Extension Walworth County,
W3929 County Road NN, Elkhorn, WI 53121-4362,
jenny.wehmeier@ces.uwex.edu; Lori Zierl, MS, University
of Wisconsin-Extension Pierce County, 412 West Kinne
Street, Box 69, Ellsworth, WI 54011-0069,
lori.zierl@ces.uwex.edu; Judy Arneson, BS, University of
Wisconsin-Extension, 4287 Windsong Place, Plover, WI
54467, aarneson@uwsp.edu
Unhealthy weight has become a national health crisis. Poor
eating habits and limited physical activity contribute to this
crisis. The development of eating behaviors begins in early
childhood and occurs through a multifaceted process, in-
cluding the feeding relationship with the parent. The Rais-
ing a Healthy Eater intervention used facilitated dialogue
techniques to provide education for parents of two to five
year old children. The intervention included nine, small
group lessons focused on parenting, child eating behaviors,
and nutrition using a learner-centered approach. Lessons
emphasized increased fruit and vegetable consumption, re-
duced sweetened beverage consumption, and turning off
television during meals through discussion of individual
experiences, activities, food preparation, tasting and goal
setting. Trained Family Living professionals used facilitated
dialogue techniques throughout the intervention to pro-
mote active participation and engage learners, resulting in
a safe environment that supported behavior change. Results
of evaluations with 25 learners in six sites indicated that
learners enjoyed the lessons and would recommend the
program to friends or family with young children. Partici-
pants set unique, personal goals to improve their feeding
practices, making it difficult to report on a single outcome.
The most common behavior change cited by participants
was trying new foods with their children. Other changes
included turning off TV during meals, serving smaller por-
tions, and making healthier food choices. Overall trends
were towards increased knowledge of, and practice of,
S19
healthier feeding behaviors. Preliminary results suggest this
program is worth pursuing with a larger audience. Funding
for this project was provided by the CDC.
P10 Impact of Using the Internet to Share
Local Solutions to Global Issues
Alice Henneman, MS, RD, University of Nebraska-
Lincoln Extension, 444 Cherrycreek Road, Suite A,
Lincoln, NE 68528, ahennema@unlnotes.unl.edu; Beverly
Benes, PhD, RD, Nebraska Department of Education, 301
Centennial Mall South, PO Box 9498787, Lincoln, NE
68509, Bev.Benes@nde.ne.gov; Linda Boeckner, PhD, RD,
University of Nebraska-Lincoln Extension, 4502 Avenue
I, Scottsbluff, NE 69361, LBoeckner1@unl.edu; Joyce
Jensen, Lincoln-Lancaster County Health Department,
3140 N Street, Lincoln, NE 68510,
JJensen@ci.lincoln.ne.us
It is well documented a nutritious diet can help reduce the
incidence of various illnesses and chronic conditions. With
decreasing nutrition education budgets at all levels, it is
important to leverage our efforts for maximum outreach
and effectiveness. The purpose of this project was to eval-
uate and quantify the potential helpfulness and time-
savings to other educators by using the Internet to share
successful local program materials. Four nutrition Power-
Point lesson presentations were shared with other educators
via a Web site. During the first five months on the Web,
12,034 downloads were recorded; 613 individuals (about 5
percent of the total number of downloads) completed and
returned a Web survey after downloading the PowerPoint.
These 613 responses indicated a minimum savings of 8,462
hours of PowerPoint development time (equivalent to
about four years, based on fifty 40-hour weeks/year or an
average of 13.8 hours per individual response). As this
represented only a segment of potential users, total hours
saved could be much higher. Though it wasnt possible to
collect data on the overall number of people taught by
using these materials, the total outreach was likely multi-
plied many times through sharing. Comments indicated
educators both saved development time that could be spent
helping clientele in other ways and were prepared to give
programs that otherwise might not have been given. Other
educators are encouraged to use the Internet to share suc-
cessful local programs for potential global impact. This
project was funded by regular office operating funds.
P11 Using the Healthy Diabetes Plate
Curriculum
Martha Raidl, PhD, RD, University of Idaho 322 E. Front
Street, Suite 180, Boise, ID 83702; Rhea Lanting, MS,
University of Idaho, 322 E. Front Street, Suite 180,
Boise, ID 83702; Marnie Spencer, MS, RD, University of
Idaho, 322 E. Front Street, Suite 180, Boise, ID 83702;
Continued on page S20