Search Results for: National food safety education month

Hot Dogs with a Side of Chill

July 1, 2024

July is National Hot Dog Month and National Hot Dog Day is Wednesday, July 17! This summer, people in the United States will consume millions of hot dogs at family BBQs, restaurants and amusement parks.

What better way to celebrate than by safely preparing and cooking delicious hot dogs!

Hot dogs carry the potential to be contaminated by the dangerous foodborne bacteria, Listeria monocytogenes. If they are not cooked and handled properly, hot dogs can cause Listeriosis, a serious bacterial infection.

The CDC estimates that Listeriosis causes about 1,600 illnesses and 260 deaths in the U.S. annually. The infection is most likely to sicken pregnant women and their newborns, adults aged 65 or older, and people with weakened immune systems. Pregnant women are especially at serious risk, since Listeriosis can cause miscarriages and stillbirths.

Here’s how you can enjoy hot dogs and protect yourself from food poisoning this summer:

Wash your hands with soap and water for 20 seconds before and after handling raw hot dogs.
Avoid cross-contamination of raw hot dog juices on cooking utensils, food prep surfaces, or other items in the fridge.
Refrigerate hot dogs immediately after purchasing, for up to 2 weeks unopened, or no more than 1 week after opening.
Use an appliance thermometer to make sure your refrigerator is cooled at 40°F or below.
Cook hot dogs until the internal temperature reaches 165 °F on a digital food thermometer or until steaming hot just before serving.

To celebrate National Hot Dog Month, we’ve created three fun, safe recipes for you!

Follow these simple food safety steps and enjoy America’s favorite meal on a bun!

Melanie Safi earned a degree in Health & Nutrition Sciences with a concentration in Foods and Nutrition. She served as PFSE Communications and Marketing Intern in the spring and summer of 2022 as well as Marketing Consultant for the 2023 Consumer Food Safety Education Conference.

Mapping the Intervention and Evaluation

Steps for a program evaluation

There are six evaluation steps to think about as you plan your intervention and evaluation. The evaluation steps are [6]:

“Engage stakeholders
Describe the program
Focus the evaluation design
Gather credible evidence
Justify conclusions
Ensure use and share lessons learned”

The next chapters will go through these steps in more detail, but it is helpful to have a framework or overview to think about before you begin planning. Applying the Utility, Feasibility, Accuracy, and Propriety evaluation standards discussed in the first chapter to these steps can help ensure that your evaluation is rigorous and thorough.

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Create a logic model

Creating a logic model can help you describe your program by identifying program priorities, mapping out the components of your program, and understanding how they are linked. A logic model can also help you identify short-, medium-, and long-term outcomes of the program and figure out what to evaluate and when. A logic model can also help program staff, stakeholders, and everyone else involved with implementation and evaluation and to understand the overall framework and strategy for the program.

A logic model generally includes inputs (e.g. resources, materials, and staff support), outputs (e.g. activities and participation), and outcomes (short, medium, and long term). As you pinpoint program outcomes you should also identify corresponding indicators. An indicator is the factor or characteristic you need to measure to know how well you are achieving your outcome objectives. Identifying outcome indicators early in the planning process can help clarify program priorities and expectations.

There is no one way to create a logic model. You may decide to make one model for your entire program, or multiple models for each program activity. Make it your own, and remember to take into account the needs of your target audience, the program setting, and your resources.

Below is an example of a logic model created for a program aiming to reduce foodborne illness due to cross contamination of foods – [adapted 11,12]. You can create your own logic model using the template provided in Chapter 7.

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Budget

When planning and deciding your program budget make sure you take evaluation costs into account. The general recommendation is to use 10% of program funding for evaluation [13]. Your budget can be flexible and you should review it over time to adjust if needed [14]. Document your spending and keep track of expenses. You should also track and take inventory of program supplies and materials so that you don’t purchase more than needed and can reduce waste and maximize efficiency. If possible, you may find it helpful to designate a team member to keep track of spending and funds.

Use the template in Chapter 7 to help you plan your budget and keep track of spending [adapted 14].

