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Adapting a Nutrition Education Curriculum for Spanish-Speaking Adults Experiencing Low-Income: Recommendations from Key Stakeholders

Authors

Stotz, S.; Habibi, M.; Sanville, L.; Cotto-Rivera, E.; Soler, A.; Powell, A.; Giraudo, S.; Lee, J.S.

Abstract

The purpose of this study was to understand recommendations of key stakeholders regarding cultural adaptation of an evidence-based nutrition and physical activity education curriculum for Spanish-speaking adults. Findings from focus groups with Spanish-speaking adults (n=43) and telephone interviews with experts in Spanish nutrition and health education (n=9) revealed: 1) emphasis of the heterogeneity of Spanish-speaking communities; 2) importance of including family in nutrition education; 3) importance of addressing cultural differences between Spanish-speaking and general United States culture; and 4) tips for engaging Spanish-speaking adults in health education. These findings were used to inform cultural adaptation of a nutrition education curriculum. © 2021 Taylor & Francis Group, LLC.

Keywords

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DOI

https://doi.org/10.1080/03670244.2021.1899917