Assignment 4-final

Colorado State University Dining
Services: Employee Wellness Program on
Exercise and Stress Management
Assignment #2
Project Design and Learning Objectives
Leesa Harris, Katherine Hoffman, Megan Blackburn
FSHN 451: Community Nutrition
10/26/2015
Honor Pledge: I have not given, received, or used any unauthorized assistance on this assignment.
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CSU Dining Services Wellness Program Page 1 of 31
Table of Contents
Team & Work Distribution....................................................................................................................2
Team Members, Team Leader .........................................................................................................2
Work Distribution/Plan to Accomplish Team Project ...........................................................................2
Community Partner .............................................................................................................................3
Context: Target Audience & Community Description .............................................................................4
Problem Statement, Project Purpose & Brief Description .......................................................................5
Problem Statement ..........................................................................................................................5
Project Purpose...............................................................................................................................5
Description of Proposed Project .......................................................................................................6
Behavior Change Theory & Research Basis .........................................................................................8
Social Cognitive Theory (SCT) Definition...........................................................................................8
SCT Constructs Selected for This Project & Rationale .......................................................................8
Research Basis ...............................................................................................................................9
Lesson Plan Table ............................................................................................................................12
Evaluation Table ...............................................................................................................................14
Logic Model......................................................................................................................................16
Presentation.....................................................................................................................................19
Summary of Findings ........................................................................................................................19
Reflection.........................................................................................................................................19
Acknowledgments.............................................................................................................................20
References.......................................................................................................................................20
Appendices ......................................................................................................................................22
Appendix 1: CSU Dining Hall Health and Wellness Program Survey ................................................22
Appendix 2: CSU Dining Services Pre and Post Tests ....................................................................24
Appendix 3: CSU Employee Stress Management Class ..................................................................25
Appendix 4: How to Handle Stress Handout ...................................................................................27
Appendix 5: Observation ................................................................................................................28
Appendix 6: Discussion..................................................................................................................29
Appendix 7: One Month after Class Survey .....................................................................................30

TEAM & WORK DISTRIBUTION
TEAM MEMBERS, TEAM LEADER
 Leesa Harris
 Katherine Hoffman (Team Leader)
 Megan Blackburn
WORK DISTRIBUTION/PLAN TO ACCOMPLISH TEAM PROJECT
Katherine Hoffman- Research behavioral capability construct sources, researched
“Approach to Promoting Wellness in an Australian Workplace”, drafted the Social
Cognitive theory constructs. Drafted and completed evaluation table. Finished Logic
Model. Added to Appendices. Presentation Paragraph. Acknowledgments. Met with
other group to prepare and complete PowerPoint for the presentation. Practiced
presentation.
Leesa Harris- Research environment construct sources, researched “Field Test of a
Web-Based Health Promotion Program”, and researched information for providing
resources. Drafted Behavioral Capability construct rational. Cited and created
appendices. Finished Logic Model. Added to Appendices. Added Summary of Findings.
Met with other group to prepare and complete PowerPoint for the presentation.
Practiced presentation.
Megan Blackburn- Research environment construct sources, researched “Field Test of
a Web-Based Health Promotion Program”, and researched information for providing
resources. Drafted Environment construct rational. Made track changes to Assignment

2. Finished Logic Model. Added to Appendices. Reflection Paragraph. Made track
changes from assignment 3. Met with other group to prepare and complete PowerPoint
for the presentation. Practiced presentation.
COMMUNITY PARTNER
The goal of Colorado State University Dining Services is to provide valued and quality
service to both students and employees on the CSU campus. They work tirelessly to
offer a countless variety of resources, including many food options, nutritional education
and community events available in six on-campus dining halls; all within a safe and
friendly environment. These establishments take great pride in their image and strive to
provide adequate resources, education and benefits to their customers, as well as their
147 full-time employees. Brittney Stuard communicated that “Colorado State University
Residential Dining Services’ main goal is to exceed our customers’ expectations for
quality, service and value” (September 15, 2015).
Brittney Stuard is the Nutrition and Wellness Programs Manager for the CSU Dining
Services. She has a Master of Public Health and is also a Registered Dietitian
Nutritionist. Currently, the wellness ambassadors and her are working to develop and
engage full-time employees in a Wellness Program combining the benefits of good
nutrition, physical fitness and mental well-being into one inclusive package. This is the
basis of the community project, in which our group will work directly with Brittney to help
benefit employees and encourage them on their path to holistic health.

