Using theory to understand factors affecting readiness and learning needs of Oklahoma Extension Educators to implement Policy, System, and Environmental strategies

Policy, Systems, and Environmental (PSE) strategies have emerged as complimentary approaches to individual based strategies. PSE approaches are community-placed strategies aiming to create environments that facilitate healthy choices. Specific to obesity prevention they include healthy eating and physical activity behaviors. These efforts are often planned and implemented through collaborative efforts with agencies, such as Cooperative Extension and community partners. Results from a previous study confirmed Extension Educators’ acknowledge obesity as a health concern in their communities. Factors influencing their use of PSE approaches to address obesity reflect constructs of the Theory of Planned Behavior (TPB): Perceived Control, Attitudes and Beliefs, Networking (social norms). To design an effective program to enhance the use of PSE approaches within Extension, level of knowledge as well as the readiness to learn should be examined. The purpose of the mixed-method study was to assess the readiness level of Extension Educators as well as identify constructs affecting use of PSE strategies. A 20-question online survey was administered in Fall 2022 to Oklahoma Cooperative Extension 4-H and FCS Educators. Educators were recruited in Spring 2023 to participate in a follow-up structured telephone interview to further inform survey findings. Descriptive statistics were used to analyze the survey responses and deductive content analysis, using themes identified from the survey, was used to analyze qualitative data. Findings reflect Oklahoma 4-H and FCS Educators are in different stages of change to implement PSE strategies, with 87% of 4-H and 27% of FCS Educators being in the pre-contemplation stage or, according to the Diffusion of Innovation Theory, characterized as late adopters. Survey responses suggest limited PSE knowledge, emphasis on direct education, limited time and resources and perceived support influence integration of PSE approaches to plans of work. Training efforts for Educators in precontemplation stages should focus on TPB constructs of attitudes and beliefs and social norms by increasing awareness of PSE strategies, how PSE and direct education are complimentary, and promoting systemic support from leadership, peers and community partners for integrating PSE into plans of work. Training efforts for Educators at contemplation and preparation stages will be efficacious by focusing on perceived control, including building skills for authentically engaging with communities, conducting community engaged needs assessments, action planning, implementation and evaluation.