A groundbreaking study published in the Journal of Nutrition Education and Behavior introduces a meticulously developed framework of core competencies designed specifically for professionals leading policy, systems, and environmental (PSE) change initiatives within the Supplemental Nutrition Assistance Program Education (SNAP-Ed). This innovative research represents a pivotal advancement in the nutrition and public health workforce, addressing the intricate, multidisciplinary nature of systems-level interventions that aim to create sustainable community health improvements.
The complexity of PSE work stems from its multifaceted demands: coordinating across sectors, engaging with diverse stakeholders, and navigating varying community contexts. Recognizing that traditional nutrition education no longer suffices in driving broad, systemic change, the study authors concentrated on identifying the unique skill set required for implementers who operate beyond direct education, tasked with instigating environmental and policy reforms that reshape community health landscapes.
To capture this specialized expertise, the research employed the Developing a Curriculum (DACUM) method, a systematic approach that elicits detailed job analyses from experienced practitioners. The researchers convened a national panel composed of PSE implementers dedicating at least half of their professional efforts to this specialized work. This panel, representing a broad geographic and programmatic spectrum, contributed insights over a comprehensive 16-hour hybrid workshop that deeply probed the essential duties, tasks, knowledge, skills, tools, and behaviors underpinning effective PSE practice.
The outcome was a comprehensive delineation of nine core duty areas encompassing roughly 100 discrete tasks. These duties span crucial domains such as community capacity building, strategic planning, partnership development, evaluation, and administrative management. Particularly noteworthy is the inclusion of community capacity building as a core competency—an element that distinguishes SNAP-Ed PSE implementers from more traditional nutrition educators and reflects the necessity for empowering communities to actively participate in and sustain systemic changes.
Such a detailed competency framework addresses the substantial gap in workforce development for PSE initiatives. As lead author Dr. Sarah Misyak, a research assistant professor and assistant director at Virginia Tech, explains, the evolving landscape of public health demands a paradigm shift in professional preparation. “Skill sets required for effective policy and environmental change transcend direct education,” she emphasized. “Our framework equips agencies with a standardized, research-based roadmap to hire, train, and support workforce members who are capable of orchestrating complex, sustainable change.”
The validation and refinement process embedded in this study underscore its practical relevance. By grounding the framework in the real-world experiences of those implementing PSE programs, the competencies reflect both the challenges faced and the strategies that have succeeded across diverse implementation environments. This ensures the framework’s adaptability and robustness, essential for the dynamic and often unpredictable nature of systems-level public health work.
Moreover, the competencies offer actionable utility. Employing this framework, organizations can develop precise job descriptions that align candidate qualifications with the nuanced demands of PSE work. Such alignment is critically important to streamline recruitment processes, reduce misalignment and turnover, and ultimately enhance the efficacy of intervention programs through better human resource practices.
In addition, the framework serves as a foundational tool for internal capacity building. Agencies can use it to inform staff development initiatives, targeting identified gaps and fostering professional growth. This intentional investment in human capital is vital not only for programmatic success but also for mitigating employee burnout, a significant concern in high-demand fields requiring sustained motivation and resilience.
The implications extend beyond workforce development into academic training. Integration of these competencies into undergraduate and graduate curricula in nutrition and public health education promises to better prepare the next generation of professionals. By equipping emerging practitioners with well-defined competencies before entering the workforce, educational institutions can bridge the divide between theoretical learning and practical application in community-based PSE work.
This study also illuminates the broader value of competency frameworks in public health systems change. By codifying the multifarious expertises needed for effective implementation, it advances the premise that complex interventions require equally sophisticated workforce structures. It encourages a shift from ad hoc skill acquisition toward deliberate, evidence-informed human resource planning, which can catalyze lasting improvements in community nutrition and health outcomes.
Importantly, the participatory nature of this framework’s creation aligns with principles of workforce empowerment and stakeholder engagement. By involving implementers throughout the development process, the researchers ensured that competencies resonate with on-the-ground realities and reflect authentic, replicable professional standards. Such inclusivity not only enhances the validity of the framework but also its acceptance and adoption within the SNAP-Ed community and related sectors.
The study represents a critical step forward in conceptualizing and operationalizing the workforce behind sustainable, system-level nutrition interventions. As public health challenges grow in scale and complexity, so too must our strategies for preparing and supporting the professionals who drive change. The competencies laid out here provide a much-needed blueprint, steering workforce development toward a future where interventions are delivered by teams equipped with the strategic dexterity, technical knowledge, and community-centered agility required for meaningful, enduring impact.
As the public health community embraces this framework, potential ripple effects include greater program coherence, enhanced collaboration across sectors, and ultimately, more resilient community food systems. This progress is especially pertinent as SNAP-Ed and similar programs adapt to evolving contexts marked by shifting policy landscapes, emerging nutritional challenges, and the imperative for equity-focused, culturally responsive approaches.
In a field often characterized by fragmented professional roles and undefined expectations, this study’s comprehensive competency framework marks a milestone. It not only clarifies what effective PSE implementation entails but also provides a scalable toolset for cultivating expertise, fostering leadership, and sustaining momentum toward healthier communities. Its dissemination and implementation could catalyze transformative improvements in how nutrition and public health agencies recruit, train, and retain the workforce essential for policy, systems, and environmental progress.
Subject of Research: People
Article Title: Development of Core Competencies for Implementers of Policy, Systems, and Environmental Change Initiatives
News Publication Date: August 12, 2025
Web References:
References:
Misyak, S., et al. (2025). Development of Core Competencies for Implementers of Policy, Systems, and Environmental Change Initiatives. Journal of Nutrition Education and Behavior. DOI: 10.1016/j.jneb.2025.03.007
Image Credits: Journal of Nutrition Education and Behavior
Keywords: Policy, Systems, and Environmental Change; SNAP-Ed; Core Competencies; Workforce Development; Public Health Nutrition; Community Capacity Building; Program Evaluation; Systems-Level Interventions; Workforce Training; Employee Burnout; Nutrition Education; Public Health Workforce