CONTEXT: TARGET AUDIENCE & COMMUNITY DESCRIPTION
The target audience, being full-time CSU Dining Services employees, is part of a large
population fulfilling many demographics. The income of the employees, on average,
ranges anywhere from $21,000 to $50,000 annually, as Brittney Stuard mentioned
(September 15, 2015). This number is slightly lower than the state average of
$45,1351and the national average of roughly $54,6292 per capita per year. Brittney
stressed the severity of low-level income for many of the employees. As a result,
numerous employees, half of which have families to support, are not able to afford
meals outside of work. Brittney also mentioned the low-levels of literacy for several staff
members, which closely resembled the adult national average of 14% illiteracy.3
According to the Centers for Disease Control and Prevention, “more than one-third of
U.S. adults are obese”.4 Brittney Stuard stated that a great deal of the employees in the
dining services are obese and also struggle with disease related problems, including
diabetes, heart disease and a recent history of strokes (September 15,2015). In
addition, Brittney Stuard also mentioned that 30% of the employees smoke, which is
also a risk factor for poor health and leads to poor work quality and presenteeism
(September, 15 2015).
Together, all these factors create the need for a community program centered on the
employees that directly benefits their well-being and health.

PROBLEM STATEMENT,PROJECT PURPOSE & BRIEF
DESCRIPTION
PROBLEM STATEMENT
About one half of the employees within the CSU Dining Services program are not able
to afford food for themselves or their families in a healthy and economically viable way.
One half of these individuals are also not properly educated in lifestyle factors such as
proper exercise habits and management of mental health to aid them in living a more
fulfilling life. This puts many of them at higher risk for obesity, related illnesses and
depression. Nationally, people with a lower socio-economic status exercise 3.4 times
less than someone of a higher economic status. They are also shown to have a BMI 1.5
times greater than someone with higher income.5 This puts many of the employees in
direct risk for greater and more frequent health problems.
Colorado State University Dining Services full-time employees need more access to
resources to help develop personal health and wellness goals. CSU genuinely cares
about the well-being of their employees, and is developing a wellness program to assist
them in living a better quality of life. Many of the employees do not have the resources
to look else-where for these programs. Recognizing this, the dining hall services feel it
is their responsibility to engage their employees in a health program that provides them
convenience, reliability and manageability.
PROJECT PURPOSE
The purpose of the employee wellness program benefiting CSU Dining Service
employees is to provide them with tools and resources to live a more active, healthy

lifestyle, which will ultimately improve their quality of life. The target areas include
exercise habits to improve weight and general health, as well as stress, anxiety and
depression management to improve mental health states. This program will
hopefully work to support the specific audience in hopes of improving many aspects
of their personal and professional lives relating to health. Brittney Stuard stated that
many of the CSU Dining Hall employees have reached out to her in need of tips to
handle stress at work as well as how to improve their physical activity
(September 15, 2015).
DESCRIPTION OFPROPOSED PROJECT
The idea behind our specific program will be to educate employees on the
importance of their own physical fitness and different approaches to managing
stress. In doing so, our goal is to aid employees to enhance lifestyle factors in order
to increase energy levels both at home and at work.
In order to carry out this project, we plan to conduct a survey to help us better
understand their current lifestyle habits that directly affect their energy levels on a
day-to-day basis. During one of their weekly employee meetings, Brittney will hand
out our survey to be completed. From obtaining survey information, we will work
towards conducting a class to further provide education and support for how to
change the behavior of employees in order to enhance energy levels. We plan to
offer one class in Academic Village at the end of November for employees to attend.
We will give guidance to employees on how to exercise with restrictions in both time
and money. Our team also plans to provide knowledge and resources on how to

handle stressors related to home and work life, with both seamless accessibility and
affordability. These tools should be able to make a difference in the attitude, lifestyle
factors and, ultimately, the energy levels of employees working in the CSU Dining
Services.