Levels of assessment

There are generally seven incremental assessment levels in a thorough program evaluation that you should consider including in your evaluation, depending on your resources and evaluation needs [5,10]:

Program inputs and resources. These include staff and volunteer time, monetary resources, transportation, and program supplies required to plan, implement, and evaluate program activities.
Education and promotion activities for the target audience. Includes activities with direct contact and indirect methods such as mass media campaigns.
Participant involvement in program activities. Can include frequency, duration, and intensity of participation or people reached.
Positive or negative reactions, interest level, and ratings from participations about the program. Can include feedback on program activities, program topics, educational methods, and facilitators.
Changes or improvements in in Learning or Knowledge, Attitude, Skills, and Aspiration (KASA). These changes can occur as a result of positive reactions to participation in program activities.
New practice, action, or behavior changes that occur when participants apply new KASA they learned in the program.
Changes, impact, or benefits from the program to social, economic, and environmental circumstances.

Each level addresses important elements you could evaluate to understand the impact and outcomes of your program, as well program strengths and challenges.

The below table displays examples of outcomes and indicators for each of the seven assessment levels. The examples are based on a program aiming to reduce foodborne illness due to cross contamination of foods.

Create a timeline

Create a timeline to display important implementation and evaluation activities and specify when they need to be completed. This timeline can change over time, but it is important for you and other staff and partners to pre-plan and share a common understanding of when important tasks need to be accomplished.

Below is an example of a simple timeline for a year-long project and evaluation, using a Gantt chart. The chart displays important tasks that need to be accomplished, the durations for each task, when they begin and end, and how some tasks overlap with each other.

Gantt Timeline Example – Project Activity and Months

Purpose of the evaluation

As you think about and plan your evaluation, make sure you can clarify the purpose of the evaluation and what kind of information you want to find out. To do this, think about who, including stakeholders and partners, will use the data and how they will use it [2].

Below are examples of questions you might want to ask to help clarify the purpose of the evaluation:

Do we need to provide evaluation data to funders to show that the benefits of the program outweigh the costs?
Do we need to understand whether the program strategies used are effective in producing greater knowledge about food safety and positive behavior changes?
Do we want to figure out whether the educational format and strategies we used can be a successful model for other educators to incorporate in their programs?

Identifying what overarching questions need to be answered, who the evaluation is for and how it will be used, will help you figure out what exactly you need to evaluate and how.

Process evaluation

The first three levels of assessment related to program inputs, activities, and participation are generally referred to as a process evaluation. A process evaluation is usually ongoing and tells you whether program implementation is continuing as planned [9]. It can also help you figure out what activities have the greatest impact given the cost [1]. A process evaluation often consists of measuring outputs such as staff and volunteer time, the number of activities, dosage and reach of activities, participation and attrition of direct and indirect contacts, and program fidelity. A process evaluation can also involve finding out:

If you are reaching all the participants or members of the target audience [9].
If materials, activities, and other program components are of good quality [9].
If all components of the program are being implemented [9].
Participant satisfaction with the program [3,4,8,9].

Program fidelity refers to whether or not and to what extent the implementation of the program occurs in the manner originally planned. For example, whether or not staff follow standards and guidelines they receive in a training, whether an activity occurs at the pre-determined location and duration, or whether or not educators stick to the designated curriculum when teaching consumer food safety education.

Below are examples of how to assess program fidelity:

Develop and provide training on program standards for data collection, and management. Check over time to ensure standards are met.
Evaluate program materials to make sure they are up-to-date and effective.
Evaluate facilitators or educators to make sure they are up-to-date, knowledgeable, enthusiastic, and effective.
Hold regular staff trainings and team meetings.
Track activities (you can use the Activity Tracker Form in Chapter 7) to gather feedback on the implementation of program activities, learn about implementation challenges and how to address them, and provide support to staff, volunteers, and educators.

During the planning phase of your program, it may be helpful to create a spreadsheet template to document program inputs and outputs. Consider providing a form (such as the Activity Tracker Form in Chapter 7) to staff to ensure they keep track of important and relevant information. You should also set up a time or schedule for when staff are required to submit completed forms.

Outcome evaluation

The last few levels of assessment related to changes to KASA, behaviors, or the environment, are generally part of an outcome evaluation. As discussed in the logic model section, you may want to identify three outcomes for your program; short term, medium term, or long term. When determining outcome objectives make sure they are SMART [1,7]:

Specific – identify exactly what you hope the outcome to be and include the five W’s: who, what, where, when, and why.
Measurable – quantify the outcome and the amount of change you aim for the program to produce.
Achievable – be realistic in your projections and take into account assets, resources, and limitations.
Relevant – make sure your objectives address the needs of the target audience and support the overarching mission of your program or organization.
Time-bound – provide a specific date by which the desire outcome or change will take place.

