Professional Documents
Culture Documents
Coast - Final HPE
Coast - Final HPE
Coast - Final HPE
2
Table of Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
p. 3
p. 15
p. 17
p. 21
p. 33
p. 43
p. 62
p. 67
p. 73
p. 77
p. 95
p. 106
p. 108
What is the name & contact information for the individual Assistant Director of Child Nutrition Sarah Steinberger, MS, RD, LD
with whom you will collaborate to complete the HPE
Email: ssteinberger@psd.ms
project?
Phone: (228) 938-6209
What is your PRIORITY ISSUE that you plan to address
with this group?
(Review 3-5 articles related to the topics listed to the left, and write a
150-200 word abstract of each below)
Reference
Brown, B.J. & Herman, J.R. (2005). Cooking classes increase fruit and
vegetable intake and food safety behaviors in youth and adults. Journal
of Nutrition Education and Behavior, 37(2), 104-105. Retrieved from:
http://web.b.ebscohost.com.lynx.lib.usm.edu/ehost/detail/detail?
vid=18&sid=1f190426-26e0-4381-aaa6-fc0050bff8fa
4
%40sessionmgr110&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ
%3d%3d#db=aph&AN=17041069
Background: According the 2004 Behavioral Risk Factor Surveillance
System, less than 23% of Americans are consuming five servings of
fruits and vegetables each day. A contributing factor to this is the
foodborne illnesses that are associated with fruits and vegetables. These
illnesses are often attributed to improper handling of food, improper
hygiene, poor sanitation, and cross-contamination.
Purpose: The purpose of this study is to increase fruit and vegetable
consumption and increase food safety knowledge and behaviors in fruit
and vegetable preparation and cooking techniques in both youth and
adults.
Methods/Analysis: This research experiment consisted of an education
program intervention along with a pre-education and post-education
questionnaire. The program was conducted in 28 counties by the
Oklahoma County Extension over a two month period. The classes
were focused on fruit and vegetable preparation and cooking skills,
food safety practices, and general nutrient information. The analysis of
the questionnaire included means, frequencies, and paired t-tests.
Results: Both fruit and vegetable intake increased significantly for both
adults and females. In addition, there was also a significant increase in
safe food-handling techniques such as washing hands, washing produce,
and using a clean knife and cutting board to avoid cross contamination.
Conclusion: In conclusion, the results of this study indicate that
educational classes on fruit and vegetable cooking and food safety can
increase fruit and vegetable consumption and food safety behaviors in
youth and adults.
Reference
Medeiros, C., Cavalli, S., Salay, E., & Proena, R. C. (2011).
Assessment of the methodological strategies adopted by food safety
training programmes for food service workers: A systematic review.
Food Control, 22(8), 1136-1144. doi:10.1016/j.foodcont.2011.02.008
Background: Foodservice employees directly involved in food
handling have a responsibility to minimize foodborne disease outbreaks.
Training aimed at changing practices and building skills has been
identified as the most crucial tactic to decrease risk of contamination.
Purpose: The purpose of this review was to evaluate the various
methodological strategies used to train food service employees in food
safety.
Methods/Analysis: This was a systematic review in which researchers
searched for articles related to studies concerning food safety training
for food service employees. After eliminating all studies that did not
meet inclusion criteria (for example, all studies had to offer a training
program to employees), the 14 remaining studies were analyzed using
double data extraction. Aspects of the studies such as method, length,
and effectiveness of training were identified for each study. Training
programs were compared among the studies based on the topic, method,
and length of each studys program. Programs were evaluated for the
knowledge, practices, and attitudes of employees.
Results: The most frequently used topic in the training programs
among the studies was hygiene. Some training methods were used more
often than others, with the method used most being audiovisual media
(71 percent of studies). Every study used more than one single method
6
to train employees. Hand washing was the most commonly assessed
topic.
Conclusion: The most accepted teaching method was the use of
interactive media. Post-intervention, employees exemplified an increase
in knowledge along with improved attitudes and behaviors.
Reference
Cekal, N. (2012). The effect of a nutrition education programme on
cooks knowledge of nutrition and food preparation-cooking methods.
International Journal of Academic Research, 4(3). 66-74.
Background: Collective nutrition involves places that provide food and
service to a number of individuals. The meals served in collective
nutrition settings should be well-balanced be of high quality and
adequate quantity to properly nourish those receiving the meal.
Therefore, the methods used to prepare and cook these meals are critical
in maintaining the nutritional value.
Purpose: The purpose of this study was to evaluate the nutrition
knowledge, cooking methods, and nutrition attitudes of cooks and to
determine whether an education session on these topics improved the
cooks knowledge and attitude in these areas.
Methods/Analysis: A total of 442 cooks and students studying cookery
from various foodservice institutions participated in the research study.
The cooks completed a pre-test questionnaire to evaluate their
nutritional knowledge level. The cooks then participated in a half-day
education session that discussed food elements and functions, food
groups, and methods of correct food preparation and cooking. A
post-test questionnaire was then given to assess the cooks knowledge
7
and determine if their knowledge increased after the education session.
The data was analyzed using SPSS 11.00 and utilized a t-test to analyze
the results.
Results: The results acknowledge a significant difference in pre-test
and post-test scores of the cooks nutritional knowledge. Food nutritionrelated knowledge as well as knowledge regarding food preparation and
cooking methods increased.
Conclusion: The results of this study indicate that educating cooks on
proper preparation and cooking techniques can improve their
knowledge and ability to prepare quality meals with minimal nutrient
losses.
Reference
Roberts, K. R., Barrett, B. B., Howells, A. D., Shanklin, C. W., Pilling,
V. K., and Brannon, L. A. (2008). Food safety training and foodservice
employees knowledge and behavior. Food Protection Trends, 28(4).
252-260.
Background: Safe food service practices are of great importance in
preventing foodborne illnesses. However, employee knowledge and
compliance to the learned materials does not always meet food safety
guidelines.
Purpose: This study attempted to determine if food safety training
improved employee knowledge and behavior.
Methods/Analysis: A total of 160 employees from 31 restaurants in
Kansas and Iowa completed a pre-assessment quiz to determine
knowledge of food safety practices. Trained researchers then observed
employees for 3 hours and recorded each behavior regarding food
8
handling, thermometer use, and handwashinghand washing. Behaviors
were analyzed as a percentage: behaviors performed correctly compared
to total behaviors observed. Employees later completed a four-hour
Servsafe course. A follow-up test and 3-hour observation was then
completed.
Results: Knowledge scores improved overall according to the pre- and
post-assessments (M=42.8 to M=44.1). The overall percentage of
behaviors performed correctly also improved significantly (P < 0.001).
When analyzed independently, however, only hand washing behaviors
significantly improved, specifically to prevent cross contamination and
proper hand washing techniques. Although knowledge and behavior
changes were statistically significant, scores that were initially low did
not improve substantially.