BEHAVIOR CHANGE THEORY & RESEARCH BASIS
SOCIAL COGNITIVE THEORY (SCT) DEFINITION
Social cognitive theory is the idea that there is a reciprocal determinism between personal, environmental and
behavioral factors to influence an individual’s change of actions. In the context of nutrition, this is the idea that
many factors contribute to a change in lifestyle, including the external environment, individual capabilities and self-
efficacy.6 The Social Cognitive Theory specifically applies to nutrition because we have personal preferences of
what food we eat, the environment affects when and what we can eat, and our behavior chooses what we choose
to eat.
SCT CONSTRUCTS SELECTED FORTHISPROJECT & RATIONALE
1. Observational learning: Change behavior by observing actions and outcomes of others’ behavior7: This
construct relates to our project because we are giving them information which could potentially change what
they do in their lives, and they could observe other employees’ doing it as well, motivating them to change their
behaviors.
2. Environment- factors external to the individual (physical and social)7 This construct applies because being in
the specific work environment incorporates a lot of stress into their daily lives, which can be very detrimental to

overall health. The environment can promote positive behavior because people usually imitate the people they
surround themselves with.
3. Research Basis
**Complete this table for two selected research studies that support your project design**
Citation
(AMA format)
Setting & Participants Intervention
description
(include Social
Cognitive
Theory
constructs)
Evaluation strategies
(include how SCT
constructs were
measured)
Describe study
findings relevant to
your project
outcomes
Based on their
findings, what
can you expect
for your project?
Cook RF, Billings DW,
Hersch RK, Back AS,
Hendrickson A. A Field
Test of a Web-Based
Workplace Health
Promotion Program to
Improve Dietary
Practices, Reduce
Stress, and Increase
Physical Activity:
Randomized Controlled
Trial. Journal of Medical
Internet Research.
2007;9(2):e17.
doi:10.2196/jmir.9.2.e17.
419 employees of a
Human Resources
Company (company not
given) engaged in a test
to compare the
effectiveness of online
versus paper teaching
methods for their
workplace wellness
program. The
demographics of the
employees are as
follows: race was 80%
white, followed by 14%
African American, 1%
Asian, and 5% other.
Ethnicity was 90% non-
Hispanic and 10%
Hispanic. 302 out of the
419 employees were
female, and ~80% had
a bachelor’s degree.
~60% of employees
were married while 30%
were single, and 10%
The intervention
evaluated the
effectiveness of
web-based
health
promotion
multimedia
versus a paper
system to
improve dietary
practices,
reduce stress
and increase
activity level.
The intervention
focused on the
observational
learning social
construct to
evaluate the
best way to
present
employees with
tools and
resources.
This study used
randomized controlled trial
design with pre and
posttest comparisons to
test which environmental
communication tool was
more favorable to the
employee wellness
program: online or paper
communication.
Employees were either
assigned to an online or
paper questionnaire,
where they were
evaluated for a period of 3
months to measure
improvements in health
behavior and attitudes.
The study found that
web based multimedia
for health promotion
was more effective than
print materials in
nutrition and diet such
as eating habits, food
choices and
preparation methods.
However, this was not
more effective in
reducing stress or
increasing physical
activity. Receiving
materials in print such
as handouts and
brochures was more
effective.
For our project
we are aiming to
reduce stress
levels of the
employees. We
now know that
print materials
and hands on
classes are better
at helping to
reduce the stress
levels of
employees
participating in
worksite wellness
programs, as
seen in this study.
We can expect
that our project
will be more
beneficial if we
use hands-on
material rather
than print
materials.

Citation
(AMA format)
description
(include Social
Cognitive
Theory
constructs)
(include how SCT
constructs were
measured)
Describe study
your project
outcomes
Based on their
findings, what
can you expect
for your project?
were divorced,
widowed, or other. 70%
of them had an income
of over $50,000.The
mean age was 42 years
old.
Huddleston H, Fry M,
Brown T. Corporate
Fitness Members’
Perceptions of the
Environment and Their
Intrinsic Motivation.
Revista de Psicología
del Deporte.
2012;21(1):15-23.
143 employees of a
corporate company in
the mid-southern region
of the United States
were a part of a
company-wide fitness
center provided through
a health initiative. The
average age of the
participants was around
40 years old. The
majority were
Caucasian, and a
smaller amount were
African American, Asian
and Hispanic. They had
no mandatory
requirements to
completing health-
related activities, but
were encouraged to do
so through the company
program and the
encouraged
involvement of their
managers and peers.
This
intervention
focused on the
environmental
construct to
determine what
environmental
motivators gave
employees the
most incentive
for participation
in a workplace
wellness
program
through using
the fitness
center. At the
time of the
research study,
employees had
been using the
fitness center
for up to
roughly 3.5
years and
attended the
gym an average
of 4 times per
The effectiveness of this
program, including the
environmental factors
people found within the
program, was evaluated
by both employee review
surveys and harder health
data found from the
exercise psychologist. The
surveys provided the
company with a way to
evaluate the overall
satisfaction of employees
with the program by
determining what they
thought were successful
incentives to completion,
such as personalized
health and individual
attention.
This study concluded
that employees find
more motivation to
engage in healthy
behaviors such as
exercise when they feel
a sense of self-efficacy
and confidence, as well
as when they feel
supported by the work
environment and their
managers.
This study
outlines the
benefits of using
positive and
encouraging
language to help
build the
confidence of the
employee
participants in this
class. We plan to
do this by
providing them
with information
on stress
management and
exercise habits,
but then in turn
encouraging them
to work on their
stress
management
after the class.
We need to
prepare them with
adequate
information, but
explain to them