Examples of SMART outcomes:

At least 85% of participants in the Food Safety Workshop will learn at least two new safe practices for cooking and serving food at home by August 2017.
80% of food kitchen volunteers will wash their hands before serving meals after completing the final day of the handwashing training on October 2^nd, 2017.
70% of children enrolled in the Food Safety Is Fun! summer camp will be able to identify the four core practices of safe food handling and explain at least one consequence of foodborne illness by the end of summer.
By the year 2020 incidents of foodborne illness in the county will decrease by 10%.

Examples of food safety factors you may wish to measure and address in your outcome objectives include: knowledge, attitudes, beliefs, behaviors, and other influential factors such as visual cues or reminders, resources, convenience, usual habits, perceived benefits, taste preferences, self-efficacy, and perceived risk or susceptibility [2].

In Summary,

when thinking about mapping your intervention and evaluation and how to apply what you learned in this chapter to your program you may want to ask:

What would be included in my logic model? What are my program inputs, outputs (activities/participation), outcomes (short, medium, and long term), and indicators?
What is my evaluation budget? How will this budget be distributed?
What is my timeline for program planning, implementation, and evaluation?
What is the overall purpose of my program evaluation?
Is a process evaluation feasible?
- If yes – what kind of information do I need to gather in a process evaluation?
What can I do to ensure program fidelity?
What are the SMART objectives of my program?

References

Cates, S., Blitstein, J., Hersey, J., Kosa, K., Flicker, L., Morgan, K., & Bell, L. (2014). Addressing the challenges of conducting effective supplemental nutrition assistance program education (SNAP-Ed) evaluations: a step-by-step guide. Prepared by Altarum Institute and RTI International for the U.S. Department of Agriculture, Food and Nutrition Service. Retrieved from: http://www.fns.usda.gov/sites/default/files/SNAPEDWaveII_Guide.pdf
Food and Drug Administration (FDA). White Paper on Consumer Research and Food Safety Education. (DRAFT).
Hawe P, Degeling D, & Hall J. (2003). Evaluating Health Promotion: A Health Workers Guide. Sydney: MacLennan and Petty.
Issel L. (2004). Health Program Planning and Evaluation: A Practical, Systematic Approach for Community Health. London: Jones and Bartlett Publishers.
Kluchinski, D. (2014). Evaluation behaviors, skills and needs of cooperative extension agricultural and resource management field faculty and staff in New Jersey. Journal of the NACAA, 7(1).
KU Work Group for Community Health and Development. (2015). Evaluating programs and initiatives: chapter 36, section 1. A framework for program evaluation: a gateway to tools. Lawrence, KS: University of Kansas. Retrieved from the Community Tool Box: http://ctb.ku.edu/en/table-of-contents/evaluate/evaluation/framework-for-evaluation/main
Meyer, P. J. (2003). What would you do if you knew you couldn’t fail? Creating S.M.A.R.T. Goals. Attitude is everything: If you want to succeed above and beyond. Meyer Resource Group, Incorporated.
Nutbeam D. (1998). Evaluating health promotion–progress, problems and solutions. Health Promotion International, 13(1), 27-44.
O’Connor-Fleming, M. L., Parker, E. A., Higgins, H. C., & Gould, T. (2006) A framework for evaluating health promotion programs. Health Promotion Journal of Australia, 17(1), 61-66.
Rockwell, K., & Bennett, C. (2004). Targeting outcomes of programs: a hierarchy for targeting outcomes and evaluating their achievement. Faculty Publications: Agricultural Leadership, Education and Communication Department. Paper 48. Retrieved from: http://digitalcommons.unl.edu/aglecfacpub/48/
USDA and National Institute of Food and Agriculture (NIFA). (n.d). Community nutrition education (CNE) – logic model detail. Retrieved from: https://nifa.usda.gov/resource/community-nutrition-education-cne-logic-model
USDA and National Institute of Food and Agriculture (NIFA). (n.d). Community nutrition education (CNE) – logic model overview. retrieved from: https://nifa.usda.gov/resource/community-nutrition-education-cne-logic-model
U.S. Department of Health and Human Services Centers for Disease Control and Prevention (CDC). (2011). Office of the Director, Office of Strategy and Innovation. Introduction to program evaluation for public health programs: A self-study guide. Atlanta, GA: Centers for Disease Control and Prevention. Retrieved from: https://www.cdc.gov/eval/guide/cdcevalmanual.pdf
W. K. Kellogg Foundation. (2004). W. K. Kellogg foundation education evaluation handbook. MI. Retrieved from: https://www.wkkf.org/resource-directory/resource/2010/w-k-kellogg-foundation-evaluation-handbook

Partners

PFSE would like to thank all of our current partners for their critical support. Your dedicated support ensures that the Partnership can offer free, science-based resources to BAC Fighters through a significant online presence and effective e-communications marketing, among other resources.