Conclusion: Knowledge and behavior can be improved by proper food
safety training; however, increased knowledge does not necessarily
improve food safety behaviors.
Reference:
Manes, M.R., Liu, L.C., Dworkin, M.S. (2013). Baseline knowledge
survey of restaurant food handlers in suburban chicago: do restaurant
food handlers know what they need to know to keep consumers safe?
Journal of Environmental Health, 76 (1), 18-26. Retrieved from:
http://web.a.ebscohost.com.lynx.lib.usm.edu/ehost/detail/detail?
vid=4&sid=46e35609-6531-4238-802a-cc2804508b9a
%40sessionmgr4004&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ
%3d%3d#db=aph&AN=88899620
Background: Food handler behaviors are a major contributing factor to
9
the thousands of outbreaks of foodborne illnesses each year. Food
handling techniques such as correct hand hygiene, maintaining proper
cooking and food handling temperatures of food and decreasing cross
contamination are often causes of such outbreaks. Some of these
improper techniques can be attributed to a lack of knowledge of food
handlers on how to correctly handle food.
Purpose: To determine areas where suburban foodservice workers have
limited knowledge of proper food handling techniques. Additionally, to
create targeted educational materials to increase food service workers
knowledge in these areas.
Methods: A cross-sectional survey of 729 food handlers by collecting
data from a 50-question survey about baseline food handler knowledge.
The surveys were graded according to the number of correct answers
given by the food service worker to provide a food safety knowledge
score.
Results: The average foodservice knowledge score was 72%. The areas
where the most nutrition knowledge was lacking included optimal
cooking, holding and refrigeration temperatures, cross-contamination
and hygiene. English-speaking food handlers scored higher than
spanishSpanish-speaking employees.
Conclusion: In order to decrease foodborne illness outbreaks,
foodservice workers should be provided with education in the areas of
food temperatures and storage, cross-contamination and hygiene.
(Review 5-7 articles/reports related to the topics listed to the left, and
write a 150-200 word abstract of each below)
Reference
United States Department of Labor, Bureau of Labor Statistics. (2014).
10
Food services and drinking places: North American Industry
Classification System 722. Retrieved from
http://www.bls.gov/iag/tgs/iag722.htm
The Bureau of Labor Statistics (BLS) identifies the number of workrelated fatalities, injuries, and illnesses per 100 full-time food service
employees from 2010 to 2012. Only preliminary data concerning
fatalities exists for 2013. BLS defines work-related injury or illness to
mean any factor in the workplace that either caused or contributed to
the injury or illness or worsened the state of an injury or illness. Workrelated fatalities increased from 2011 to 2012 (105 to 120 employees);
however, the number of fatalities decreased from 2012 to 2013 (120 to
112 employees). The total number of work-related injuries and illnesses
out of 100 employees decreased from 2011 to 2012 (3.6 to 3.4). The
number of employees with injuries and illnesses with resulting days off
increased from 0.8 to 0.9 (out of 100 employees) from 2011 to 2012.
The number of employees with work-related injuries and illnesses with
related job restrictions or transfers remained constant from 2011 to 2012
at 0.3 employees.
Reference
Food and Drug Administration. (2009). FDA report on the occurrence
of foodborne illness risk factors in selected institutional foodservice,
restaurant, and retail food store facility types. Retrieved from
http://www.fda.gov/downloads/Food/GuidanceRegulation/RetailFoodPr
otection/FoodborneIllnessRiskFactorReduction/UCM224682.pdf
The Food and Drug Administration conducted a 10-year study to
measure the frequency of behaviors known to cause foodborne illness in
11
food service operations. These behaviors included: food procurement
from unsafe sources, personal hygiene, cross-contamination, improper
holding time or temperature, and inadequate cooking. Observations
were conducted at over 800 establishments in three different categories
of food service operations: retail, restaurants, and institutional food
service. Compliance to food safety guidelines was measured as a
percentage comparing the amount of behaviors observed out of
compliance to the total observations of each of the behaviors. In
elementary school foodservice operations, noncompliance was as
follows:
27.5% improper holding
14.9% poor personal hygiene
14.7% cross-contamination
11.8% inadequate cooking
3.7% unsafe food sources
The FDA also found improper storage of chemical to be an additional
out of compliance behavior in need of improvement. Materials were
improperly stored 14% of the time. Results from this study indicate that
the recommendations made following the first phase of the study should
be reemphasized; management should more actively control the risk
factors by proper training and frequent inspections.
Reference: Smith, L.P., Ng, S.W., Popkin, B.M. (2013). Trends in US
home food preparation and consumption: Analysis of national nutrition
surveys and time use studies from 1965-1996 to 2007-2008. Nutrition
Journal, 12(45). doi: 10.1186/1475-2891-12-45
Background: As technology advances, more Americans shift toward
quicker and faster ways of preparing foods. Assessing and identifying
12
home food production trends is necessary to evaluate goals of public
health programs in different socioeconomic groups.
Purpose: To find trends among differing socioeconomic groups
regarding home food production and home food consumption, and how
these variables have changed from 1965 to 2008.
Methods: A cross-sectional analysis was completed on data from 6
surveys representing individuals across the country in 2007-2008, and 6
surveys representing individuals over time. The source of food
individuals consumed was analyzed and compared to calculate a daily
proportion of energy consumed for each individual. Some data was
excluded if the content or source of a food was unavailable. Each
survey was weighted according to Census data of the years the survey
was collected. Information about the amount of time spent preparing
food was used only if the individual spent time preparing or cleaning up
after the meal. Each person's gender, age group and income level was
considered in order to classify individuals as low, middle or upper
socioeconomic class.
Results: Individuals have decreased the amount of time spent at home
preparing foods, as well as the amount of food consumed at home.
There has been a gradual decrease in home food preparation and
consumption from 1965-2008, but the most significant decline was seen
from 1965-1992. In 2007-2008 only 54-57% of individuals reported
cooking from home and only 65-72% of food was eaten at home.
Conclusion: People spend less time cooking at home or eating at home
than they did in 1965. In order to encourage people to eat a healthy diet,
education on home cooking must be given.
13
Political agendas
(Attached)
14
does not necessarily correlate with food safety behaviors.
3.
Lack of knowledge of culinary skills RT need for
additional culinary training AEB key informants report of lack of
culinary skills and decreased national home meal preparations
according to statistics.Inadequate enforcement of Offer Versus
Serve (OVS) RT lack of knowledge regarding the importance of
OVS AEB key informants reports of desire to increase knowledge
of OVS Policies
15
Objective 1a.
Objective 1b.
Goal 2
Objective 2a.
16
Based on the PES statements created in step 1 (specifically the signs and
symptoms) and the objectives list all of the data that you will need to collect
and how it will be collected before, during, and/or after the program.
In other words, how will you know if your program was a success?