Citation
(AMA format)
description
(include Social
Cognitive
Theory
constructs)
(include how SCT
constructs were
measured)
Describe study
your project
outcomes
Based on their
findings, what
can you expect
for your project?
week. health
and weight.
that it is their
responsibility to
take the given
stress
management
techniques into
their own hands.

LESSON PLAN TABLE
Specific 2010 Dietary or 2008 Physical Activity Guidelines for Americans emphasized:
 Some physical activity is better than none, for most health outcomes, additional benefits occur as the amount of
physical activity increases through higher intensity, greater frequency, and/or longer duration. Health benefits occur
for children and adolescents, young and middle-aged adults, older adults, and those in every studied racial and
ethnic group.8
**Complete this table for each lesson developed**
Lesson Title Social Cognitive
Theory Constructs
Nutrition or Activity
Message(s)
Learning Objectives Learning Activities Instructional
Materials
Evaluation
Strategies for
learning objectives
Exercise and Stress
Management
Techniques
Environment-
Socioeconomic
status,background,
family life, work life
Behavioral
capability-
knowledge,
education,
resources,
willingness
STRESS:
The workplace is a
big contributor to
stress in the
average American’s
life. We plan to
teach employees
how to manage this
stress byeducating
them on ways to
manage stress and
providing tips on
easy things they
can do to destress
both in the
workplace and at
home.
EXERCISE:
Exercise has been
shown to be a large
STRESS:
At the end of this
lesson,we predict
50% of participants
will be able to
identify at least5
different stressors in
their lives and at
leastone way to
manage each of
these stressors.
This will be
measure bythe
CSU Dining Hall
Health and
Wellness Program
Pre and Posttests to
compare knowledge
before and after the
class.
STRESS:
Anchor: have
employees
brainstorm
stressors in their
lives
Add: provide
information on how
to manage stress,
including
techniques and
resources
Apply: group
activity with stress
management
scenarios
Away: talk about
how stress
managementwill
positively impact
their work,
Given prior to the
class date (collects
demographics,
lifestyle factors and
knowledge base
prior to the class):
CSU Dining Hall
Health and Wellness
Program Survey
(See Appendix 1)
Given directly before
and after the class:
CSU Dining Hall
Health and Wellness
Program Pre-Test
(See Appendix 2)
CSU Dining Hall
Health and Wellness
Program PostTest
We will evaluate the
effectiveness of our
program by
providing a pre and
post-class test
measuring
employees on the
topics we cover, and
identifying their
intent on carrying
out stress
managementand
exercise techniques
into their future lives.
(See Appendices 1
and 2)

Lesson Title Social Cognitive
Theory Constructs
Nutrition or Activity
Message(s)
Learning Objectives Learning Activities Instructional
Materials
Evaluation
Strategies for
learning objectives
stress reliever.9
We
plan to teach the
employees ways
they can get more
exercise in their
daily lives by
combining itwith
their busy
schedules.This will
include walking to
work, stretching on
breaks,and utilizing
the campus
recreation
resources such as
gym memberships
and group fitness
classes.
EXERCISE:
At the end of this
lesson,we predict
50% of participants
will be willing to
exercise at least3
times per week for a
minimum of30
minutes,as
measured bythe
CSU Dining Hall
Health and
Wellness Program
Pre and Posttests.
personal lives and
their families
EXERCISE:
Anchor: have
employees
evaluate their
current exercise
habits
Add: provide
employees with
information on how
to incorporate
more physical
activity into their
daily lives both at
home and at work
Apply: do a
stretching activity
with employees.
Also have
employees listen to
a brief scenario
and have them
identify points in
the story where
physical activity
and lifestyle factors
can be improved,
and how this
relates to their own
lives.
Apply: discuss how
exercise will help
employees
decrease stress
and improve their
quality of life.
(See Appendices 2)
PowerPointfor CSU
Employee Stress
ManagementClass
(See Appendix 3)
How to Handle
Stress Handout(See
Appendix 4)

