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Community Gardening for Active Citizenship: Initial Report

Community Gardening for Active Citizenship: Initial Report. P. J. Frable 1 ND RN & L. Dart 2 PhD RD LD Texas Christian University, 1 Harris College of Nursing & Health Sciences 2 Department of Nutritional Sciences. Objectives.

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Community Gardening for Active Citizenship: Initial Report

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  1. Community Gardening for Active Citizenship: Initial Report P. J. Frable1 ND RN & L. Dart2 PhD RD LD Texas Christian University, 1Harris College of Nursing & Health Sciences 2Department of Nutritional Sciences

  2. Objectives • Describe service learning as a teaching strategy to enhance practicum learning experience • Describe a community based participatory research, service learning initiative for fostering the citizenship model of “agent for social justice” and civic literacy skills among public health nursing students

  3. Background

  4. Inadequate physical activity, inadequate fruit and vegetable consumption, and food insecurity are associated with overweight and obesity • Adequate consumption of fruits and vegetables • Daily moderate to vigorous physical activity along with strength building several times weekly • Food security: adequate quality and quantity of calories for their activities of daily living

  5. Logic Model:Community Gardening for Active Citizenship 1 2 3 4

  6. In Community Gardening for Active Citizenship, community based participatory research serves as the catalyst that helps civic engagement and service learning create social capital

  7. Community Gardens • Peer-reviewed literature limited, but suggests community gardens • Increase access to and consumption of fruits and vegetable • Improve food security • Increase physical activity, especially strength building activity • Alter community spaces in positive ways • Create social capital • Help people develop job-related skills

  8. Community Gardening and Public Health • Community gardening process offers numerous opportunities to develop skills including the four civic literacy skills • Collective decision making • Communication • Critical thinking • Organization • Community gardening offers opportunities for students to utilize the standards of public health nursing practice (ANA, 2007)

  9. Program Description

  10. Tarrant County Resource Connection (RC) • Mission: Provide employment, education, health and human services in a single environment that allows County citizens to efficiently utilize resources that promote self-sufficiency, self-reliance, and wellness • Unique public private collaboration operating as self-supporting entity of County government

  11. Tarrant CountyMaster Gardeners Association (MGA) • Non-profit organization with 325 active, certified members • Part of Texas AgriLife (Texas Cooperative Extension) • Requires minimum of 50 hours of instruction plus 50 volunteer hours in first year after course work • Two Master Gardeners serve as main consultants and contacts for this project

  12. Demonstration Community Garden • “dedicated to the creation and maintenance of a gardening environment designed to improve the health and quality of life for persons of all ages and abilities through education and the application of current horticultural practices.” • RC contributed 2 acres, ongoing grounds crew, water, and security support • MGA contributed garden expertise, volunteer labor, supplies (plants, soil, greenhouse, materials for beds)

  13. Demonstration Community Garden

  14. Nursing Courses • Community Health Nursing Practicum • Senior II BSN students • Eleven to 12 weeks, one practicum day per week • Spring and Fall 2007 • Public Health Nursing rotation, Reflective Practice III • Accelerated Baccalaureate Nursing Track students • Spring 2008, 9 practicum days completed in one month • Both courses • Population focused • Interventions dependent on faculty and student actions

  15. Nutritional Sciences Courses • Supervised Practice in General Dietetics • Junior Coordinated Program in Dietetics students • Six weeks, 10-12 hours each week • Fall 2007 • Supervised Practice in Community Nutrition • Senior Coordinated Program in Dietetics students • Seven weeks, 10-12 hours each week • Spring 2007 and 2008

  16. Spring 2007 • Nursing and Nutritional Sciences students help establish garden • Build beds, establish rose berm, move soil, help with rain water harvesting system • Nursing students plan and implement Opening Day event to promote garden • Nutritional Sciences students complete initial outreach for Tarrant Area Food Bank, WIC, and Senior Citizen Services

  17. Fall 2007 • Nursing and Nutritional Sciences students complete Community Gardener certification, curriculum designed by MGA, in consultation with TCU faculty, specifically for TCU students • Nursing students implement “Build Day”, working with school children to build three raised beds and establish composting program • Nutritional Sciences students follow nursing students, providing classroom education on healthful eating and building additional beds

  18. Spring 2008 - Nursing • Two student sections completed Community Gardening certification • Lessons • Soil composition, fertilizers, mulching and watering • Rain water harvesting • Composting • Plant propagation • Native plants • Entomology

  19. Spring 2008:Demonstration Garden Cohort • Contributed to garden infrastructure: composting, planting, building 3 new beds • Engaged pregnant and parenting adolescents in adopting 4 beds, planting flowers and vegetables, and walking to garden regularly • Connected Senior Citizen Service clients with MGA for container gardening classes • Established initial outreach with MHMR and Veterans Affairs • Provided in-service on therapeutic and enabling gardens for MGA interns building enabling garden

