| Objective. Implement a pilot community-based participatory research (CPBR) project to improve nutrition in preschools by engaging and empowering preschool teachers.;Design. Teachers participated in baseline focus groups and observations to assess nutrition practices and self-efficacy. Teachers co-designed a classroom intervention; self-efficacy and commitment to policy change was assessed post-intervention.;Setting. Two preschools in New Haven, CT.;Participants. At first preschool, 3 teachers, 10 children (87.5% Hispanic, mostly low-SES). At second preschool, 5 teachers, 26 children (93% White, mostly high-SES).;Intervention. Social cognitive theory-based intervention: teachers design their own classroom intervention to promote healthy eating.;Phenomenon of interest. Changes in teachers' self-efficacy and knowledge of nutrition and research skills; commitment to change nutrition policies and practices.;Analysis. Content analysis was performed on teacher focus groups to evaluate self-efficacy and preschool nutrition needs. Teachers' observations of their classroom interventions were analyzed using post-group debriefings.;Results. At both preschools, self-efficacy appeared to increase. Teachers identified policy changes to improve the nutrition environment and committed to future action research in nutrition.;Conclusions and implications. A CPBR intervention may increase teachers' self-efficacy and promote positive changes to the preschool nutrition environment. Future preschool nutrition interventions should consider acting on teacher self-efficacy and utilizing teacher knowledge. |