EVALUATION TABLE
Process Evaluation (these are
measures that will tie to the activities
and participants you outlined in your
logic model)
Impact Evaluation (these tie to the
learning objectives, behavioral
intent, skill demonstrations, etc.,
listed in your lesson plan table
and short term outcomes in your
logic model)
Outcome Evaluation (these tie to the
medium term outcomes listed in your
logic model).
Definition (include
reference) “Process evaluation involves
analyzing how program activities are
delivered.”10
“Impact evaluation is an behavior
change assessment of how the
intervention being evaluated
affects outcomes, whether these
effects are intended or
unintended.”11
“Outcome evaluation tells us what kind
of change has occurred, an impact
evaluation paints a picture as to how a
program might have affected
participants’ lives on a broader
scale.”12
Specific purpose of each
type of evaluation for our
project
Process evaluation is used to assess
whether or not the program was
implemented as originally intended.
For our project we would measure if
employees at the end of the class
could identify three different
stressors in their lives and if they
have learned different ways to cope
with those stressors.
Impact evaluation measures
whether there were immediate
effects of the program.
The impact evaluation for our
project would be the post-test
(See Appendix 2) that was
handed out to CSU employees
immediately after the class.
Outcome evaluation measures if there
were long-term, health changing
effects of the program.
Our outcome evaluation for our project
is the One Month After Class Survey
(See Appendix 7) that was given to
CSU Employees one month after the
class to see if it benefited them in any
way.
1 to 3 4-part objectives for
each type of evaluation
(action, population,
measure of success, time
frame)
1. At the end of our stress
management class, we will have
engaged 100% of CSU Dining
Service employee participants in a
discussion about stressors and
stress management techniques as
measured by a group discussion.
Specifically, we will have each
participant share a stressor in their
1. After identifying stressors in
their lives, each CSU Dining
Service employee participant will
be able to name 3 ways they will
manage this stress through a list
of techniques provided in our
class handout. (See appendix 4)
This will be measured by a
discussion session within the
1.(Theoretical) 1 month after our stress
management class, 30% of the CSU
Dining Service employee participants
will feel they can better manage their
stress using 3 or more techniques they
learned in the class from the
PowerPoint presentation and class
handout. (See appendices 3 and 4)
This will be measured through a

Process Evaluation (these are
measures that will tie to the activities
and participants you outlined in your
logic model)
Impact Evaluation (these tie to the
learning objectives, behavioral
intent, skill demonstrations, etc.,
listed in your lesson plan table
and short term outcomes in your
logic model)
Outcome Evaluation (these tie to the
medium term outcomes listed in your
logic model).
lives and a technique they use to
manage that stress, and will
measure this success by observation
of the group. (See appendix 5)
group where participants share
the 3 techniques they find most
feasible in their own lives. (See
appendix 6)
written survey presented to the
employees at their place of work by the
Wellness Program Coordinator,
Brittney Stuard. (See appendix 7)
2. (Theoretical) 1 month after our
stress management class, 30% of the
CSU Dining Service employees will be
exercising 3 times per week for 30
minutes each. This will be measured
through a written survey presented to
the employees at their place of work by
the Wellness Program Coordinator,
Brittney Stuard.(See appendix 7)
Method/s used to measure
each objective for each
type of evaluation
Team member (Kaite, Leesa and
Megan) observation during the class
presentation. (See appendix 5)
Discussion section between
group members facilitated by
Team members (Kaite, Leesa and
Megan). (See appendix 6)
Written Survey supplied by Wellness
Program Coordinator, Brittney Stuard.
(See appendix 7)
Summary of actual results
OR expected results from
each type of evaluation
method described above
(Expected) We expect that 100% of
the employees in attendance for the
class will be able to identify and
name one stressor in their lives and
one way they currently handle that
stress.
Expected) We expect that 100%
of employee attendees will be
able to choose three of the given
stress and stress management
techniques from the handout that
will be achievable fort their
current lifestyle. (See appendix 6)
(Expected) We expect that 30% of
employees that attended the class will
be using 3 new stress management
techniques in their lives. We also
expect that 30% of employees will be
exercising 3 times per week for 30
minute sessions each.

