WEBVTT 00:00:00.000 --> 00:00:04.000 All right so lets go ahead and get started. 00:00:04.000 --> 00:00:08.000 This next presentation that you will be watching is from our community 00:00:08.000 --> 00:00:12.000 health majors here. And this is a presentation for a hypothetical 00:00:12.000 --> 00:00:16.000 proposal that they put together for their program planning class which is the last 00:00:16.000 --> 00:00:20.000 class that students take in our major before they go on to do their internship. 00:00:20.000 --> 00:00:24.000 So it really is a capstone of basically everything they have learned up to this point. 00:00:24.000 --> 00:00:28.000 This is a hypothetical program 00:00:28.000 --> 00:00:32.000 that they put together with the intent of it actually getting is funded someday and running it. 00:00:32.000 --> 00:00:34.000 So am going to be passing if off to them now. 00:00:34.000 --> 00:00:40.000 Today we are going to be presenting our program the nutrition mission and we are going to be presenting it the same way we did in class. 00:00:40.000 --> 00:00:44.000 which is where we are going to be presenting it as if we are 00:00:44.000 --> 00:00:48.000 pitching it too funders to get funded for a real life program. 00:00:48.000 --> 00:00:52.000 and my name is Setareh. I'm Grant. I'm Danielle 00:00:52.000 --> 00:00:56.000 and we also want to recognize our two group members Leticia and Taryn 00:00:56.000 --> 00:00:60.000 who were also a part of our program but who could not be here today to present with us. 00:01:00.000 --> 00:01:04.000 So for some background on our program the World Health Organization has 00:01:04.000 --> 00:01:08.000 deemed obesity a global health problem as the rates continue to rise 00:01:08.000 --> 00:01:12.000 especially among adolescence. It's estimated that roughly 41 million 00:01:12.000 --> 00:01:17.000 children have a BMI placing them in the over weight to obese category. 00:01:17.000 --> 00:01:21.000 and this is important because the impacts of childhood obesity 00:01:21.000 --> 00:01:24.000 can lead to health complications including non communicable diseases. 00:01:24.000 --> 00:01:29.000 And this can negatively impact an individuals quality of life later on. 00:01:29.000 --> 00:01:32.000 Nutrition as well as physical activity play 00:01:32.000 --> 00:01:36.000 a large role in combatting these obesity rates and their affects. 00:01:36.000 --> 00:01:40.000 So this is why this program is targeting lack of nutritional knowledge and 00:01:40.000 --> 00:01:44.000 lack of access to healthy foods. We are specifically targeting Polk County because they 00:01:44.000 --> 00:01:48.000 have the highest rate of teen and adult obesity in Oregon 00:01:48.000 --> 00:01:52.000 and we're going be teaching nutrition in high school students to establish 00:01:52.000 --> 00:01:56.000 and sustain healthy nutritional habits in adoslesance. 00:01:56.000 --> 00:01:60.000 This program will be more specifically taking place in Dallas high school with 00:02:00.000 --> 00:02:04.000 each freshman class for 4 years which is about 400 students a year. 00:02:04.000 --> 00:02:08.000 We want to improve their access, knowledge and behavior for 00:02:08.000 --> 00:02:12.000 healthy nutrition. We will be doing this by setting them up 00:02:12.000 --> 00:02:15.000 for nutritional health and success in the future. 00:02:15.000 --> 00:02:20.000 So we two big overarching goals of the program. The first one targets a individual behavior change. 00:02:20.000 --> 00:02:25.000 So that would be the knowledge and habits that the students have in their daily lives. 00:02:25.000 --> 00:02:31.000 And we are going to be changing these by having a weekly mandatory cooking class and the high school students 00:02:31.000 --> 00:02:35.000 homerooms where their going to learn how to cook in different 00:02:36.000 --> 00:02:43.000 sections each week. We are also going to have a contest that goes along with each educational unit with the cooking class. 00:02:43.000 --> 00:02:50.000 So that it is gamified and students actually want to participate and they are able practice what they are learning 00:02:50.000 --> 00:02:54.000 and just overall have more wholistic experience with the program. 