Data/measure/monitor needed (list ALL data that you will need to collect as
part of your HPE project)
17
Literature Review
As technology advances, Americans begincontinue to develop thea need for speed and ease. In the last 50 years, new
inventions have created an opportunity for Americans to eliminate the task of buying, preparing and eating foods, andwhile replacing
this experience with the ease and convenience of dining away from the home. Since 1965, a significant decrease has occurred in the
amount of time Americans spend preparing and eating food at home. In the years 2008-2009 only 54-57% of people reported cooking
from home, and only 65-72% of foods eaten daily came from home. This is a significant decrease from the 92% of women who
cooked from home in 1965-1966 (Smith, Ng, & Popkin, 2009).
As more Americans follow the trend of dining out, meal preparation at home is declining. Although many foodservice workers
are knowledgeable about preparing and serving convenience food items, the skills and knowledge necessary to prepare home cooked
or scratch meals is scarce. An increase in the knowledge of culinary skills and food safety is vital in improving the foodservice system
of public schools and the health of foodservice workers. Need a transition sentence to get to the topic of foodborne illness. Poor food
safety practices can lead to fFoodborne illness, is a great concern in foodservice operations, especially in school cafeterias. The top
risk factors of foodborne illnesses are directly related to unsafe practices in food production, which include; these practices include
improper food holding (time and temperature), inadequate cooking, cross contamination, poor employee hygiene, and procurement
18
from unsafe sources (Food and Drug Administration [FDA], 2009). According to a ten-year study conducted by the FDA, foods were
held at either an unsafe temperature or for an extended amount of time 27.5% of the time during observations in over 800 foodservice
operations. Poor personal hygiene and cross-contamination behaviors were observed almost 15% of behaviors.. Inadequate cooking of
the foods was observed 11.8%,, and unsafe food sources were used almost 4% of the time. This study revealed that food safety
training should be strongly emphasized and reviewed often in all foodservice operations (FDA, 2009).
A study done by Manes, Liu and Dworkin (2013) surveyed and assessed which areas foodservice workers were lacking the
most nutrition knowledge in order to create educational materials to provide to foodservice workers. The survey assessed the
knowledge of two different demographics of foodservice workers, certified managers and non-certified employees to compare
differences in food handling knowledge. Although the average food handler knowledge score was 72%, the majority of workers
answered poorly to questions regarding storage and cooking temperatures, cross-contamination and hygiene. English-speaking
foodservice workers scored higher on the majority of questions compared to Spanish-speaking employees (Manes, Liu, Dworkin,
2013). A difference in knowledge was also noted between certified and non-certified employees. On average, certified managers
scored between 1.42 and 3.6 points higher on the survey than non-certified employees (Manes, Liu, Dworkin, 2013). In order to
increase food safety knowledge,decrease the amount of foodborne illnesses each year, educational materials and training sessions
appropriate for that target Spanish-speaking populations should be created. Increasing the amount of employees that are foodservice
certified can also increase food safety knowledge, which should consequently lead to an improvement in food safety practices.
19
Foodservice certification training is a necessity in foodservice operations; however, employee knowledge of safe food practices
does not always correlate to food safety behaviors. Roberts et al. (2006) determined that although food safety training, specifically
Servsafe training, increased employee knowledge, compliance to the Servsafe guidelines did not significantly improve. Employees
must not only understand the information, but also attribute value to these actions by realizing the consequences of poor food safety
practices. If employees realize the importance of food safety, they may be more committed to following practices.
Frequent food safety training and compliance to learned behaviors are highly needed in foodservice operations. Training
techniques should be individualized to reach the learners, and training should be reviewed often. Foodservice managers should also
employ motivational techniques to promote employee compliance for the prevention of foodborne illnesses.
The evaluation in a review study of various methodological strategies for food safety training for foodservice employees used in 14
different studies found that hygiene was the topic most frequently used in education. The training method most commonly used was
training with audiovisual media. The topic most commonly assessed in employees was hand washing. In each study evaluated, more
than one training method was used to teach employees about food safety (Medeiros, Cavalli, Salay, & Proena, 2011). These results
can be used to guide the curriculum and methods for training programs in foodservice establishments.
Food safety, however, is not the only type of safety education which should be taught to foodservice employees. Workplace
safety is evidently an important concern in foodservice, as well, as indicated by the rise from 2011 to 2012 in the number of
20
foodservice employees with work-related injuries and illnesses resulting in days off increasing from 0.8 to 0.9 out of 100 employees
(United States Department of Labor, 2014). The kitchen can be a high-risk environment, and foodservice employees should be taught
proper procedures and appropriate precautions for operating equipment, handling hot pans, lifting heavy items, and using sharp
knives.
It is reported that less than 23% of Americans are consuming five servings of fruits and vegetables each day. A contributing
factor in this is the association of fruits and vegetables with foodborne illnesses. These illnesses are often attributed to improper
handling of food, improper hygiene, poor sanitation, and cross-contamination (Brown & Herman, 2005).
Research investigating the improvement of food safety behaviors and fruit and vegetable consumption indicates that an
education program on fruit and vegetable preparation and cooking skills along with food safety practices and general nutrient
information can increase the knowledge and skills of those who participate in these programs (Brown & Herman, 2005). This is
supporting evidence to research how food safety and cooking techniques can increase the nutrition knowledge and health of
foodservice employees. If such program is effective in both youth and adults, it is necessary to evaluate the effectiveness of a similar
program in foodservice employees.
In addition, there is supporting evidence that nutrition education and cooking education can improve nutrition knowledge.
Cekal (2012) reportsed that following a nutrition education session, cooks post-test scores increased significantly compared to their
21
pre-test scores regarding their nutrition-related knowledge. Therefore, after the education session, the cooks had a greater knowledge
of how the preparation and cooking of foods can impact the nutrients that are either still intact or destroyed for the final product. These
are positive results that support the need for continuing research of how cooking and food safety education can improve the
foodservice workers outcomes both at their job and in their everyday lives.
Step 3: Develop a Program Plan (Intervention/Nutrition Education Component)
Intervention Strategy
Conduct a Target
Contextual Analysis
How many people might
be involved?
At what times are the
potential participants able
to attend sessions?
What are the ages of the
potential participants?
What race, gender,
ethnicity, and social class
are the potential
participants?
What is the best way to
disseminate the
information to the
participants (based on type
of information and
Approximately 109 foodservice employees from the Pascagoula School District are expected to be involved in the
project.
Participants will be able to attend the sessions between three and four oclock on Friday afternoons.
Based upon the information we wish to teach the participants, and based on their demographic characteristics, the best
way to relay this information to the foodservice staff is through mandatory inservices. These inservices will focus on
two educational lessons and two hands on experience lessons.
22
Potential participants have incentive to participate because they will be required for their job and will be payed for their
time. Additionally, these education lessons will increase their knowledge and understanding of the importance and
standards involved in food safety and offer versus serve guidelines. We will also be doing prize drawings to give some
incentive for employees to participate as well as attend.