LOGIC MODEL
Inputs Outputs Impact -- Outcomes
Activities Participation Short Medium Long

Inputs Outputs Impact -- Outcomes
Activities Participation Short Medium Long
Time
Employee Incentives
(60 minute massage)
Research
Materials
Powerpoint and
projector
Employee
participants, Wellness
Program Coordinator
(Brittney Stuard), and
group members
(Leesa, Kaite, and
Megan)
What did you do?
We conducted a
class session for the
employees educating
them on the
relationship between
exercise and stress
management through
an interactive and
discussion-based
PowerPoint
presentation. (See
Appendix 3).
Prior to the class, we
handed out a suvey
for CSU employees
to complete to
assess their stress
and exercise levels
(See Appendix 1).
During the class, we
handed out a pre and
post-test (See
Appendix 2) to
evaluate their
knowledge before
and after the class.
We also distributed a
“How to Handle
Stress” handout (See
Appendix 4) so the
employees could
refer to this after the
class.
Who did you reach?
Employees of the
CSU Dining Hall
Services. (See
Appendix 1 and 2)
What did they learn?
What were their
immediate
changes?
Current teachings are
still in progress. Our
short-term impact is
to have employees
leave the class feeling
more confident that
they can manage
their stress through
management and
exercise techniques.
We will be able to
measure this by
comparing the pre
and post-test that was
handed out at the
beginning and end of
the class session.
(See Appendix 2)
What actions
(behaviors) are they
now doing?
Within a 1 month
period, our hope for
the medium term
outcome is that 30%
of employees are
utilizing 3 or more
stress management
techniques discussed
in our class, and have
increased their
exercise levels to 3
days per week for 30
minutes each.
How will health
conditions
improve?
Within a 6 month
the long term
outcome is that 20%
of employees report
lower stress levels
from work and home
lives, and an overall
increase in happiness
levels due to
improved use of
stress management
techniques.
Within a 6 month
the long term
outcome is that 20%
of employees report
increased exercise
levels up to 5 times
per week for 30
minutes each.

Assumptions (beliefs you have aboutyour project, the people involved, and the
way you think the projectwill work)
External Factors (environmentin which your project exists,interacts with and
influences the impactofyour project)
We believe we will have 30 employee participants attending our stress
management class. We hope employees will be engaged in discussions on
sources of stress and ways of managing it. We think the class will run smoothly
with the help of the Employee Wellness Program Coordinator Brittney Stuard.
Our future projection is that six months after the class, 20% of employees will
report that they have lower stress levels and have also increased their physical
activity.
This program will take place in the worksite of these employees, which is the Durrell
Dining Hall at Colorado State University, in a small conference room. This will
create an easily accessible, convenient and familiar environment for the employees
to feel comfortable interacting with our group and their fellow employees

PRESENTATION
For our presentation, we are planning to highlight the major points of our community service
project and touch on all areas of our collective assignments. As a full team, we will have several slides at
the beginning of the presentation that include a description of our community partner and the program
coordinator Brittney Stuard, as well as a depiction of our service learning experience and intervention
plans. In addition, each team has a separate section to describe their intervention project, goals, setting
and materials, evaluation, recommendations and lessons learned.
In our individual section, our team attached pictures of documents, including surveys, quizzes and
handouts intending to be used for our stress management workshop class. This will give our audience a
visual representation of the materials and evaluation techniques for our project.
SUMMARY OF FINDINGS
We were not able to host our stress-management class session, and for this reason, no
conclusive findings were collected. However, if the class was able to take place, we predict our results
would have reflected our goals set during the creation of our logic model. This includes: T
 The immediate effect of employees feeling more confident in managing their stress
 The one month effect of 30% of employees utilizing the techniques provided to manage their
stress.
 The 6 month effect of 20% of employees feeling less stressed and 20% have increased their
exercise levels to 5 times per week.
REFLECTION
Looking back on this assignment, it is apparent that there were many components of community
nutrition we were not fully anticipating or prepared for. The first of these is that it is clear not all members
of the target population will be interested in improving their health or will be engaged in the program.
Next, we realized how important motivation and incentive are in getting employees to participate in
community health interventions. Not every employee will have the same drives for improving their health
so it is important to identify and aim toward these motivators from the beginning. For example, if we were

