Ideas at Work

Everyone a Teacher, Everyone a Learner: A Learner-Centered Pesticide Private Applicators Recertification Training

Introduction

Extension educators often teach highly technical or abstract topics that clientele find difficult to grasp. This problem is magnified when the participant is mandated to attend and is not doing so voluntarily. The challenge is to present the material in such a way that the learner is able to process, retain, and apply the new knowledge.

Teaching pesticide recertification is one such challenge for agricultural agents. The Learner-Centered Pesticide Private Applicators Recertification Training Curriculum was developed to stimulating critical thinking on the part of the learner, enhancing the value and applicability of the material being taught.

Active student participation was the major consideration in the development of this curriculum. The students, farm managers who are licensed private pesticide applicators, are required by law in Ohio to participate in a 3-hour training session every 3 years to renew their license. This license permits the farm manager to purchase and apply restricted-use pesticides.

The goals of the Extension educators were to:

• Call upon the participants' experiences as pesticide applicators;
• Use a more dynamic and interesting teaching method than lecturing;
• Develop a way to allow for more exploration of the potential on-farm application of the information taught; and
• Provide participants with an opportunity to apply the new information practically, using farm application records and problem solving techniques.

Audience Targeted

The audience for this project consisted of all licensed private pesticide applicators in Carroll, Harrison, and Jefferson Counties. The curriculum has been used for 6 years, three sessions per year.

Teaching Methods and Activities

A learner-centered group problem-solving activity was developed. A scenario, which described a case farm, its enterprises, location, and pest protection needs, was developed. Participants were divided into groups ranging in size from 3 persons to 10 persons, depending upon the total number of participants at each session. Six different pest-related problems were developed and distributed to the different groups. Each group was charged with the task of working together to identify solutions to the problem.

These problems were developed to resemble situations farm managers would routinely encounter on all types of farms. Different problems were developed on topics such as livestock pests, forage production, and grain production. These problems incorporated issues related to product labeling, product compatibility, environmental concerns, off-site movement, carryover, weather-related problems, cultural practices, economic issues, and community issues.

The flexibility of this curriculum allows for the development of new case problems to address current topics relevant to pesticide use. New problem development also allows the learner to build upon knowledge gained at previous sessions and eliminates repetition as the applicators return for their required recertification training sessions.

To aid in the problem-solving discussion of each group, the participants were given a set of resource materials relevant to their specific problem. These resources included:

• Actual product labels for specific pesticides;
• Sample farm pesticide records with information about previous pesticide applications and weather conditions;
• A crop scouting field guide; individual spray guides for weed control, crop insect control and livestock pests; and
• The Ohio Agronomy Guide, which contains cultural practices related to crop production.

Groups were given 20 to 30 minutes to discuss the problem and formulate a possible solution. Each group presented its solution to all participants. Two Extension agents facilitated the discussion, posing additional questions for discussion as appropriate. All parts of the program were put into curriculum form consisting of teaching packets and instructions for other agents to use.

Results

The Extension educators who developed and taught this curriculum have been teaching pesticide recertification for the past 24 years. Before using this curriculum, lecturing was the teaching method used, enhanced with audio/visual aids. In comparison to lecture, according to the agents, this curriculum produced a great deal of enhanced active participation on the part of the learners.

The agents observed that participants were eager to seek solutions and present and defend their ideas to the group. The agents feel these interactions allow for a more thorough, in-depth exploration of on-farm pesticide-use situations. They also observed the activity caused participants to think and ask questions more than the typical lecture method had in the past. Some farmers have attended recertification the following year, even though their certification did not need to be renewed, saying they enjoyed participating in that type of learning opportunity.

It was also observed that this shared interaction allowed all participants, including the agents, to become learners and teachers, benefiting from the diverse experiences and backgrounds of all participants. The Extension educators got a new perspective on pest management issues. The agents also gained insight on how to enhance the problem-solving and decision-making skills of pesticide applicators.

Evaluation

This program has been conducted for 6 years, three sessions each year. As part of the evaluation for the first 3 years, participants were asked how they perceived the value of the group problem-solving learning activity. Of the 319 respondents, 309 (97%) indicated that that they learned useful skills from the exercise. Additionally, those indicating they preferred the group problem-solving activity to the traditional lecture method of instruction numbered 271, or 85% of the respondents.