The potential participants are motivated to learn this material in order to be productive at their job as well as be
compliant with health codes and government regulation standards. The primary motivators are that they must fulfill thei
job requirements in order to get paid.
There are no fees to participants. The participants will attend the lessons during non-working hours. Travel costs will be
minimal for participants because the location of the project is in Pascagoula, and therefore, will not be far from their
place of work. Childcare costs may be increased to allow participants to attend the lessons. The participants will be
getting paid to attend the session, so the participants will make up for some of the travel and childcare costs.
23
Power and Performance: Winners Work is the title for the overall HPE project.
The implementation and education series will span over a one month period. Proposed dates
include February 6, 17, and 24. The session on the 24th will include 2 lessons because of time
restraints.
(A minimum of 3 requiredthere are 5 major categories of learning outcomes: acquisition of
knowledge, enhancement of cognitive skills, development of psychomotor skills, strengthening
of problem-solving and finding capabilities, and changing attitudes, beliefs, values, and/or
feelings)
Lesson 1 Learning Objectives:
- 70% of participants will be able to correctly identify the correct order of steps to use a threecompartment sink on their post-test assessment.
- 70% of participants will correctly identify the danger zone on their post-test assessment.
- 70% of participants will correctly identify 70% of correct temperature questions on the posttest assessment.
- Improve food-safety knowledge by 10% between pre-test and post-test scores of food safety
assessment.
Lesson 2 Learning Objectives:
-Learners will score an average of 10% higher from pre- and post-test scores regarding
nutritional needs and obesity prevention in children.
-Learners will score an average of 10% high from pre- and post-surveys on the value of
promoting healthy options for school lunch and likeliness to encourage fruit and vegetable
intake in the cafeteria.
24
-Learners will score an average of 10% higher on knowledge-based pre- and post-test
questions regarding offer versus serve guidelines.
-Learners will score an average of 10% high from pre- and post-surveys on the value of the
offer versus serve program and confidence in helping students select reimbursable meal
components
25
The lesson will begin with a few interactive questions to engage the audience and help the
learners personally relate to the lesson being taught. The instructor will ask the audience to
raise their hand if they have kids or have kids in their lives that they care a lot about. Learners
will then be asked if they want said kids to be happy and healthy. Learners will then be shown
the picture of MyPlate examples and asked to raise their hand if their childs meals always look
similar to these pictures. This introduction will initiate the discussion that fruit and vegetable
intake is often difficult for school aged children.
Learners will be shown a short video detailing some national statistics on childhood obesity.
Instructor will discuss the five food groups and why a varied diet containing appropriate
servings from each food group and a variety of food items is important for children to meet
nutritional needs. Photos will then be shown of unhealthy breakfast and lunch meals and the
number of servings from each food group. These photos will illustrate that unhealthy
breakfasts and lunches make meeting the recommended serving size for fruits and vegetables
nearly impossible.
This will transition into discussing the importance of the offer versus serve program. The
instructor will discuss how offer versus serve allows students to select their meal components
instead of making all meal components necessary for reimbursement. By allowing the students
to choose what they prefer or what they think they will eat, this will cut down on food waste.
Although students may select their components, they must select items from at least three of
the five groups for reimbursement. The students meal must also contain at least one serving
(1/2 cup) of fruit, fruit juice, vegetables, or combined fruit and vegetable to qualify for
reimbursement. Multiple foods in each food group may be offered, with the condition that
students may select up to two items from this food group. However, this reinforces the need fo
foodservice workers to recognize what food groups each item falls under and whether or not
the meal qualifies for reimbursement.
The lesson will conclude with a choose this, not that game. Participants will be asked to
recall the child or children they thought of at the beginning of the lesson, and then select which
meal (between two options) they would prefer their child choose. Participants will be asked to
call out A or B. Each plate will be discussed briefly regarding nutritional content and food
26
groups.
Lesson 3 Proposed Activity 1:
A trivia spin-off game will be played to assess the learners ability to demonstrate principles
learned in the previous lesson pertaining to OVS and the learners ability to recognize and
create trays that are considered reimbursable. Each round will serve as a round of trivia, and
the group with the most points at the end of the game will receive a small prize. The learners
will be asked to sit at the tables in groups of 6. A dry erase board and marker will be given to
each group. Each group will work as a team to do each assignment. After each question is
asked, the group will have 30 seconds to come up with an answer. The questions will be
displayed on a projector at the front of the room. The interns and key informants will walk
around the room to check the answers of each team for correctness. After the interns and key
informants check each question, the answer will be shared and discussed with the group.
27
3.
Name a dish that contains both a fruit and grain component.
4.
What food groups are found in a fruit and yogurt parfait?
5.
If a student chooses a dish that contains cup of vegetables in a mixed dish, does that
student still need to select another item with either fruit or vegetables?
Lesson 1 Assessment:
Informal: This will be assessed through observation of participants engagement in the session,
volunteering for the activity, and answering the quick reviews.
28
Formal: The formal assessment will be a post-test that will be taken at the end of the session.
The questions will assess participants knowledge of the material presented in the session.
Questions included in the assessment pertain to the temperature danger zone; the proper steps
in cleaning and sanitizing; and proper internal temperatures.
Lesson 2 Assessment:
Informal- Engagement and participation during lesson by show of hands, nodding, answering
questions. The closing activity will also assess whether or not learners have gained a basic
understanding of the food groups and reimbursable meals.
Formal-The formal assessment will be conducted by a post-test following the final lesson. This
post test will ask questions regarding simple child nutrition and offer versus serve guidelines.
This post-test will also contain a survey regarding the likeliness of learners to practice this
knowledge in their work environment. Questions will inquire of the learners likeliness to
encourage fruit and vegetable consumption and confidence in each individuals knowledge of
the offer versus serve guidelines. 80% of the participants will be expected to pass the post test
with an 80% score or higher.
1. True/False: According to MyPlate, half of your plate should be filled with whole grains.
2. School age children need how many servings of vegetables per day?
a. 1-2
b. 2-3
c. 3-5
d. 6-7
3. True/False: The recommended servings of fruits and vegetables can easily be met in the
dinner meal alone.
4. How likely are you to encourage fruit and vegetable intake to the students in the school
29
cafeteria?
Not Likely
Somewhat Likely
Very likely
Undecided
30
knowledge of the offer versus serve guidelines. 80% of the participants will be expected to
pass the post test with an 80% score or higher.
Lesson 3, Part 2 Assessment:
Informal - Ask questions at the end of the presentation to check audiences comprehension.
Formal - Ask audience to complete a three-question, short answer quiz. The questions are as
follows:
Please list the five steps of proper handwashing.
Please describe two ways to prevent cross-contamination.
Please identify four common allergens in food.