to hold our class we would have provided an incentive for the chance to win a free massage. This would
give employees a reason to attend the class session aside from the information provided, and would
hopefully aid in their engagement in the program. One last thing we learned is the paramount importance
on provider-audience communication through a community intervention such as this. In our case, we
noticed disconnect of information between the program manager, Brittney, and the employees. This may
be solved through more readily distributed newsletters, frequent emails, or direct announcements during
staff meetings
ACKNOWLEDGMENTS
We would like to acknowledge our project supervisors, including our instructors Colleen Burke
and Leslie Cunningham-Sabo, as well as our community partner coordinator, Brittney Stuard. Without the
guidance of these three leaders we would not have learned the same lessons through the service
experience and gained real-world knowledge on implementing a community-wide health program in our
future career. We would also like to acknowledge the CSU dining service employees who allowed us to
volunteer in the dining halls to gain hands-on experience, and also those who completed our pre-class
survey. This information was viable for the success and of our project, and we are grateful for the time
and energy committed by all.
REFERENCES
1. Per Capita Personal Income by State. Bureau of Business & Economic Research. Website.
https://bber.unm.edu/econ/us-pci.htm. Updated March 2, 2013. Assessed September 15, 2015.
2. GDP per capita (Current US$). The World Bank. Website.
http://data.worldbank.org/indicator/NY.GDP.PCAP.CD. Updated 2015. Accessed September 15, 2015.
3. The U.S. Illiteracy Rate Hasn’t Changed in 10 Years. The Huffington Post. Website.
www.huffingtonpost.com/09/06/illiteracy-rates_n_3880355.html. Published September 6, 2013. Updated
December 12, 2014. Accessed September 15, 2015.
4. Division of Nutrition, Physical Activity, and Obesity. Centers for Disease Control and Prevention.
Website. www.cdc.gov/obesity/date/adult.html. Updated September 21, 2015. Accessed September 23,
2015.
5. Fiscella K, Williams DR. Health Disparities based on socioeconomic inequities: implications for urban
health care. Academy of Medicine, 2004; 12: 1137-1149.

6. Anderson E., Winnet R., Wojcik J. Self-regulation, Self-efficacy, Outcome expectations, and Social
Support: Social Cognitive Theory and Nutrition Behavior. Annals of Behavioral Medicine. 2007;34:304-
312.
7. The Social Cognitive Theory. Boston University School of Public Health. Website.
http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/SB721-Models/SB721-Models5.html. Published 2013.
Updated January 22, 2013. Accessed November 15, 2015.
8. 2008 Physical Activity Guidelines for Americans Summary. Health.gov.
http://health.gov/paguidelines/guidelines/summary.aspx. Accessed October 25, 2015.
9. Mayo Clinic Staff. Exercise and Stress: Get Moving to Manage Stress. Mayoclinic.org.
www.mayoclinic.org/health-lifestyle/stress-managment/in-depth/exercise-and-stress/art-2004469.
Updated April 16, 2015. Accessed October 25, 2015.
10. Using Process Evaluation to Monitor Program Implementation. Substance Abuse and Mental Health
Services Administration Website. http://www.samhsa.gov/capt/tools-learning-resources/process-
evaluation-monitor-implementation. Updated: September 9, 2015. Accessed Date: November 13, 2015.
11. What is the Difference Between Process, Outcome, and Impact Evaluation? Nonprofit Answer Guide
Website. http://nonprofitanswerguide.org/faq/evaluation/difference-between-process-outcome-and-
impact-evaluations/. Accessed Date: November 13, 2015.
12. Outline of Principles of Impact Evaluation. Organization for Economic Co-operation and Development
Website. http://www.oecd.org/dac/evaluation/dcdndep/37671602.pdf. Accessed Date: November 13,
2015.