When asked to identify specific items learned, participants listed pesticide safety (31 comments), factors affecting efficacy of pesticides (18 comments), economic thresholds (21 comments), effective solutions to pest problems ranging from insect control to weed control in soybeans (37 comments), and methods of preventing non-farm neighbor complaints (9 comments). There were 34 comments related specifically to improved problem-solving skills. In addition, the value of idea sharing that was gained through the activities was important to 43 of the participants.

Conclusion

Evaluations conducted at pesticide recertification classes prior to the use of this curriculum repeatedly showed low student achievement and satisfaction with the training. Evaluations after the implementation of this curriculum have been positive and show a marked preference for this method of teaching. As evidenced by the increased knowledge gained by all participants and the level of participant satisfaction, this teaching method would appear to have the potential for use in other Extension educational programs.

4-H Master Tree Steward Program Teaches Thousands

The Master Tree Steward Program

I showed the fourth graders a tiny Sequoia seed on the tip of my finger (a seed no bigger than a grain of rice that could grow into a tree with a diameter as wide as two cars end-to-end). I could hear many of them say, "Wow!." I looked up from the seed to the faces in the room. The wide eyes and open mouths showed amazement at this wonder of nature.

We have seen this look of wonder on the faces of many children since 1992. Since then, the 4-H Master Tree Steward volunteers and I have taught about trees to over 17,000 Union County youth.

Training 4-H Master Tree Stewards

The 4-H Master Tree Steward Program trains adults to teach children about trees. Upon completing this free training, the volunteers share their knowledge with schoolchildren. This is accomplished by first teaching the volunteer adults.

The training sessions run from 2 to 4 hours every Wednesday from September to December. Volunteers learn about the life cycle of conifers (pine, spruce, etc.), broad-leafed trees (oak, maple, etc.), parts of a tree and leaf, how trees make food, and how trees change through the seasons. They also learn how to identify common local trees and how to show their appreciation of the beauty of trees by sketching and writing poems about them. For a final lesson, we visit a fourth grade classroom where the volunteers watch me teach the children about trees. It is the same 50-minute lesson that they will teach when they finish their training.

Once the Master Tree Stewards have completed the training program, I follow this up with monthly advanced training sessions. These sessions not only provide them with new information and techniques for teaching children, but they are a good opportunity for the group to stay bonded.

The training classes are taught by me and others knowledgeable in the field of forestry or environmental education. These consist of arborists, agricultural agents, foresters, Extension specialists, and forestry professors.

Recruiting Volunteers

On average, 10 people are recruited each year to become Master Tree Stewards. They learn about the training through the 4-H newsletter, local newspapers, flyers displayed at garden centers and local libraries, and word-of-mouth from other Master Tree Stewards. I also conduct a tree giveaway program that generates names of many potential volunteers.

Requests for more information are answered with a three-page flyer that describes the program in detail. It contains a class schedule that lists the topics covered in the training program and decribes the volunteer portion of the program and an application. The application is composed of 10 short questions, the answers to which provide us with important criteria to qualify or disqualify the person for the training and for working with children.

The Goals of the Master Tree Stewards

One of the volunteers who helped start the Master Tree Steward Program, Karen Kotvas, said, "The school enrichment program is all about getting the kids to become aware of trees and appreciate them." We believe this is an important goal, because many children aren't aware that trees are living organisms and are capable of many amazing things.

We accomplish this goal by focusing on what trees provide us with, such as wood, food, and paper. We also emphasize some amazing facts about trees. For instance, when the tallest tree (California Redwood) is laid on its side, it is as long as a football field; the oldest tree (Bristlecone Pine) is over 4,000 years old; and a full-grown tree can drink 250 gallons of water a day. These facts amaze the fourth graders we teach. We also promote the proper treatment of the trees around us. We do all this in an enjoyable way by using posters, tree seeds, cones, cross-sections, and a game that we call "Tree Jeopardy." When the volunteers are ready to go to the schools, each person receives a loaned box that contains the items they will use to teach a class (seeds, cones, posters, cross-sections, and a copy of the game, "Tree Jeopardy").

Setting Up the Program

The process we use for scheduling the classrooms is very efficient. In October, we send a letter describing the program to all school principals in Union County, along with a signup form. The sessions are limited to 25 children.