Estimated time for each major part of the learning
activity or activities to be completed
31
Four education sessions (one hour each) will be conducted to all food service workers
providing knowledge and practice of food safety and offer versus serve. Two sessions will
provide general information and practice of safe food handling, preparation, and distribution
techniques. Two sessions will provide information on the offer versus serve program and
requirements with practice recognizing reimbursable meals.
Employees will not be charged for the session, but will instead be paid hourly wage for each
session attended. Training will be a requirement for all food service employees, and no
additional cost will be charged to the school district for the educational sessions provided.
Pascagoula School District Central Office Board Room
See Appendix
32
January 30- send a second email to key informants to send to cafeteria managers informing
employees of meetings
February 6th-send an email to key informants to send to cafeteria managers informing
employees of the first meeting that afternoon
February 13- send an email to key informants to send to cafeteria managers informing
employees of meeting that afternoon
February 20- send an email to key informants to send to cafeteria managers informing
employees of meeting that afternoon
Session 1 Lesson Plan: Hand Washing, Cross-Contamination Prevention, and Food Allergies
33
Goal
1.
I. Objectives (5 points)
II.
#
Objective
34
1.
By the end of the session, 85% of participants will score a 90% or higher on the assessment quiz.
2.
By the end of the session, 85% of participants will be able to list all five steps of proper hand
washing procedure.
3.
By the end of the session, 85% of participants will be able to describe one way to prevent crosscontamination.
4.
By the end of the session, 85% of participants will be able to list two common food allergens.
35
1.
2.
3.
4.
5.
36
37
38
39
Informal Assessment
Formal Assessment
Pass out the quiz (copy provided below). The quiz will
assess the participants knowledge of the steps of proper
hand washing, how to prevent cross contamination, and
common food allergens.
Pens/pencils
2 Large bowls
Computer
Projector
Paper towels
Quizzes
40
Handouts
41
d. Rinse the cutting board after prepping the raw chicken and before prepping the salad.
3. Please identify two common allergens in food:
__________________________________________________
__________________________________________________
Thank you for your participation!!!
42
43
I.
#
1.
II.
#
1.
2.
3.
4.
III.
Objectives
Objective
70% of participants will correctly identify the danger zone on their post-test assessment.
70% of participants will correctly identify 70% of correct temperature questions on the post-test assessment.
70% of participants will be able to correctly identify when food temperatures must be taken.
Improve food-safety knowledge by 10% between pre-test and post-test scores of food safety assessment.
Teaching/Learning Procedures
Motivation/Introduction
44
45
46
47
Quick Review
What is the danger zone temperature?
List one time that time-temperature abuse can occur.
What are two ways to avoid time-temperature abuse?
Correct
temperatures
Thawing
Cooling
Reheating
Minimal Internal Cooking Temps
Correct Temperatures
THAWING:
Cooler (41F)
Running Water (70F or lower)
Food temp cannot get above 41 for 4+ hours
Microwave (food must be cooked immediately)
Cooking (Frozen food can go from freezer to being cooked)
COOLING:
Cool TCS food must be cooled from 135F to 41F or lower
within 6 hours
First 2 hours:
Cool from 135F to 70F
If it does not reach 70F cool or Reheat and cooled again
Next 4 hours:
Cool from 70F to 41F
REHEATING:
Served Immediately
Hot-holding
48
49
Formal Assessment
IV.
Ask participants what they learned and thank them for their time.
Throughout the PowerPoint the Quick Review questions will informally assess
participants knowledge. If participants answer questions correctly, the
presentation will continue; however, if participants continue to struggle the
presenter will review the concepts that the participants are having difficulty
with.
The same test about food safety practices and behaviors given prior to the
intervention presentation will be given as a post-test to assess if the participants
knowledge improved from the course or not.
V.
Assessment of Participants Learning (attach sample)
Power & Performance: Winners Work
Pre-test
True or False
1. _____ A whole turkey should be cooked to a minimum internal cooking temperature of 165 F for 15 seconds.
2. _____ Hamburger patties should be cooked to a minimum internal cooking temperature of 135F for 15 seconds.
3. _____ A steak should be cooked to a minimal internal temperature of 155F for at least 15 seconds.
50
4. _____ Time-temperature abuse can occur when food is cooked to the proper minimum internal temperature.
51
c. 30 F to 40 F
d. 140 F to 165 F
4. Time temperature abuse can occur with all of the following EXCEPT:
a. Food is not cooked to proper minimum internal temperature
b. Food is not held at proper temperature
c. Food is cooled or reheated inappropriately
d. Food temperature is held outside of the danger zone
Fill in the blank
1. What is one way to avoid time-temperature abuse? _______________________
2. What temperature should the water be when thawing foods? __________________
3. How many hours do you have total to cool TCS food from 135 F to 41 F? ____________________
52
53
54
55
56
Wash
the surface
57
Rinse
the surface
58
Sanitiz
e the surface
59
60
61
62
Session 3 Lesson Plan: Healthy Eating with
63
#
1.
Goal
Learners will gain understanding on
the importance of nutritious meals and
healthy food choices in school
foodservice programs.
2.
3.
4.
64
Objectives (5 points)
Objective
Learners will score an average of 10% higher from pre- and post-test scores regarding
nutritional needs and obesity prevention in children.
Learners will score an average of 10% high from pre- and post-surveys on the value of
promoting healthy options for school lunch and likeliness to encourage fruit and vegetable
intake (according to the OVS regulations) in the cafeteria.
Learners will score an average of 10% higher on knowledge-based pre- and post-test questions
regarding offer versus serve guidelines.
Learners will score an average of 10% high from pre- and post-surveys on the value of the offer
versus serve program and confidence in helping students select reimbursable meal components
Teaching/Learning Activities
The lesson will begin with a few interactive questions to engage the
audience and help the learners personally relate to the lesson being taught.
The instructor will ask the audience to raise their hand if they have kids or
have kids in their lives that they care a lot about. Learners will then be
asked if they want said kids to be happy and healthy. Learners will then
be shown the picture of MyPlate examples and asked to raise their hand if
their childs meals always look similar to these pictures. This introduction
will initiate the discussion that fruit and vegetable intake is often difficult
for school aged children.
Learners will be shown a short video detailing some national statistics on
childhood obesity. Instructor will discuss the five food groups and why a
varied diet containing appropriate servings from each food group and a
variety of food items is important for children to meet nutritional needs.
Photos will then be shown of unhealthy breakfast and lunch meals and the
number of servings from each food group. These photos will illustrate that
Closure
Informal Assessment
Formal Assessment
65
66
Computer
Internet Access
Projector
Quizzes (pre/post) 200 (sample attached)
Pens (100)
67
2. School age children need how many servings of vegetables per day?
a. 1-2
b. 2-3
c. 3-5
d. 6-7
3. True/False: The recommended servings of fruits and vegetables can easily be met in the dinner meal alone.
4. How likely are you to encourage fruit and vegetable intake to the students in the school cafeteria?
Not Likely
Somewhat Likely
Very likely
Undecided
6. Which of the following represents your feelings regarding the following statement? The offer versus serve
guidelines are important for promoting nutritious school meals.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
68
Goal
1.