APPENDICES
APPENDIX 1: CSU DINING HALL HEALTH AND WELLNESS PROGRAM SURVEY
1. What’s your age? (Keep in mind that exercise requirements differ by age.)
a. <18
b. 18-25
c. 25-40
d. >40
2. What’s you gender?
a. Male
b. Female
c. Wish to not identify
3. On average, how many hours of sleep do you get each night?
a. Less than 5
b. 5-6 hours
c. 7-8 hours
d. More than 8 hours
4. How do you get to and from work?
a. Driving
b. Walking
c. Biking
d. Public transportation
e. Other: ______________________
5. How many days per week do you intentionally exercise?
a. None
b. 1-2
c. 3-4
d. 5 or more
6. If you do exercise intentionally, how long do your workouts typically last?
a. About20 minutes
b. About 30-45 minutes
c. An hour or more
7. How often do you feel stressed during the week? (This includes at home, work, family
life, etc.)
a. None
b. 1-2 days
c. 3-4 days
d. 5 or more days

8. Where does your stress usually come from (circle all that apply)?
a. Work
b. Home
c. Family
d. Finances
e. Scheduling/time-management
f. Health
g. Other:_____________________
9. How many days per week do you feel to overwhelmed or stressed to get things done?
a. None
b. 1-2 days
c. 3-4 days
d. 5 or more days
Survey created by Leesa Harris, Katherine Hoffman, and Megan Blackburn

APPENDIX 2: CSUDINING SERVICES PRE AND POST TESTS
1. Identify the 3 most common stressors for the average working individual in America:
a. ______________________
b. ______________________
c. ______________________
2. What is the most effective way to handle this stress?
a. Ignoring it
b. Smoking
c. Sleeping
d. Exercise
e. Eating
3. How much exercise does the average adult need every day?
a. 20 minutes per day, 3 days per week
b. 30 minutes per day, 5 days per week
c. 1 hour per day, 7 days per week
d. Less than 15 minutes per day, 4 days per week
e. No exercise requirements are set
4. How much exercise does the average adult get per day?
a. 1 hour per day
b. 45 minutes per day
c. 17 minutes per day
d. 30 minutes per day
e. Less than 15 minutes per day
5. On a scale of 1 to 10 (10 being the highest) how would you rate your knowledge of
stress management and exercise techniques?
a. ____________________
Pre and Post-test created by Leesa Harris, Katherine Hoffman, and Megan Blackburn

APPENDIX 3: CSUEMPLOYEE STRESS MANAGEMENT CLASS

APPENDIX 4: HOWTO HANDLE STRESS HANDOUT
Stress Management Techniques
Things NOT To Do:
Drinking
Smoking
Hibernation/giving up
Eating your feelings
Holding it in
Violence or aggression
Self-blame
Denial
Things TO Do:
Positive self-talk
Exercise
Meditation
Taking a bath
Cooking
Finding pleasure in activities
Sleeping
Crying
Listening to music
Talk to others/social support
Smile and laugh
Take a break or time by yourself
Take a walk
Adjusting expectations

APPENDIX 5: OBSERVATION
OBSERVATION
We will facilitate a session in which the employees will share one significant stressor in
their life and one way they usually manage that stressor. We will encourage employees
to share through opening with sharing a stressor and technique the three of us face
regularly, then asking them to do the same.

APPENDIX 6: DISCUSSION
DISCUSSION
As team members, the three of us will regulate a discussion in which employees are
given a handout that includes good and bad ways to handle stress. (See appendix 4)
We will ask employees to circle three ways they plan to handle future stressors from the
“good techniques” section. After this we will have employees share their three new
techniques with the group.

APPENDIX 7: ONE MONTH AFTERCLASS SURVEY
1. Do you believe you have been able to manage your stress more effectively than you were able to
four weeks ago?
a. Yes
b. No
c. Moderately
2. What types of stress management techniques have you incorporated in your life after learning
about them in the class? (Circle all that apply)
a. Positive Self-Talk
b. Exercise
c. Mediataiton
d. Taking a Bath
e. Cooking
f. Finding pleasure in activities
g. Sleeping
h. Crying
i. Listening to music
j. Talk to others/social support
k. Smile and laugh
l. Take a break or time by yourself
m. Take a walk
n. Adjusting expectations
3. How many days a week do you intentionally exercise?
a. None
b. 1-2
c. 3-4
d. 5 or more
4. If you do exercise intentionally, how long do your workouts typically last?
a. About 20 minutes
b. About 30-45 minutes
c. An hour or more

Assignment 4-final

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