The signup form includes:

• Dates that the Master Tree Stewards are available (Wednesday afternoons, January through May),
• School name,
• Location,
• Contact person,
• Telephone number,
• What time the class returns from lunch,
• What time they prepare for dismissal, and
• Where to park.

When the signup forms are returned to our office, they are dated upon receipt. A sheet containing the school information is designed and printed for each Wednesday that the Master Tree Stewards will be teaching. The Master Tree Stewards then use these day schedules to select the dates and schools where and when they wish to teach.

Conclusion

Starting a Master Tree Steward Program, including the time to prepare for and run the training classes, will take from 80 to 100 hours of your time. However, if in that time you train 10 volunteers, they in turn will be able to teach about 2,500 students in a 5-month period.

Copies of Master Tree Steward Application Forms, flyers that describe the program, and a course outline are available by contacting the author at Rutgers Cooperative Extension of Union County, 300 North Avenue East, Westfield, NJ, 07090-1499. Enclose a 9" x 11" self-addressed, stamped ($.97) envelope.

Beyond a Dream: Starting Your Own Small or Home-Based Business

Why Teach Home-Based Business Education?

Starting a small or home-based business might be rewarding, both personally and financially. In fact, there are more than 15 million home-based businesses in the United States. Over the past few years, businesses with fewer than 50 employees have accounted for almost two-thirds of new jobs according to Dun & Bradstreet surveys. A home-based business can provide an opportunity to expand a hobby or pursue an idea under consideration, or it can be a disaster.

Although small business development can be a successful economic development strategy because of the potential positive ramifications, research has documented that close to 60% of new businesses fail in the first 5 years of existence. First-time entrepreneurs seldom know every aspect about business management techniques, marketing, government regulations, and/or business plans.

As part of issues programming and the Revitalizing Rural America National Initiative, Extension Agents, Family & Consumer Sciences and Community Development with Ohio State University Extension in Perry, Morgan, Muskingum, and Guernsey Counties have developed, the "Beyond a Dream: Starting Your Own Small or Home-Based Business" series. This series of specialized workshops included such topics as:

• Sewing for Profit,
• Food Creations from the Home,
• Marketing Crafts, and
• Food Concession Trailers.

The series was designed to help individuals develop their business "dreams into realities" by providing them with practical information on the fundamentals of starting their own business.

Approach to Home-Based Business Education

Our overlying objective was to provide research-based information about home-based businesses and realistic income expectations in an effort to assist entrepreneurs in establishing and maintaining a profitable home-based business to supplement their family income. Additional objectives were to educate and inform participants about opportunities and limitations of a home-based business, including types of existing businesses, while encouraging them to make decisions appropriate to their situations; to encourage innovative business ideas complementing the workers' own experiences; and to identify and discuss the stresses and compromises required by working at home due to the fuzzy and unclear boundaries between home, family, and work.

The series provided an intense, 2-hour, general entrepreneurial workshop, including practical information on the following six topics:

• How Entrepreneurial are You?;
• The Legal Aspects of Owning a Small or Home-Based Business;
• Pricing Your Product;
• Marketing and Advertising;
• Records and Record Keeping; and
• The Business Plan.

We concluded with a panel discussion of small business owners sharing about their respective businesses. Workshop participation ranged from a low of five individuals from Eastern Ohio (Elder Care) to more than 50 (Arts and Crafts) during the past 5 years of programming efforts. The workshops drew together local, county, and district resource people for various aspects of the small business development programming efforts.

Results of Home-Based Business Education

The evaluations of the program were positive. Using a scale of 1 - 5, with 1 being none, not at all, or poor, and 5 being much, very, and excellent, respectively, program participants rated each program based on Knowledge Gained, Usefulness of Information, and Quality of Presentation. An accumulation of evaluations from several workshops revealed an average rating of 4.2 for Knowledge Gained, a 4.2 for Usefulness of Information, and a 4.3 for Quality of Presentation. Some written comments included, "very informative, well planned," "panel members well selected, I enjoyed them very much," and "I was concerned about where we were going to collect this information for starting a small or home-based business." Verbally, participants cited contact with resource people, gaining new insights, and support from others as the greatest impact of our programming efforts.