2.
3.
69
II.
Objectives (5 points)
Objective
1.
90 % of the learners will be able to correctly identify the 5 food groups in OVS reimbursable
meals, know the minimum and maximum number of food item selections and know the
stipulations for creating a reimbursable meal.
2.
95% of the learners will be able to identify the meal components in food items that contain
one or more food components (casseroles, tacos, desserts with grains, etc.)
3.
85% of the learners will be able to visually identify meals that are considered reimbursable.
4.
75% of learners will be able to state what component is missing from a reimbursable meal.
III.
Motivation/Introduction
70
71
72
Informal Assessment
Formal Assessment
IV.
73
Projector
Small Prizes
Screen
Markers
Tables
Chairs
Pencils
Grant application/description
74
washing demonstration to pump the imaginary soap. The paper towels will be used by the teacher and
volunteer to dry their hands at the end of the demonstration. The thermometer will be used to show the class
how to properly use the thermometer. The white boards and markers will be used for the OVS Trivia game.
Participants will be divided into groups and each group will get one white board and one marker to write the
answers to the questions for the trivia game. The plate activity sheets will be used for audience members to
label a tray that meets OVS guidelines. The hand washing handout and food safety handout will be used as
reference materials for the audience. The pre- and post-tests will be used to assess the knowledge of the
audience before and after the presentation to determine if the presentation is effective. The pens will be used
for the audience to fill out the pre- and post-assessments. The salaries for the Child Nutrition Director,
Assistant Child Nutrition Director, and foodservice employees will be for their time spent during the
presentation. The mileage encompasses travel costs for the teachers (interns) to the Pascagoula School District
Central Office. The refreshments and cookies will be snacks for the audience. The candy will be given out as
prizes to audience members who volunteer during the presentation and to the winning team of the OVS Trivia
Game. The office space rental will secure the appropriate location for the presentation at the Pascagoula
School District Central Office. The utilities will include the electricity and air conditioning during the
presentation to allow for a comfortable, well lit environment.
Because the goals and objectives of this project concern food safety and offer versus serve at a school district
participating in the National School Lunch Program (NSLP) and the National School Breakfast Program
(NSBP), possible funding sources would be food companies and the United States Department of Agriculture
(USDA) who are interested in promoting healthy, balanced school lunch meals that resemble the MyPlate
model. The Champions for Healthy Kids Grant from the General Mills Foundation awards grants to
organizations that promote healthy nutrition and physical activity for children and their parents. The goal of
the foundation is to bridge communication between registered dietitians and students to encourage healthy
eating and physical activity behaviors in children ages two to eighteen.
Attach
Sample Budget
Expenses
Salaries and wages (list specific positions below)
(Average wage for 4 hours
Child Nutrition Director
based on salary)
$255.00
75
(Average wage for 4 hours
based on salary)
$29/each (4 hours @
$7.25/hr)
$215.00
$2,523.00
Travel
Air fare
Mileage (total miles X
$.55)
Hotels
Meals
Other ground transportation
Equipment and supplies (list items below)
White Boards
10
Markers
5 packs
Pens
4 packs
Bowls
2
Ducky Soap Dispenser
1
Thermometer (lent item)
1
Paper Towels
1
Education Materials (list items below)
Pre and Post Tests
600 copies
Plate Activity Sheets
200 copies
Hand washing Handout
100 copies
Food Safety Handout
100 copies
Miscellaneous Costs
Refreshments and Cookies
Candy
Office Space Rental
Utilities
Other indirect costs
$141.02
$10.00
$5.00
$4.00
$2.00
$1.00
$0.00
$1.00
$8.00
$2.66
$1.33
$1.33
$30.00
$5.00
$249
$4.71
$0.00
Total Expenses
76
$3,459.05
Eligibility Quiz
Does your organization refrain from discrimination in its provision of service, in particular along
lines of race, color, religious affiliation, sex, sexual orientation, gender identity, age, disability,
physical appearance, national origin, language, educational background, and veteran status?
(Select Yes, we affirm the policy or No, we do not affirm the policy)
Select One:
Yes
No
<next page>
77
78
Actual Intervention
Power and Performance:
Winners Work is the title for the
overall HPE project.
Individual Presentation Topics:
Proposed date(s)
and timeframe for
implementation of
the intervention
- Pre-intervention
survey distributed to all
school cafeteria managers
in the district via mail
currier
December 17 January 6 Preintervention survey collected
between these dates
January 6- 7:30am- 11:30am Power and Performance: Winners
Work Inservice 1
- 12:00pm- 4:00pm
Power and Performance:
79
Winners Work Inservice 2
- All PreIntervention Surveys were
due/collected on this date
February 20- Post-Intervention
survey distributed to managers at
each school via mail curriers
March 20- Two interns visit 1
elementary school and 1 high
school cafeteria to observe
cafeteria staff and managers.
- Post-intervention
survey due/collected on
this date
Proposed activities
for EACH session
80
scrub hands. The teacher then
thanked the volunteer for their
participation.
Lesson 1 Actual Activity 2:
Cross-Contamination
Identification
A video was shown of an
individual who did not take any
precautions in the kitchen to
prevent cross-contamination. The
teacher paused the video about
three times and asked the
audience what the individual did
wrong. Then, the teacher
discussed with the audience what
the person should have done
instead to prevent crosscontamination.
Lesson 2 Actual Activity:
An interactive activity at the
opening session required one
volunteer to place the steps to
clean and sanitize in order and the
audience was asked if they agreed
or disagreed with the volunteers
order. A PowerPoint presentation
will be used to improve
knowledge of food safety
workers. The PowerPoint
discussed how and when to clean
and sanitize food and non-food
81
surfaces along with temperatures
including the danger zone, proper
cooling, reheating, and cooking
temperatures, and when
temperatures should be taken.
Quick Reviews throughout the
presentation incorporated
audience participation and
reiterated main points by testing
participants knowledge.
Participants completed a post-test
at the end of the session.
82
look similar to these pictures.
This facilitated a discussion of
common diets of school-aged
children.
Learners were then shown a
short video detailing some
national statistics on childhood
obesity. The instructor discussed
the five food groups and why a
varied diet containing appropriate
servings from each food group
and a variety of food items is
important for children to meet
nutritional needs. Photos were
shown of unhealthy breakfast and
lunch meals and the number of
servings the meal contributes
from each food group. These
photos illustrated that unhealthy
breakfasts and lunches make
meeting the recommended
serving size for fruits and
vegetables nearly impossible.
The speaker then transitioned
into discussing the importance of
the offer versus serve program.