The resources below will enhance your continued assistance to the PFSE’s work to deliver trusted, science-based behavioral health messaging and a network of resources that support consumers and health educators.

Partner Renewals

Click here to pledge your continued support as a Contributing Partner.

Partner Directory

Click here for PFSE partners’ contact information.

Partner Resources

PFSE Partner Resources for Marketing Efforts

PFSE Partner Engagement Ideas

Partner Communications Toolkits

2021 Holiday Communications Toolkit

Thank you for supporting The Story of Your Dinner and Prep Yourself campaigns, and for being a true partner in reaching millions of Americans on the importance of safe food handling to good health during the holiday season!

In this special toolkit, you will find sample social media posts that you are welcome to use in your outreach this holiday season.

If you have any questions, please feel free to contact Shawnte Loeri at sloeri@fightbac.org.

Partner Reports

BAC Talk

This monthly e-newsletter, developed just for Partners, features upcoming events, program updates and donor impact details. Access recent issues below.

If you have any questions about BAC Talk, please contact Shawnte Loeri or Britanny Saunier.

Upcoming Events

Partner and Federal Liaison Meeting*
Thursday, February 24
1 to 3 p.m. Eastern

National Turkey Federation
Rooftop East Conference Room
1201 New York Avenue NW
Washington, D.C. 20005

RSVP here!

*The Partnership’s COVID-19 policy forthcoming.

Past Partner Meeting Documents

September 9, 2021 – Partners & Federal Liaisons Meeting

May 21, 2021 – Partners & Federal Liaisons Meeting

February 4, 2021 – Partners & Federal Liaisons Meeting

September 17, 2020 – Partners & Federal Liaisons Meeting

May 21, 2020 – Partners & Federal Liaisons Meeting

January 28, 2020 – Partners & Federal Liaisons Meeting

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Marsha Lockard, NEAFCS President

January 8, 2015

I was honored to represent the National Extension Association of Family and Consumer Sciences (NEAFCS) at the Partnership for Food Safety Education summit in Chicago the first part of March. The summit was a wonderful opportunity to network with other professionals who are engaged in food safety education.

As the president of NEAFCS, I represent over 2,000 extension educators throughout the United States who are actively engaged in consumer education. Food safety education has always been a priority for Extension, and as employees of the national land grant universities our mission is provide up to date researched based information to consumers.

As a national association, we compile the impact of our educators programming nationwide and have been consolidating that data into national impact statements that illustrate the breath of our educational efforts. Below are some highlights from a sample of the current programs sponsored by Extension:

Food Handler Education Program – ServSafe food safety training and certification program

Pennsylvania – 1,863 individuals certified for operation of their food service establishment.
Indiana – educators trained over 3,000 individuals who work in the food retail industry, assisting them to obtain certification as safe food handlers
Consumer Food Safety – Extension provides research-based information regarding food safety and storage through response to consumer inquiries

Ohio – 400 gardeners attended a one day workshop on increasing their knowledge of safe food practices
Nebraska – 125 participants attended “Bite When the Temperature is Right” learning how to calibrate a thermometer and use it when cooking meat and poultry
Cooking for Crowds –

Pennsylvania – trained volunteers from non-profit organization who serve meals to over 300,000 customers in a 3 month period, proper food safety practices
Hand Washing Education –

Idaho – basic hand washing taught to the hundreds of international athletes at the World Special Olympics, through use of “Germ City” an interactive program
Food Preservation and Canning –

Mississippi – educators teach “Basic Hazard Critical Control Points” training
South Dakota – following completion of food preservation workshops 88% of the participants adopted critical safe food handling practices
These are just a few examples of the educational effort of NEAFCS Extension Educators. If you would like to view our impact pieces please visit our website at www.neafcs.org. NEAFCS is very excited to be a part of the Partnership for Food Safety Education and we look forward to assisting in the efforts to educate consumer on the importance of safe food handling practices to reduce food borne illness.