Program participation demographics revealed a 35% to 65% male to female ratio, a 90% participation of individuals age 20 - 44; a 10% participation of individuals 45 and over; a 40% participation of rural, non-farm residents; a 30% participation of small farm residents; and a 30% participation of individuals living in a city (over 5,000 population).

The entrepreneurial spirit that has made American dreams become a reality should be nurtured at all levels of our Extension system. Effective Extension entrepreneurship programs can assist individuals to explore business ownership opportunities and acquire skills to enable them to start a business of their choice.

FCS TidBits: Family and Consumer Sciences Electronic Newsletter for Agents

The FCS TidBits electronic newsletter was created to improve communication between state staff and county staff employed by the Texas Agricultural Extension Service (TAEX).

The 25+ Family and Consumer Sciences staff of state specialists receive time-sensitive and brief pieces of subject matter information such as announcements about food safety, statistics about child abuse, and financial management information that they would like to share with agents. Also, specialists are always eager to discuss an idea, check out a resource, notify agents about a conference or a funding opportunity, or share a good journal article with the agents. The 300+ County Extension Agents from TAEX need this information as they plan their programs or support their own professional growth.

A monthly electronic newsletter was created to pull together these important pieces of information and transmit them to county agents.

Planning the Newsletter

The goal of this monthly electronic newsletter is to better communicate short pieces of time-sensitive and current information provided by FCS specialists with the FCS administrators and county agents. The specialist staff was invited to submit short, time-sensitive pieces of information that were approximately 100 words in length by the 28^th of each month.

The FCS TidBits is transmitted electronically eleven times a year (not December) on the last day of the month as both an attachment and in the body of the email. The audience for FCS TidBits includes FCS administrators, district directors, county directors, FCS specialists, and the 254 county Extension agents with the Texas Agricultural Extension Service.

Evaluating and Refining the Newsletter

The initial FCS TidBits was launched in November, 1998, and agents appeared pleased to receive this timely information. In the April 1999 FCS TidBits, 30 agents responded to a short evaluation that was included at the end of the newsletter.

1. Agents agreed that the newsletter was informative and helped them both professionally and in completing their plan of work. Their average score was 4.0 out of 5.0 (high) score.
2. Agents evaluated the newsletter as being better than average (3.6 out of 5.0 high score) in providing useful information on conference and professional development opportunities.
3. Agent liked the short paragraphs and the current newspaper type format. They wanted the newsletter to continue to offer multiple topics but agreed that a single topic would be good once or twice a year.

Several additions have been made to the newsletter:

• A box at the beginning of the newsletter that listed the title, date and contact person for upcoming trainings or conferences.
• A box at the end of the newsletter that listed all web addresses included in the newsletter.
• The total number of pages printed at the top of page one.

The FCS TidBits length has continued to grow to an average of eight pages. A single topic issue provided agents with a tutorial on how to use the FCS Web site and noted that FCS TidBits is now on our Web page. Agents can also submit information to the TidBits.

The distribution list has been expanded to include other key contacts in our system: the audiovisual library coordinator, the specialist responsible for volunteer training, the military program director and her staff, and the FCS specialist at Prairie View Cooperative Extension Service and her staff.

At 1 year, the state specialists evaluated the newsletter and asked for a more flexible deadline and a possible change in format. The question about format was taken to the agents. Sixty-six agents responded to the three question, 1-year evaluation sent in the November 1999 FCS TidBits:

Agents found the information in FCS TidBits very useful in their county plan of work and in their professional development. Average scores were 4.6 out of 5.0 (high).

Fifty-two percent of agents wanted to keep the present newsletter format, which listed information under the specialist's name and by department. Forty-eight percent of agents wanted a new format that presented information by topic and gave the specialist name and department at the end of the information. The present format was retained for a short while. But in year two the alternate format was presented, and it will be evaluated this year.

Agents spoke warmly of how FCS TidBits had helped them do their job better by keeping them in touch with time-sensitive information and aware of training opportunities. They asked that the TidBits go on the Web and that we consider moving the publication date up to the middle of the month. They appreciated the changes that they had requested and we had made and said that both boxes (training dates and web addresses) were useful.

FCS TidBits is now available on the FCS Web site http://fcs.tamu.edu/tidbits/tidbits.htm. The format has been changed so that subject matter information appears first, followed by the specialist's name. The FCS TidBits is distributed on the first of each month.