  20. Spring 2008:Nash Elementary School Cohort • Planned, implemented, evaluated and documented Science and Gardening Fair for 4th and 5th grade students and their families • Assisted in teaching 5th grade science to help prepare students for TAKS and build relationships with students • Five learning stations at fair • Digestive system • Water cycle and soil composition • Plant propagation • Photosynthesis and fruit and veggie critters • Tasting garden products and making better food choices

  21. You Are What You Eat Science and Gardening Fair

  22. You Are What You Eat Science and Gardening Fair

  23. Results

  24. Research Questions • How effective is community gardening for fostering civic skills in collective decision making, communication, critical thinking, and organization? • Does engagement of students as partners in CBPR promote their development as active citizens? • How effective is the partnership among TCU faculty, TCU students, and the Demonstration Garden in achieving study objectives?

  25. Evaluation Plan • Journey Mapping event maps (Nutrition) and journals (Nursing), 2007 • Students’ meeting course objectives • Faculty – student conferences • Action plan progress • CDC Framework for Program Evaluation in Public Health, Donabedian’s Structure – Process – Outcome framework, ecological framework, and CBPR principles

  26. Service Learning Results - Students • Met course objectives • Applied learning to personal lives • Contributed to community-identified needs at Demonstration Garden and Nash Elementary School • Traditional Track (2007) had more difficulty in understanding community gardening as mechanism for promoting public health than Accelerated (2008) • Status of garden and CBPR relationship may contribute to this

  27. Civic Literacy Results - Students • Participation increased nursing students’ awareness of civic literacy skills and self-reported assessment of these skills • Fall 2007 students wrote Chancellor about ways TCU campus could incorporate rain water harvesting and composting • Spring 2008 students provided greatest outreach and response to community partners

  28. Journey Mapping Journals Fall 2007

  29. Civic Literacy Results - Faculty • Made connections between public health nursing and civic literacy more visible • Facilitated more conversations with students about social justice, U.S. history and law, and American (US) narratives past and present • Included guest lecture on Constitution in companion Concepts course

  30. Community Based Participatory Research Results • The community-campus partnership developed for this project seems just now ready to begin serious dialogue about research opportunities • Educate partners about value of the research component and encourage their participation • Recruit Texas AgriLife as a partner • Facilitate nursing students’ interest in participating as research partners

  31. Future Directions

  32. Next Steps • Formalize CBPR relationship • Proposal writing • Continue to support outreach activities at Demonstration Garden and Nash Elementary School

  33. Thanks to Our Community Partners • Tarrant County Resource Connection • Tarrant County Master Gardeners • Nash Elementary School • Senior II Nursing Students in the Community Health Nursing Practicum, Spring 2007 and Fall 2008 • Accelerated Baccalaureate Nursing Students in the Public Health Nursing rotation, Spring 2008 • Junior and Senior students in Coordinated Program in Dietetics

  34. Acknowledgement of Funding Sources • Center for Civic Literacy, Texas Christian University • Center for Community Engagement and Service Learning, Texas Christian University • Harris College of Nursing and Health Sciences, Texas Christian University (in-kind support)

  35. For more information contact • Pamela Jean Frable ND RN • Associate Professor, Nursing • Harris College of Nursing and Health SciencesTexas Christian University • P.frable@tcu.edu • Lyn Dart PhD RD LD • Associate Professor • Department of Nutritional Sciences Texas Christian University • L.dart@tcu.edu

