1. METHODS A Delphi Study to Identify Barriers, Facilitators and Training Needs for PSE Interventions in SNAP-Ed Karen Franck, University of Tennessee; Karla Shelnutt, University of Florida The Delphi method is an iterative, cost-effective method for collecting input from experts in different locations. This method allows for qualitative and quantitative data collection. Participants were recruited from members of the Association of SNAP Nutrition Education Administrators (ASNNA). Three rounds of surveys were conducted with 40 SNAP-Ed professionals from around the country. These professionals worked with Extension, health departments, nonprofit organizations, state agencies and regional SNAP-Ed representatives. Qualitative and quantitative data were analyzed. For Round One, open-ended statements were analyzed using Nvivo to look for patterns and themes. For Round Two, participants rated the importance of each theme identified in Round One. Mean scores for each theme were calculated for Round Three, themes were listed in order by group mean scores and participants were asked to review this ranking and to justify any changes if needed. The Supplemental Nutrition Assistant Program Education (SNAP-Ed) has historically focused on direct nutrition education but now programs are expected to incorporate interventions that target policies, systems and environments (PSE). The Regional Nutrition Education Center of Excellence PSE Change Center (RNECE-PSE) conducted a Delphi study to determine top barriers, facilitators and training needs related to PSE implementation in SNAP- Ed. Three rounds of surveys were conducted with 33 SNAP-Ed professionals from across the country. Evaluation emerged as a key skill needed for successful implementation of PSEs in SNAP-Ed. Evaluation of PSEs was identified as the top training need, lack of evaluation expertise was identified as a top barrier for PSE implementation, and having access to evaluation expertise was identified as a top facilitator for PSE success. To identify barriers, facilitators and training needs related to public health approaches for SNAP-Ed CONCLUSIONS RESULTS Three major themes related to successful PSE implementation in SNAP-Ed identified by the panel were: The crucial role of evaluation expertise and resources specifically related to evaluating PSEs The importance of support from staff, partners and management especially as many programs start to include and need to balance PSE efforts with direct education efforts The need for PSE specific training and other professional development resources with the goal of increasing knowledge, expertise and capacity related to PSE efforts ACKNOWLEDGEMENTS We would like to acknowledge the efforts of our colleagues on the RNECE-PSE Change Center and the SNAP-Ed and EFNEP professionals who participated in this study. This work is supported by the U.S. Department of Agriculture (USDA), Food and Nutrition Service and National Institute of Food and Agriculture. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the view of USDA. TOP 5 BARRIERS FOR PSE IMPLEMENTATION IN SNAP-ED MEAN SCORE (S.D.) RANGE ISSUES WITH PSE EVALUATION7.19 (1.69)3 – 9 LACK OF PSE TRAINING6.31 (2.30) 1 – 9 PROBLEMS COORDINATING DIRECT EDUCATION EFFORTS WITH PSES 6.31 (1.81)2 – 9 LACK OF TIME TO IMPLEMENT PSES6.13 (2.38)2 – 9 LACK OF STAFF KNOWLEDGE5.94 (2.27)1 – 9 TOP 5 FACILITATORS FOR PSE IMPLEMENTATION IN SNAP-ED MEAN SCORE (S.D.) RANGE EVALUATION EXPERTISE7.88 (1.28)5 – 9 TRAINING7.06 (2.01) 2 - 9 EXPERIENCE WITH PSE IMPLEMENTATION7.00 (1.92)3 – 9 STAFF ENGAGEMENT/ENTHUSIASM RELATED TO PSE IMPLEMENTATION 6.75 (2.39)2 – 9 STAFF EXPERTISE6.50 (2.27)2 – 9 TRAINING NEEDS FOR PSE IMPLEMENTATION IN SNAP-ED MEAN SCORE (S.D.) RANGE HOW TO EVALUATE8.2 (1.26)4 – 9 HOW TO TRAIN AND SUPERVISE STAFF TO IMPLEMENT PSES 7.3 (1.82)2 - 9 HOW TO IMPLEMENT PSES7.2 (2.03)2 – 9 EXAMPLES OF MODEL PSE PROGRAMS7.2 (1.88)2 – 9 HOW TO INTEGRATE DIRECT EDUCATION AND PSES7.1 (1.74)2 – 9 6 out of 13 9 out of 14 7 out of 12 5 out of 17 Evaluation of PSEs was ranked highly as a barrier, facilitator and training need by SNAP-Ed professionals. Participants rated each category on a scale of 1 to 9 with 1 being least important to 9 being most important. The tables below have the top five barriers, facilitators and training needs ranked in order by each mean score. SUMMARY OBJECTIVE