00:02:54.000 --> 00:02:57.000 We also want to get family involvement in the contest so that 00:02:57.000 --> 00:02:60.000 students are more likely to bring it home and implement 00:03:00.000 --> 00:03:04.000 what they are learning in school, in the contest with their family as well. 00:03:04.000 --> 00:03:08.000 Our second goal involves an environmental change to improve 00:03:08.000 --> 00:03:14.000 access to healthy foods. We will be doing this by implementing a food pantry, community garden and salad bar. 00:03:14.000 --> 00:03:19.000 To accomplish this we will be purchasing some supplies such as a 00:03:19.000 --> 00:03:24.000 shed, fridge, freezer, shelving for the food pantry and garden supplies. 00:03:24.000 --> 00:03:28.000 We also have partners in the community who will be donating food and seeds and will be 00:03:28.000 --> 00:03:32.000 helping us incorporate the salad bar. We will talk more about that later. 00:03:32.000 --> 00:03:36.000 and we're also going to be advertising to school and community 00:03:36.000 --> 00:03:39.000 the food pantry and community garden especially so that 00:03:39.000 --> 00:03:45.000 not only the high school students but also their families and the rest of the Dallas community can have access to healthier foods. 00:03:45.000 --> 00:03:49.000 The nutrition mission will consist of weekly classes for students that focus 00:03:49.000 --> 00:03:52.000 on education topics that are broken down over a 6 week period. 00:03:52.000 --> 00:03:59.000 Some of the topics include a focus on fruits and vegetables, smart/healthy snacking and grocery shopping. 00:04:00.000 --> 00:04:04.000 So these educational topics will be used cohesively with the contest in order 00:04:04.000 --> 00:04:07.000 for students to apply what they are learning into their daily lives. 00:04:07.000 --> 00:04:11.000 Students will compete at both homeroom and individual levels. There is a point system 00:04:11.000 --> 00:04:16.000 for prizes. Where students receive points for completing social media 00:04:16.000 --> 00:04:23.000 posts or if they don't use social media or they feel uncomfortable posting on their personal accounts they can 00:04:23.000 --> 00:04:26.000 alternatively email project coordinators and receive points that way. 00:04:26.000 --> 00:04:32.000 Some components of the contest include smoothing races were students get to make smoothies using blender bikes. 00:04:32.000 --> 00:04:36.000 Can food drives where students receive points based on how many cans 00:04:36.000 --> 00:04:40.000 they bring and then these cans will then be donated to the food pantry. 00:04:40.000 --> 00:04:44.000 So the food pantry is another implantation of the program. 00:04:44.000 --> 00:04:48.000 It will receive donations from local business, farms and community members. 00:04:48.000 --> 00:04:52.000 and then after the program is over it will be sustained by 00:04:52.000 --> 00:04:55.000 the dallas food bank, school staff and students. 00:04:55.000 --> 00:04:60.000 We also plan to implement both a community garden and as well as a salad bar in the cafeteria of the school. 00:05:00.000 --> 00:05:04.000 The garden will allow the students to learn how to easily grow and harvest their own vegetables 00:05:04.000 --> 00:05:08.000 and the salad bar will increase access to vegetables while on campus. 00:05:08.000 --> 00:05:12.000 We have a lot of different partners who are going to enhance the quality of our program. 00:05:12.000 --> 00:05:19.000 read slide 00:05:19.000 --> 00:05:20.000 read slide 00:05:20.000 --> 00:05:23.000 read slide 00:05:23.000 --> 00:05:25.000 read slide 00:05:25.000 --> 00:05:31.000 The Dallas Food Bank and Willamette Valley Food Assistance Program are apart of our sustainability plans. 00:05:31.000 --> 00:05:38.000 They are going to absorb the food pantry when the program is over and make it a community resource. 00:05:38.000 --> 00:05:46.000 Walmart, Safeway, local farmers, Delbert Hunter Botanical Garden are all offering to make donations wherever they can 00:05:46.000 --> 00:05:50.000 for both the food pantry and the community garden. 00:05:50.000 --> 00:05:56.000 Then the Dallas Youth Garden will be maintaining the garden during breaks from school. 00:05:56.000 --> 00:05:59.000 Our evaluation plan is straight forward and is likely to give us a lot of 00:05:59.000 --> 00:05:62.000 valuable information regarding our program. 