  36. Bibliography • American Nurses Association. (2007). Public health nursing: Scope and standards of practice. Silver Spring, MD: Author. • Bell-Elkins, J. (2002). Assessing the CCPH Principles of Partnership in a community-campus partnership. Retrieved October, 2006, from http://depts.washington.edu/ccph/pdf_files/friendly%20principles2.pdf • Centers for Disease Control and Prevention. (1999, September 17). Framework for program evaluation in public health [Electronic version]. Morbidity and Mortality Weekly Report, 48(RR-11). Retrieved October 12, 2006, from http://www.cdc.gov/mmwr/PDF/rr/rr4811.pdf • Centers for Disease Control and Prevention. (2006). U.S. physical activity statistics: Home. Available from http://www.cdc.gov/nccdphp/dnpa/physical/stats/index.htm • Drewnowski, A. & Spector, S.E. (2004). Poverty and obesity: the role of energy density • and energy costs. American Journal of Clinical Nutrition, 79(1), 6-16. • Ehrlich, T. (2006). Service learning in undergraduate education: Where is it going? Carnegie Perspectives. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching. Retrieved October 12, 2006, from http://www.carnegiefoundation.org/perspectives/sub.asp?key=245&subkey=1251 • Glover, T. D. & Parry, D. C. (2005). Building relationships, accessing resources: Mobilizing social capital in community gardening contexts. Journal of Leisure Research, 37(4), 450-474. • Guenther, P. M., Dodd, K. W., Reedy, J., & Krebbs-Smith, S. M. (2006, September). Most Americans eat much less than recommended amounts of fruits and vegetables. Journal of the American Dietetic Association, 106(9), 1371-1379. • Hyman, J. B. (2002). Exploring social capital and civic engagement to create a framework for community building. Applied Developmental Sciences 6(4), 196-202. • Johnson, D.B. & Smith, L.T. (2006). Testing the recommendations of the Washington State Nutrition and Physical Activity Plan: The Moses Lake case study. Preventing Chronic Disease, 3(2). Retrieved October 12, 2006 from http://www.cdc.gov/pcd/issues/2006/apr/05_0096.htm • Israel, B. A., Schulz, A. J., Parker, E. A. & Becker, A. B. (1998). Review of community-based participatory research: Assessing partnership approaches to improve public health. Annual Reviews in Public Health, 19, 173-202.

  37. Israel, B. A., Schulz, A. J., Parker, E. A. & Becker, A. B. (2001). Community-based participatory research: Policy recommendations for promoting a partnership approach to health research. Education for Health, 14(2), 182-197. • Kibel, B. M. (2004) Journey mapping: An overview. Chapel Hill, NC: Pacific Institute for Research and Evaluation. Retrieved October 12, 2006, from http://www.pire.org/resultsmapping/previewafs.htm • Kirlin, M. (2003, June).The role of civic skills in fostering civic engagement. CIRCLE (The Center for Information and Research on Civic Learning and Engagement) Working Paper 06. College Park, MD: University of Maryland, School of Public Policy. Retrieved October 12, 2006, from http://www.civicyouth.org/PopUps/WorkingPapers/WP06Kirlin.pdf • Seifer. S.D. (1998). Service-learning: Community-campus partnerships for health professions education. Academic Medicine, 73(3), 273-277. As quoted on Service Learning, Community-Campus Partnerships for Health. Retrieved October 12, 2006, from http://depts.washington.edu/ccph/servicelearningres.html • Shinew, K. J., Glover, T. D., & Parry, D. C. (2004). Leisure spaces as potential sites for interracial interaction: Community gardens in urban areas. Journal of Leisure Research, 36(3), 336-355. • Tarrant County Public Health. (2005). Tarrant County behavioral risk factor surveillance system, 2004 [Electronic version]. Fort Worth, TX: Author. Retrieved October 12, 2006, from http://www.tarrantcounty.com/ehealth/lib/ehealth/TCPH_2004_BRFSS_Report.pdf • Twiss, J., Dickinson, J., Kleinman, T., Paulsen, H., & Rilveria, L. (2003). Community gardens: Lessons learned from the California Healthy Cities and Communities. American Journal of Public Health, 93(9), 1435-1438. • United Nations World Food Program. (2006). What is hunger? Retrieved October 12, 2006, from http://www.wfp.org/aboutwfp/introduction/hunger_what.asp?section=1&sub_section=1 • United States Department of Health and Human Services. (2000). Healthy people 2010 [Electronic version]. Washington, DC: U. S. Government Printing Office. Available from www.healthypeople.gov • Voluntad, A., Dawson, P. & Corp, M. (2004). The Pendleton community garden project – more than just planting seeds. Journal of Extension, 42(6). Retrieved October 12, 2006, from http://www.joe.org/joe/2004december/iw2.shtml • Walker, T. (2002). Service as a pathway to political participation: What research tells us. Applied Developmental Science, 6(4), 183-188. • World Health Organization. (2002). The world health report 2002: Reducing risks, promoting healthy life [Electronic version]. Geneva, Switzerland: Author. Retrieved October 12, 2006, from http://www.who.int/whr/2002/en/index.html • World Health Organization & Food and Agricultural Organization of the United Nations. (2005). Fruit and vegetables for health: Report of a joint FAO/WHO workshop, 1-3 September 2004, Kobe, Japan. Geneva, Switzerland: World Health Organization. Retrieved October 12, 2006, from http://www.who.int/dietphysicalactivity/publications/fruit_vegetables_report.pdf • Yancep, A. K., Kumanyika, S. K., Ponce, N. A., McCarthy, W. J., Fielding, J. E., Leslie, J. P., et al. (2004). Population-based interventions engaging communities of color in healthy eating and active living: A review. Preventing Chronic Disease, 1(1). Retrieved October 12, 2006, from http://www.cdc.gov/pcd/issues/2004/jan/03_0012.htm

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