Summary

FCS TidBits has been a collaborative project between specialists and county agents for about 31 months. In 2000, agents also began submitting information about county programs of interest to specialists and agents. Sharing of information through electronic means promotes timely access to bits of information and important dates.

Developing Leadership Skills with Grazing Councils

The primary role of an agriculture agent in many counties throughout the U.S. is to educate and communicate information that would lead farmers to increase production and incomes, improve standards of living, and improve the environment. Agricultural Extension educators help identify needs, problems, and constraints of farmers and rural people, and design Extension programs that will contribute to solutions. One such program is a grazing council initiated in Athens County, Ohio in 1994. It was developed because interest among clientele was growing in the area of sustainable agriculture, especially grazing livestock.

This article describes how the grazing council program achieved its anticipated goals and reaped some unexpected benefits, as well.

Grazing Council Planning

Grazing councils are programs held at a host farm where "group method" meetings are offered based on advice from the participants at an annual planning meeting.

During this planning meeting, suggestions are provided for locations, topics, and speakers. As a result, goals are set, such as identifying a tentative schedule for the year and providing a balance of beef, dairy, sheep, and poultry grazing operations. Each program has a theme, and appropriate guest speakers are identified and invited.

In addition to "pasture walks" at each meeting, topics such as niche marketing, forage options, extending the grazing season, dairy parlor design, and nutrient management are discussed. Grazing council members, industry experts, government representatives, and Extension specialists are identified to discuss these topics.

Grazing Councils Teaching Methods

Grazing council meetings have major differences from a traditional field day. One is that grazing councils meet on a regular basis, usually each month except during the winter. This program is now in its seventh year. New grazing councils have formed, and existing ones have grown and thrived throughout Ohio and many other states.

Another difference is the teaching methods. Teaching methods for field days are generally through lecture and demonstration by teachers, while the teaching method for grazing councils relies primarily on interaction among all the participants, with the teacher's role being that of a facilitator.

More specifically, participants learn and share during pasture walks so they can help themselves on their own farms and help their colleagues, too. Discussions are facilitated during the pasture walks by asking leading questions to the group, emphasizing the theme for the program and keeping the pasture walk moving. During this learning activity, virtually everyone becomes involved through discussions, observations, and relating personal experiences.

This demonstration and provision of "real problem solving" is one of the important aspects of the experience. This teaching style gives the participants the confidence that their ideas and experiences are valued. As a result of the learning activity, most participants become interested in hosting a meeting, and, in the process, develop leadership skills to help teach their peers.

One early observation that aided in the success of this grazing council was the need to let the producers have time to socialize and meet one-on-one. This has allowed the participants to open up and share their successes and failures with the entire group. Participants who attend these meetings learn that they are not in competition with each other but are in it together, and, by sharing experiences, they help each other succeed. With this success, they develop the confidence and conviction to share with other people.

Grazing Councils and Leadership

As this program has matured, many of the participants have hosted a program, noting if goals and plans have been realized, changed, or failed. During an annual planning meeting in 1997, several of the experienced graziers suggested that a meeting or two each year should be held at a farm of someone new to grazing. The participants would have a pasture walk and then provide suggestions and guidance for the host to help avoid problems and implement the successes of the experienced graziers. This type of program has proved to be very successful for everyone involved.

With the help of these grazing councils, many of the participants have become leaders in the area of grazing.

• Two participants have participated in on-farm research, and the results have been shared at national and international conferences.
• Five participants have been speakers at national conferences.
• Five participants went on an advanced grazing study tour to Argentina to help teach advanced grazing schools throughout a 12-state region.
• Several have been written up in national magazines and highlighted on a regional television network.

In most situations, the participants share their management skills and the resources they have used to achieve the goals they have identified, and the new goals and aspirations that they plan.

Many of the clientele who have attended these programs on a regular basis for the past 6 years were very quiet and skeptical when these programs were started. As they learned from the successes and failures of their peers, many "opened up" and became interested in hosting a meeting sharing their successes. As people became involved in the program, they understood that everyone learns and shares, improving the chances of success for everyone. The successes of the participants have encouraged them to share with others and build leadership skills.