00:06:02.000 --> 00:06:06.000 First and foremost we're going to be gathering a lot of formative date from a number of different sources. 00:06:06.000 --> 00:06:14.000 One of these sources was already existing data from the Polk County Community Health Assessment and the County Health Rankings. 00:06:15.000 --> 00:06:21.000 This gave us some statistics about obesity and the extent of the problem of obesity in Polk County. 00:06:21.000 --> 00:06:25.000 This will help us rationalize our program to community members, 00:06:25.000 --> 00:06:30.000 potential funders and potential partners or anyone we may present our program to. 00:06:30.000 --> 00:06:33.000 The community health assessment also showed obesity is one of the top 00:06:33.000 --> 00:06:36.000 three concerns among community members 00:06:36.000 --> 00:06:40.000 and health and social service partners in the county. 00:06:40.000 --> 00:06:44.000 That tells us that our program is likely to have a lot of community buy in. 00:06:44.000 --> 00:06:45.000 While this information was useful 00:06:45.000 --> 00:06:49.000 it gave us a look at Polk County as a whole. 00:06:49.000 --> 00:06:56.000 For that reason we need to collect our own formative data to get a look at the smaller specific community of Dallas that we will be working with. 00:06:56.000 --> 00:06:60.000 We will be doing this by conducting focus groups and interviews 00:07:00.000 --> 00:07:04.000 among parents of students, the students themselves, teachers and staff. 00:07:04.000 --> 00:07:08.000 We can also do this with community members and local business owners. 00:07:08.000 --> 00:07:12.000 We can use this to gain information about what is important to the community. 00:07:12.000 --> 00:07:16.000 We can ask about perceived nutritional barriers and 00:07:16.000 --> 00:07:19.000 we can use it as opportunity to ask interviewees what they would like 00:07:19.000 --> 00:07:25.000 to see in the program. This way we can tailor our program to fit the needs or the preferences of the community. 00:07:25.000 --> 00:07:29.000 We will also be doing followup interviews at the end of each year 00:07:32.000 --> 00:07:37.000 Then finally we will be doing some simple baseline observations of 00:07:37.000 --> 00:07:40.000 fruit and vegetable consumption among the students. 00:07:40.000 --> 00:07:44.000 We will do this by setting ourselves up in the cafeterias and common areas 00:07:44.000 --> 00:07:48.000 and just tally how much fruit and vegetables are being consumed among students 00:07:48.000 --> 00:07:55.000 during breakfast, during lunches or basically anytime the cafeteria or student stores are serving food. 00:07:55.000 --> 00:07:59.000 So this leads us into our impact or outcome evaluation. 00:07:59.000 --> 00:07:64.000 We will be doing a lot of surveying. We will giving out surveys to students before and after 00:08:04.000 --> 00:08:08.000 our educational units. The pre surveys will measure students 00:08:08.000 --> 00:08:11.000 base line knowledge before we talk about the topic at hand and the 00:08:11.000 --> 00:08:15.000 post surveys will used to compare the two and see if there is any 00:08:15.000 --> 00:08:20.000 changes and measure our short-term goals of knowledge, increase and attitude change among the students. 00:08:20.000 --> 00:08:24.000 We will also be giving out surveys to each cohort at the beginning and end 00:08:24.000 --> 00:08:29.000 of each year. These will ask about and help us measure our longer term goals of behavior maintenance, 00:08:29.000 --> 00:08:34.000 self efficacy and application of knowledge and skills learned by the students. 00:08:34.000 --> 00:08:39.000 We will give followup surveys to the students after they run through the 00:08:40.000 --> 00:08:42.000 program so their sophomore, junior and senior years. 00:08:42.000 --> 00:08:48.000 This will give us a long term look at the impact this program is having year after year. 00:08:48.000 --> 00:08:52.000 We will also be giving out similar surveys to the students parents 00:08:52.000 --> 00:08:56.000 and we can use these to compare the parent report and the student report. 