Esters Onikia N, Boeckner Linda S, Hubert Melanie, Horacek Tanya, Kritsch Karen R, Oakland Mary J, Lohse Barbara, Greene Geoffrey, Nitzke Susan
Iowa State University, Ames, Iowa, USA.
J Nutr Educ Behav. 2008 Jul-Aug;40(4):258-64. doi: 10.1016/j.jneb.2007.05.005.
To identify strengths and weaknesses of nutrition education via telephone calls as part of a larger stage-of-change tailored intervention with mailed materials.
Evaluative feedback was elicited from educators who placed the calls and respondents who received the calls.
An internet and telephone survey of 10 states in the midwestern United States.
21 educators in 10 states reached via the internet and 50 young adults reached via telephone. VARIABLES MEASURED AND ANALYSIS: Rankings of intervention components, ratings of key aspects of educational calls, and cost data (as provided by a lead researcher in each state) were summarized via descriptive statistics. RESULTS, CONCLUSIONS, AND IMPLICATIONS: Educational calls used 6 to 17 minutes of preparation time, required 8 to 15 minutes of contact time, and had a mean estimated cost of $5.82 per call. Low-income young adults favored print materials over educational calls. However, the calls were reported to have positive effects on motivating participants to set goals. Educators who use educational telephone calls to reach young adults, a highly mobile target audience, may require a robust and flexible contact plan.
作为通过邮寄材料进行的更大规模的、根据行为改变阶段量身定制的干预措施的一部分，确定通过电话开展营养教育的优缺点。
从拨打电话的教育工作者和接听电话的受访者那里收集评估反馈。
对美国中西部10个州进行的网络和电话调查。
通过网络联系到10个州的21名教育工作者，通过电话联系到50名年轻人。
通过描述性统计对干预措施组成部分的排名、教育电话关键方面的评分以及成本数据（由每个州的一名主要研究人员提供）进行了总结。
结果、结论和启示：教育电话需要6至17分钟的准备时间，需要8至15分钟的联系时间，每次电话的平均估计成本为5.82美元。低收入年轻人更喜欢印刷材料而不是教育电话。然而，据报告这些电话对激励参与者设定目标有积极影响。对于使用教育电话联系年轻人（一个流动性很强的目标受众）的教育工作者来说，可能需要一个强大且灵活的联系计划。
