TY - JOUR
T1 - Educator and Participant Perceptions and Cost Analysis of Stage-tailored Educational Telephone Calls
AU - Esters, Onikia N.
AU - Boeckner, Linda S.
AU - Hubert, Melanie
AU - Horacek, Tanya
AU - Kritsch, Karen R.
AU - Oakland, Mary J.
AU - Lohse, Barbara
AU - Greene, Geoffrey
AU - Nitzke, Susan
N1 - Funding Information:
This project was supported by Initiative for Future Agriculture and Food Systems Grant 2001-52102-11226 from the USDA Cooperative State Research, Education, and Extension Service and Agricultural Experiment Stations in the participating states. The authors acknowledge the assistance of Kelly Krueger, University of Wisconsin–Madison, who assisted with development of the Web survey for educators and with data collection.
PY - 2008/7
Y1 - 2008/7
N2 - Objective: To identify strengths and weaknesses of nutrition education via telephone calls as part of a larger stage-of-change tailored intervention with mailed materials. Design: Evaluative feedback was elicited from educators who placed the calls and respondents who received the calls. Setting: An internet and telephone survey of 10 states in the midwestern United States. Participants: 21 educators in 10 states reached via the internet and 50 young adults reached via telephone. Variables Measured and Analysis: Rankings of intervention components, ratings of key aspects of educational calls, and cost data (as provided by a lead researcher in each state) were summarized via descriptive statistics. Results, Conclusions, and Implications: Educational calls used 6 to 17 minutes of preparation time, required 8 to 15 minutes of contact time, and had a mean estimated cost of $5.82 per call. Low-income young adults favored print materials over educational calls. However, the calls were reported to have positive effects on motivating participants to set goals. Educators who use educational telephone calls to reach young adults, a highly mobile target audience, may require a robust and flexible contact plan.
AB - Objective: To identify strengths and weaknesses of nutrition education via telephone calls as part of a larger stage-of-change tailored intervention with mailed materials. Design: Evaluative feedback was elicited from educators who placed the calls and respondents who received the calls. Setting: An internet and telephone survey of 10 states in the midwestern United States. Participants: 21 educators in 10 states reached via the internet and 50 young adults reached via telephone. Variables Measured and Analysis: Rankings of intervention components, ratings of key aspects of educational calls, and cost data (as provided by a lead researcher in each state) were summarized via descriptive statistics. Results, Conclusions, and Implications: Educational calls used 6 to 17 minutes of preparation time, required 8 to 15 minutes of contact time, and had a mean estimated cost of $5.82 per call. Low-income young adults favored print materials over educational calls. However, the calls were reported to have positive effects on motivating participants to set goals. Educators who use educational telephone calls to reach young adults, a highly mobile target audience, may require a robust and flexible contact plan.
KW - Stages of Change
KW - eating behavior change
KW - educational telephone calls
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U2 - 10.1016/j.jneb.2007.05.005
DO - 10.1016/j.jneb.2007.05.005
M3 - Article
C2 - 18565467
AN - SCOPUS:44949111377
SN - 1499-4046
VL - 40
SP - 258
EP - 264
JO - Journal of Nutrition Education and Behavior
JF - Journal of Nutrition Education and Behavior
IS - 4
ER -