00:08:56.000 --> 00:08:61.000 and see if there is any discrepancies in the information and that will help us get a more accurate look at everything. 00:09:01.000 --> 00:09:05.000 Then we will also be doing interviews like I said 00:09:05.000 --> 00:09:09.000 to get a more qualitative look at our programs impact 00:09:09.000 --> 00:09:13.000 and we conduct these interviews with students, parents, teachers and staff. 00:09:13.000 --> 00:09:19.000 Those who did not participate in the programs activites, those who participated but had a low degree, 00:09:19.000 --> 00:09:22.000 and then those who participated at a higher degree. 00:09:22.000 --> 00:09:25.000 That way we can get various perspectives on the program. 00:09:25.000 --> 00:09:31.000 By doing this we cannot only measure our programs goals but we can also use this as an opportunity 00:09:32.000 --> 00:09:37.000 to improve our program by asking interviewees what was or was not appealing, 00:09:37.000 --> 00:09:40.000 what worked well, what didn't work well. 00:09:40.000 --> 00:09:44.000 Also ask for suggestions on as to how we can improve our program. 00:09:44.000 --> 00:09:51.000 We will also be looking at food pantry and salad bar use. We will be looking at weekly poundage taken from both. 00:09:51.000 --> 00:09:57.000 Then with the salad bar we can also look at how much produce the cafeteria staff is ordering on a weekly basis, 00:09:57.000 --> 00:09:62.000 and seeing if there is any changes over time as a result of our program. 00:10:02.000 --> 00:10:05.000 and then with the food pantry we will be taking an inventory and looking at popular items 00:10:05.000 --> 00:10:09.000 that way we can make suggestions as to what should be donated 00:10:09.000 --> 00:10:12.000 although we are planning to accept all food items. 00:10:12.000 --> 00:10:16.000 The last part of evaluation plan is our process evaluation 00:10:16.000 --> 00:10:20.000 this will consist of three main components or three main measurements. 00:10:20.000 --> 00:10:24.000 The first one is the number of students participating in the contest 00:10:24.000 --> 00:10:30.000 specifically the number of social media posts or the emails that students submit as a part of our contest. 00:10:30.000 --> 00:10:35.000 Next we will look at parent participation not only in our optional cooking classes 00:10:36.000 --> 00:10:40.000 That were offered once a month but also we can measure this by 00:10:40.000 --> 00:10:44.000 setting up booths random booths during parent teacher conferences 00:10:44.000 --> 00:10:50.000 or open houses or sporting events. We can just measure parent interactions with those booths. 00:10:50.000 --> 00:10:56.000 Lastly we will be looking at the number of the posters, flyers and banners we put up 00:10:56.000 --> 00:10:60.000 to promote our program. We will put these up in schools, the high school and 00:11:00.000 --> 00:11:03.000 the elementary schools and the middle schools as well. 00:11:03.000 --> 00:11:08.000 We will put these up in local business and grocery stores and other various places around town. 00:11:08.000 --> 00:11:10.000 Any questions? 00:11:10.000 --> 00:11:17.000 They asked, Polk County has the highest rate of obesity in Oregon and they asked why we think that is? 00:11:17.000 --> 00:11:23.000 One reason it has a higher obesity rate than other counties is because it is a rural area. So it doesn't have 00:11:24.000 --> 00:11:30.000 the resources and services that other counties may offer. That is one thing that we found. 00:11:30.000 --> 00:11:32.000 Any other questions? 00:11:32.000 --> 00:11:35.000 What are parents going to be doing with their students in the contest? 00:11:35.000 --> 00:11:42.000 We have certain actives where students get bonus points if they involve their parents in that weeks activity. 00:11:42.000 --> 00:11:47.000 For example for the fruit and vegetable week we will be telling students to 00:11:47.000 --> 00:11:51.000 make a dish at home that involves two or three vegetables for example. 00:11:51.000 --> 00:11:55.000 and they will get extra points if they show pictures or video of them cooking it with 00:11:56.000 --> 00:11:58.000 their families. That is just one example. 00:11:58.000 --> 00:11:60.000 Alright thank you so much for coming. 00:12:00.000 --> 00:12:04.000 clapping 00:12:04.000 --> 00:12:07.000 music