Evaluating the Effectiveness of a Balanced Plate Intervention

Abstract

Objective: To evaluate the effectiveness of 3 educational sessions on nutrition knowledge and behavior in a virtual Facebook group run by a Registered Dietitian. Design: Quasi-experimental design Methods: Three educational sessions were created based on the needs of the Nourished with Emily Facebook group members. Pre and post-tests were used to determine a difference in knowledge before and after the intervention. Behavior change was also evaluated in participants. Setting: Virtual; Zoom Participants: Women who are between the ages of 25-55, live across the United States, and are employed who are members of the Nourished with Emily Facebook group. Intervention: A pre-test was sent out to those that signed up before the intervention. A zoom link was sent to all participants who signed up. The 3educational sessions were based off the areas on the needs assessment survey that were answered incorrectly by most participants. A post-test was sent to participants after the final educational session as well as another post-test one week later. Results: There was no significant difference between the mean total scores of the pre and post-tests. There was also no significance difference in the qualitative data found on the pre and post-tests. However, it was seen that the participants reported that they did apply the information they learned from the intervention on post-test that was sent out 1 week after the last session. Conclusions and Implications: The 3 educational sessions were not effective in significantly increasing nutrition knowledge in this virtual population. These findings reject the authors’ hypothesis that the educational sessions would increase knowledge of the participants.