As this program has matured over the past 6 years, the program has experienced unexpected but beneficial results. The original objectives of this program were to improve profitability, quality of life, and the environment, and these goals are being achieved. However, the unexpected benefit from an educator's perspective has been the emergence of leaders in the field of grazing livestock, leaders who now share the art and science of grazing with people all across the country.

Project Healthy Bones: An Osteoporosis Prevention Program for Older Adults

Introduction

By the year 2030, there will be 70 million Americans over the age of 65, and people 85 years and older are the fastest-growing segment of the population, according to estimates from the American College of Sports Medicine (Goodwin, 2000).

Osteoporosis is a serious condition in which bones become thinned, brittle and easily broken. Because osteoporosis develops gradually and progresses slowly, it is called the "silent disease," and people often don't know they have it until after their 60's. American women over age 65 have a 50% chance of suffering from osteoporosis; men have a 20% chance (Looker et al., 1995; Melton, 1995). The lifetime risk of fracture in women older than 50 years is nearly 40%. For men older than 60 years, lifetime risk is as high as 25% (Lie, 2000).

Hip fracture is predictive of another patient-oriented outcome: mortality. Within 1 year of hip fracture, there is 20% excess mortality in women and 30% excess mortality in men (Cooper, 1997). Nearly $14 billion is spent as a result of the 1.5 million fractures that occur annually in this country (Seeman, 2000).

Armed with the knowledge that osteoporosis and osteoporosis-related disability can be prevented, the New Jersey Department of Health and Senior Service (NJDHSS) initiated a wellness exercise program for older women and men at risk for osteoporosis. Project Healthy Bones began as a state-administered grant program in 1997.

Project Healthy Bones, a 24-week exercise and osteoporosis education curriculum, uses safe and proper exercise training principles based upon the latest scientific research to lead older women and men in group exercise, including strength training with weights and expanded balance exercises. Osteoporosis education in the area of dietary calcium, calcium supplementation, osteoporosis prevention, and treatment strategies as well as home safety and falls prevention are part of the program.

Partnership

Through a request for proposal from the NJDHSS, grants were made directly to 17 agencies to pilot the program. Rutgers Cooperative Extension received one of the original 17 grants. Rutgers Cooperative Extension was in a unique position to provide the community outreach aspect of the program, which consisted of nutrition education, osteoporosis prevention and treatment education, home safety, and falls prevention. The family and consumer sciences educator provided the weekly outreach portion of the program.

During the pilot year, the Rutgers Cooperative Extension Family and Consumer Sciences Educator served as the project coordinator. In the second year of the program, an administrative partnership was created, allowing Project Healthy Bones to expand to nearly 100 sites throughout the state. The success of Project Healthy Bones can be attributed directly to the unique partnership established in the state to provide and administer the program. Partners include the New Jersey Department of Health and Senior Services, the Association of Retired and Senior Volunteer Program Directors, Inc. (RSVP), a non-profit association with projects in each of the states 21 counties, and the Saint Barnabas Health Care System.

The New Jersey Department of Health and Senior Services administers Project Healthy Bones at the state level. RSVP's role is administering Project Healthy Bones at the local level. This includes recruiting volunteers to serve as peer leaders, linking at-risk older adults with classes in or near their communities, securing sponsors and sites for classes, and ensuring that the classes operate smoothly. The Saint Barnabas Center for Health and Wellness provided certified exercise physiologists, who possess extensive experience working with older adults, to train peer leaders in the exercise portion of Project Healthy Bones.

Rutgers Cooperative Extension assumed the educational component in regard to nutrition, osteoporosis prevention and treatment, home safety, and falls prevention. It also provided aging and health promotion in the initial grant period and continues to provide the nutrition education component at seven sites in Hunterdon County, New Jersey.

More than 1,400 older New Jerseyans currently participate in the program. Waiting lists exist in most counties as classes elect to continue to meet after completing the 24-week cycle.

The collaboration of a state department, a large health care system, a statewide non-profit organization, and Cooperative Extension Service is unique in providing a health promotion/disease prevention program. This collaboration serves as a model that can be replicated for osteoporosis prevention education and other health care initiatives. The pilot program at the site in Kingwood, Hunterdon County will complete its fourth year in June, 2001. The participants have become a peer-support network and have bonded to nurture and encourage positive health behaviors in each other.

