An Evidence-Based Approach: The Development of a Parent Education and Health Promotion Program Utilizing a Common Components Analysis

Introduction: Evidence-based (EB) manualized programs are necessary for practitioners and clinicians to translate science to practice. Among manualized parenting programs, few include any parenting strategies around child health promotion (i.e., feeding strategies, screen time, and physical activity). In order to develop a universal parenting program for parents of five to eight year olds, with a health promotion component, a common components analysis, based on the work of existing researchers, was utilized.

Methods: Inclusion criteria were developed to guide the systematic review of manualized EB parenting programs that broadly align with the Grow! program domains of positive parenting, stress management, and child health promotion. An iterative process of coding was used to disassemble packaged programs into individual knowledge components (i.e., skills), which were subsequently defined, categorized, ranked, and scrutinized by an expert panel. Due to the absence of health promotion parenting strategies in manualized EB parenting programs, a review of published obesity intervention literature was also conducted to identify strategies that informed the health promotion domain. In addition, the process components (i.e., activities and delivery modes) of the selected EB programs were studied and sorted, presenting data for decision making around how to build a blended learning environment and program delivery system.

Results: Ten EB programs were identified that fit the inclusion criteria. A list of 12 knowledge components was confirmed by an expert panel: each fit into one or more of the Grow! program domains. This list was supplemented by a catalog of activities and resources extracted from the EB programs, and identified via the common components analysis process. Health promotion components such as specific strategies to promote fruit and vegetable consumption and physical activity, limiting screen time, and eliminating sweetened drinks, were identified and included. These findings were used to guide the curriculum writing and activity development process. In addition, a blended learning design was developed, involving face-to-face, text-based, and online video instruction, to enhance participant engagement and outcomes.

Conclusions: The findings of this common components analysis contribute to the relatively thin literature on the key ingredients of effective parent education and health promotion programs. Further, this study develops a structured process for determining specific knowledge components and the methods used to teach them, which can be used by others seeking to efficiently integrate science into new and existing parenting and child health promotion programs across a range of contexts.