The instructor discussed how
offer versus serve allows
students to select their meal
components instead of making all
meal components necessary for
reimbursement.
83
The lesson concluded with a few
examples of school breakfast and
lunch meals. The participants
were asked to determine if these
meals contained the necessary
components for reimbursement.
The justification for
reimbursement was discussed for
each picture, providing an
opportunity for questions prior to
the following activity.
84
asked to write/draw a meal that
meets the OVS guidelines for a
reimbursable meal. Participants
were given 5 minutes to
write/draw on their papers. After
the allotted time, 3 participants
were asked to share what foods
they wrote/drew on their tray. All
participants that shared chose
meals that fit OVS guidelines.
Participants were asked to write
the name of their school on their
paper for data collection
purposes. Each piece of paper
was then collected as data.
85
worked as a team to do each
assignment. After each question
was asked, the group had 30
seconds to come up with an
answer. The questions were
displayed on a projector at the
front of the room. The interns and
key informants walked around the
room to check the answers of
each team for correctness. After
the interns and key informants
checked each question, the
answer was shared and discussed
with the group. The following are
the questions for each round.
Round 1: Principles of OVS
(Write our the answer to each
question on the dry erase board)
Questions:
1.
Write out the 5 food
groups used in offer versus serve.
2.
Give an example food in
each food group.
3.
What are the minimum
and maximum number of
COMPONENTS a child can put
on their plate during a meal?
4.
If a student chooses only 3
components, what component
MUST be on their tray?
5.
By allowing students to
choose the items on their tray,
86
what element is reduced? Or what
does OVS prevent?
Round 2: Choose which tray is
correct
1. Tray 1- Water, roll, macaroni
and cheese
Tray 2- Entre salad, milk
Tray 3 Roll, macaroni and
cheese, milk
2. Tray 1- Peaches, Mixed
vegetables, milk, taco
Tray 2- Taco, Milk, pudding
Tray 3- Taco, Spanish rice,
milk, pudding
3. Tray 1- Roll, ranch baked
chicken, milk
Tray 2- Green beans, ranch
baked chicken, milk
Tray 3- Ranch baked chicken,
pudding, roll, milk
4. Tray 1- French fries, milk
Tray 2- BBQ sandwich, milk
Tray 3- BBQ chicken
sandwich, French fries, milk
5. Tray 1- Chicken spaghetti,
Texas toast, glazed carrots,
pudding
Tray 2- chicken spaghetti,
Texas toast, pudding
Tray 3- Texas toast, glazed
carrots, pudding
87
Round 3: Whats missing?
(If a tray is missing a component,
write a food you would suggest to
the child to complete the tray.)
1. turkey wrap, ranch
dressing, chips, milk
2. chicken nuggets, mashed
potatoes and gravy
3. soft taco, Spanish rice
4. fish nuggets, roll, milk,
apple
Assessment plan
for EACH session
Lesson 1 Assessment:
Informal: This will be assessed through
observation of participants engagement
in the session, volunteering for the
activity, and answering the quick
reviews.
Formal: The formal assessment will be a
post-test that will be taken at the end of
the session. The questions will assess
participants knowledge of the material
presented in the session. Questions
included in the assessment pertain to the
temperature danger zone; the proper
steps in cleaning and sanitizing; and
proper internal temperatures.
Lesson 2 Assessment:
Informal- Engagement and participation
during lesson by show of hands,
nodding, answering questions. The
Lesson 1 Assessment:
Informal: During the presentation,
the audience was asked when
should people wash their hands
and what are the five steps to
proper hand washing.
Formal: Before the presentation
and at the end of the presentation,
the audience was asked to
complete a pre-assessment and a
post-assessment:
1. Please identify the 5 steps of
proper hand washing:
a. Lather, rinse, dry
b. Wet, lather, scrub for 20
seconds, rinse, air dry
c. Sanitize and rinse
d. Wet, lather, scrub for 10
seconds, rinse, air dry
88
Lesson 2 Assessment:
Informal: This was assessed
through observation of
participants engagement in the
session, when participants
volunteer for the activity, and
89
when participants answered
the quick reviews.
Formal: The formal assessment
was a post-test that was taken at
the end of the session. The
questions assessed participants
knowledge of the material
presented in the session.
Questions included in the
assessment pertain to the
temperature danger zone; the
proper steps in cleaning and
sanitizing; and proper internal
temperatures. The following are
the questions that were included
in the assessment:
True or False
90
internal temperature of
155F for at least 15
seconds.
12. _____ Time-temperature
abuse can occur when
food is cooked to the
proper minimum internal
temperature.
Place the steps in order:
91
92
inappropriately
d. Food temperature
is held outside of
the danger zone
Fill in the blank
93
a. 1-2
b. 2-3
c. 3-5
d. 6-7
3. True/False: The
recommended servings of fruits
and vegetables can easily be met
in the dinner meal alone.
94
95
activity as well as the answers to
the questions in the activity
allowed the intern to assess how
much the participants learned
throughout the intervention.
Formal- The formal assessment
was conducted through the paper
trays and through accuracy of
group answers in the trivia game.
90% of the participants were
expected to write/dray the correct
components of an OVS meal on
the paper tray. It was expected
that each group of participants
would be able to answer 80% of
the questions in the trivia game
correctly. Results from the
assessment are still pending.
96
Objective 1b.
Goal 2
Objective 2a.
Objective 2b.
Briefly describe how you used these to develop your intervention evaluation.
In the evaluation of our intervention, we used the goals and measurable objectives to assess if our intervention had the intended outcomes. The
success of our first goal to promote food safety knowledge and behaviors was determined by comparing our results to objectives 1a and 1b listed
above. A 10% improvement in scores and an observed 10% increase in food safety behaviors would imply a successful intervention. The success
of our second goal to improve compliance with OVS policies through increasing knowledge of importance of OVS policies was determined by
comparing our results to objectives 2a and 2b. If 80% of employees had the ability to recognize and enforce that a students meal tray has all
necessary components of a reimbursable meal and if 90% of employees score 80% or higher on the OVS post-test assessment, then the intervention would
be considered successful in accomplishing the goal.
What were the Results (please attach copies of the actual data that were collected)?
Descriptive data (i.e. means, standard deviations, percentages, etc.)
See below
See below
97
See below
See below
See below
See below
See below
98
99
100
SCHOOL/MANAGER____________________________
Please complete ASAP and return before holiday. Fill this out honestly, as it will not affect you in
any way but help us with training.
*In each category, please mark the box that represents how
YOUR STAFF, as a whole, follows proper food safety techniques in the following areas without you
intervening:
Task
Clean/Sanitize any surface that touches food
Clean & Sanitize using proper steps and
equipment
Uses a three-compartment sink properly.