Project Healthy Bones Features

Project Healthy Bones has a wellness focus and is built on the idea that self-esteem, peer support, and incremental successes are necessary to change behavior and that having fun should be part of the process. Project Healthy Bones uses the approach of older adults as peer advocate trainers. A peer advocate trainer acts as a role model and has a better understanding of beliefs, limitations, and fears of older participants.

The objectives of Project Healthy Bones are to:

• Improve strength, balance, and flexibility in older women, using balance and strength training exercises.
• Educate older women on the importance of exercise, nutrition, safety, and drug therapy and lifestyle factors as they relate to osteoporosis.
• Train peer advocates as leaders for Project Healthy Bones.

Guidelines for the Project Healthy Bones program are as follows.

1. The program runs for 6 months per session, a minimum of a 1.5-hour class per week. Participants are expected to exercise on their own outside of class, as well.
2. Class size is limited 10-15 participants, targeting individuals who perceive themselves at risk for osteoporosis and who are willing to make a long-term commitment.
3. Project Healthy Bones is offered at the same site for the length of the program. The site should be easily accessible for older adults. An ideal site would be a senior center or elder housing. A well-lit room with armless stable chairs is best.
4. The trainer should show sincere enthusiasm, optimistic attitude, ability to think clearly, good motivational and leadership skills, willingness to follow program design, compatibility with older adults, healthy appearance, and patience.
5. The peer advocate trainer goes through a 1-day train-the-trainers workshop on how to implement Project Healthy Bones and on how to lead balance and strength exercises.
6. Weights are used for the exercise component of the program. At a minimum, participants need ankle cuffs with removable 1-pound pellets that allow for progression as participants become stronger.
7. Peer trainers and participants receive a manual with osteoporosis educational information.
8. Participants are required to have a release from their doctor.
9. Participants are required to receive education on nutrition, the role of calcium in osteoporosis, supplements, osteoporosis prevention and treatment, home safety, and falls prevention.

Evaluation

Participants tracked weekly exercise progression on a reporting form. The balance exercises include an introductory (1) and advanced (2) level. The strength training exercises were tracked by the amount of weight lifted. Two hundred and seventeen exercise tracking forms were analyzed. The analysis showed substantial progression from exercise level 1 to level 2 and a statistically significant increase in amount of weight lifted. These improvements were evident in participants completing between 12 and 23 weeks of the program and those completing the entire 24-week cycle.

To evaluate the dietary intervention segment of the program, participants completed a "calcium challenge," 3-day diet recall. Analysis of the dietary assessment showed that, of 57 participants completing 12-23 weeks of the program, 39 or 68% increased their calcium intake. Of 16 participants completing 24 weeks of the program, 7 or 44% increased their calcium intake.

Conclusion

The Family and Consumer Sciences program area of the Cooperative Extension Service is in a premier position to provide the educational outreach component of nutrition, osteoporosis prevention and treatment, aging and health promotion, and falls prevention in a community program such as Project Healthy Bones. Cooperative Extension has the system in place to collaborate with agencies in securing grant funding to plan, develop, and implement an osteoporosis outreach education such as Project Healthy Bones.

References

Cooper, C. (1997). The crippling consequences of fractures and their impact on quality of life. American Journal of Medicine. 103(2A):12S-17S.

Goodwin, W. (2000). Aerobic and Strength Exercise: Essentials for the Older Adult. American College of Sports Medicine [On-line]. WebMD/Lycos. Available: http://www.webmed.lycos.com/contents/article/1676.51110.

Lie, D. (2000). Staying current with osteoporosis. American Academy of Family Physicians 52nd Annual Scientific Assembly. September 2000. Dallas, TX.

Looker, A.C., Johnston C. C. Jr, Wahner, H.W., Dunn, W.L., Calvo, M.S., Harris, T.B., Heyse, S.P., & Lindsay, R.L. (1995).Prevalence of low femoral bone density in older U.S. women from NHANES III. J Bone Miner Res. 10(5):796-802.

Melton, L.J.III. How many women have osteoporosis now? J Bone Miner Res. 1995; 10(2):175-177.

Seeman, E. 2000. The World Congress on Osteoporosis 2000. An overview. World Congress on Osteoporosis: Chicago, IL.

This article is online at http://joe.org/joe/2001june/ent-iw.html.

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