Process Evaluation of an EFNEP-Enhanced PSE Intervention in Urban Schools
Objectives: To determine to what extent the EMPOWER intervention was delivered as originally planned and how participants perceived its delivery.^ Methods: This was a process evaluation study; data was collected using fidelity and observation checklists, grading rubrics, focus groups, semi-structured interviews, and meeting minutes. Program fidelity was assessed by calculating percent average of curriculum delivery. Program perception was assessed using the subjective data recorded on the fidelity checklists and responses from focus groups and semi-structured interviews. Qualitative data were analyzed to detect common themes using NVivo11 Software.^ Results: The intervention was well received by students, school staff, and foodservice. Implementation was high, 97% of the curriculum objectives were met on average. Sixty-four percent of the take-home assignments were turned in. Ninety-four percent of enrolled students participated throughout the intervention. The evaluation identified several areas for improvement, lessons should be shortened and simplified and communication with classroom teachers should be improved.^ Conclusion and Implications: The EMPOWER intervention was successfully implemented with a high degree of fidelity, dose, and reach and was positively perceived by all stakeholders. Additional comprehensive process evaluation studies are needed to identify areas of improvement for future implementation of effective PSE-change interventions.^
Silvia X Lepe,
"Process Evaluation of an EFNEP-Enhanced PSE Intervention in Urban Schools"
Dissertations and Master's Theses (Campus Access).