Take temperatures of ALL foods cooked AND
served that day- (including documenting prep,
serving, and cooling temperatures)
Cooks food to proper minimal internal
temperature (is knowledgeable of the temperature
food should be)
Thaws food separated from ready-to-eat foods in
the cooler or thaws under running, draining water
in food prep sink
Cools food down in smaller pans- moves
temperature to 70 degrees within 2 hours
Every time
Most of
the time
Rarely
Never
101
*Are there any other areas (concerning food safety) in which you feel your staff are not properly
following proper food safety techniques?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________
*Please indicate using a 1-5 scale how well you feel your employees understand and enforce Offer
Versus Serve (OVS) guidelines with:
1 being- NO, DOES NOT DO WELL
5 being- YES, DOES VERY WELL
1. ALL of my employees are able to identify in which food group each item on the menu belongs (ex: mashed
potatoes/French fries is a vegetable, chicken nuggets is a meat, macaroni and cheese is a grain)
1
102
2. ALL of my employees are able to identify a missing component on a tray (example- if child didnt get fruit or
vegetable OR 3 components)
1
3. ALL my SERVERS say something to a child if they are missing a required meal component
1
4. ALL my CASHIERS say something to a child if they are missing a required meal component
1
103
104
Discussion of Results
According to the data collected from the pre- and post-assessments, the healthy eating with offer versus serve greatly
improved the learners knowledge. Average scores improved from 55% to 65% between pre- and post-assessments. These results meet
the proposed objectives including improvement of at least 10% following the implementation of the lesson. Participants who answered
100% of questions correctly increased from 5% to 23% between pre- and post-test results; those who answered 75% of the questions
correctly improved from 26% to 31%. Also, participants who did not answer any questions correctly decreased from 6% to 1%
between pre-and post-test results.
Opinions also changed regarding child nutrition and the importance of the offer versus serve guidelines following the
presentation of the lesson. Individuals who reported that they would be very likely to encourage fruit and vegetable intake in the
cafeteria increased from 92% to 96% following the lesson. Individuals who reportedly strongly agree that offer versus serve
guidelines are important for promoting nutrition school meals increased from 41% to 48% following the lesson presentation. These
results support that the healthy eating with offer versus serve lesson improved participants knowledge and opinions on the
importance of these principles.
Conclusion
One recommendation to improve this program would include the simplification of pre- and post-assessments. According to
audience feedback from comments and body language, it appeared that participants became frustrated with the length of the questions
and quizzes. Assessments were also read aloud to participants to ensure all participants could comprehend the questions; while this
105
was necessary to eliminate the risk of reading difficulties with participants, this action was time consuming and frustrating for many
participants. To improve this portion of the program in the future, assessments should be simplified to four questions per topic. While
this would decrease the amount of knowledge tested and data collected, this would possibly improve results by decreasing the chance
of participants rushing through the assessments.
Condensing the quizzes to four questions per quiz would also simplify the data collection and interpretation of the data.
Because results were analyzed in increments of 25%, individual results and improvement scores could have been analyzed further.
This also would have equally weighted each quiz, therefore more evenly distribute scores of individuals quizzes and topics.
Prior to beginning the program in the future, objectives may need to be altered or simplified. More uniform objectives should
be developed for each individual lesson for easier interpretation following data collection. If quizzes were simplified to four questions
and analyzed at 25% increments, objectives should also be simplified to align with these results. For example, objectives would reflect
a score of 75% as the passing rate; therefore, the objective may seek for 80% of participants to pass with a score of 75% on each
assessment or quiz.
According to the improvement in pre- and post-test results and the interaction and participation from the audience, this
program appears to be overall successful in improving foodservice knowledge regarding hand washing and food safety, sanitizing and
temperatures, and offer versus serve. Participants were very involved in each lesson, interacting with the presenter and providing
positive feedback throughout the lessons. Similar programs are conducted each year to ensure that participants have sufficient
knowledge in foodservice practices and guidelines. According to participant comments and manager feedback following the lesson,
106
the participants reported enjoying this program more than the previous lessons. Similar programs may be employed in the future to
provide a fun and engaging environment for school foodservice training.
All newly hired foodservice workers should receive immediate food safety training, especially due to the high turnover rate in
the foodservice industry. With a constant influx of new employees, there should be food safety policies and procedures in place to
ensure adequate and continued training of all workers. Training should not solely be focused on how to practice food safety, but also
why to practice food safety. Employee understanding of the harmful consequences of poor food safety may increase their likeliness to
follow food safety practices.
107
References
Brown, B.J. & Herman, J.R. (2005). Cooking classes increase fruit and vegetable intake and
food safety behaviors in youth and adults. Journal of Nutrition Education and
https://login.lynx.lib.usm.edu/login?url=http://
web.b.ebscohost.com/ehost/detail/detail?vi d=18&sid=1f190426-26e0-4381-aaa6-
fc0050bff8fa%40sessionmgr110&hid=107&bdata=JnNpdGU9ZWhvc3
QtbGl2ZQ%3d%3d#db=aph&AN=17041069
Centers for Disease Control and Prevention. (2011). Keeping hands clean: Handwashing and hand sanitizers. Retrieved from
http://www.cdc.gov/healthywater/hygiene/hand/handwashing.html
Food and Drug Administration. (2009). FDA report on the occurrence of foodborne illness risk
factors in selected institutional foodservice, restaurant, and retail food store facility types.
http://www.fda.gov/downloads/Food/GuidanceRegulation/
RetailFoodProtection/FoodborneIllnessRiskFactorReduction/UCM224682.pdf
Retrieved from
108
Manes, M.R., Liu, L.C., Dworkin, M.S. (2013). Baseline knowledge survey of restaurant food
handlers in suburban chicago: do restaurant food handlers know what they need to know to keep consumers safe? Journal of
Environmental Health, 76 (1), 18-26. Retrieved from
vid=4&sid=46e35609-
http://web.a.ebscohost.com.lynx.lib.usm.edu/ehost/detail/detail?
6531-4238-802a-cc2804508b9a%40sessionmgr4004&hid=4109&bdata
=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=88899620
Medeiros, C., Cavalli, S., Salay, E., & Proena, R. C. (2011). Assessment of
the methodological strategies adopted by food safety training programmes for food
service workers: A systematic review. Food Control, 22(8), 1136-1144.
doi:10.1016/j.foodcont.2011.02.008
National restaurant association. (2010a). Contamination, food allergens, and foodborne illness. ServSafe coursebook. National
Restaurant
Association: Chicago, IL.
National restaurant association. (2010b). Providing safe food. ServSafe coursebook. National
Restaurant Association: Chicago, IL.
National restaurant association. (2010c). The flow of food: An introduction. ServSafe
109
Smith, L.P., Ng, S.W., Popkin, B.M. (2013). Trends in US home food preparation and
consumption: Analysis of national nutrition surveys and time use studies from 1965-1996
to 2007-2008. Nutrition
110
Appendix
Promotion Flyer
111