Changes In Nutrition Knowledge Research Articles

Exploring students’ perception of subjective food literacy: A model of educational practice

IntroductionLatest research showed that lower levels of food literacy led to poorer health outcomes and highlighted the importance of nutrition education to improve food literacy for the population. Although evidence at the global level exists, the scientific literature on food literacy in Romania is scarce; therefore, this article aims to explore the perception of subjective food literacy as an outcome of an educational model in a sample of university students from Romania. MethodsThe present study used a qualitative inductive approach using focus groups to explore the results from an educational “learning-by-doing” model regarding the perception of subjective food literacy. The sample consisted of 64 second-year students who participated in a class taught by one of the authors between October 2019 and February 2020 and later agreed to participate in the focus groups. All focus groups were audiotaped following participants’ permission and transcribed verbatim. Data was analyzed with the QSR Nvivo 12 Pro software package using an inductive thematic analysis. ResultsSeveral themes and sub-themes emerged from the focus groups discussing prior information of participants regarding nutrition, change in nutrition knowledge (information about plant protein, information about soy and soy products, information about sugar and its effects on health, and additional nutrition information), modified perception of nutrition and food, dietary habits, short-term behavior changes, and aspects that helped them to have more information about nutrition (construction of the health campaign, pre-testing materials, and support offered by the professors). All participants reported acquiring new information about food and nutrition, modified perceptions about nutritional habits, and even reported short-term behavioral change as an outcome of the educational model. ConclusionsEducational models using a learning-by-doing approach and combining formal and non-formal education can potentially affect students' subjective food literacy. Future research should explore university students' food literacy using evidence-based educational models.

Improvements in nutrition knowledge among adults with physical disabilities: A program evaluation of the mindfulness, exercise, and nutrition to optimize resilience (MENTOR) program 2020–2021

BackgroundThe Centers for Disease Control and Prevention (CDC) funds a quality improvement (QI) health promotion telewellness program for adults with physical disabilities. ObjectiveThe nutrition component of the parent program, Mindfulness, Exercise, and Nutrition to Optimize Resilience (MENTOR) program, from 2020 to 2021, was evaluated to assess changes in nutrition knowledge of people with physical disabilities. MethodsThis was a quasi-experimental program evaluation by pre-post survey of participating adults with physical disabilities. Participants attended weekly nutrition classes for eight weeks with optional one-on-one counseling with a Registered Dietitian. Participants completed pre-post General Nutrition Knowledge Questionnaire Revised (GNKQ-R) that were analyzed using paired t-tests. Participants were grouped into quartiles by pre-program GNKQ-R scores for additional comparisons. Program attendance and post-program feedback were also evaluated. ResultsA total of 286 participants completed the MENTOR program, and 31% (n = 89) completed pre-post questionnaires for data analysis. Mean pre-program GNKQ-R scores were 58.4 ± 15.1 and post scores were 64.4 ± 11.3, which demonstrated a statistically significant improvement in nutrition knowledge (p < .001). Ancillary analysis revealed that participants with the lowest quartile of pre-program nutrition knowledge had the greatest improvements in their post-GNKQ-R scores (Mean change 16.4 ± 13.9). Questionnaire data revealed participants’ subjective knowledge changes and their feedback on the nutrition component of the program. ConclusionsThe eight-week MENTOR program effectively improved nutrition knowledge among people with physical disabilities. This demonstrates the impact the program can have on individual knowledge levels. Additionally, these results support the implementation of the program to the broader population of people with disabilities.

Effectiveness of a multifaceted intervention for the improvement of nutritional status and nutrition knowledge of children in poverty-stricken areas in Shaanxi Province, China

ObjectivesCompare the differences between the intervention and control groups in changes of primary outcomes (body mass index [BMI] and waist-to-height ratio [WHtR]) and secondary outcomes (nutrition knowledge of children and parents), from baseline to the 6- and 12-month follow-ups; examine the associations of changes in nutrition knowledge of children and their parents with children's changes in BMI and WHtR. Data sourcesData collected from four schools in two poverty-stricken counties in northern Shaanxi Province in 2020‒2021. MethodsA multifaced intervention program targeted children (promoting healthy diet and nutrition education) and their parents (promoting nutrition knowledge) was conducted in the interventional group. Four schools, with two in each group, were randomly allocated to the intervention or control group, with 814 eligible children aged 7.1 to 12.8 years. The control group conducted myopia promotion. Differences in changes of BMI and WHtR between groups were compared with t-test. Mixed-effects model was used to examine the associations between changes in nutrition knowledge of children and parents with changes in children's BMI and WHtR. ResultsAt the 6-month follow-up, the difference in changes in BMI between the intervention and control groups was 0.4 kg/m 2 (P < 0.001). At the 12-month follow-up, the difference in changes in BMI and WHtR between intervention and control groups was 0.1 kg/m2 (P < 0.001) and 0.01 kg/m2 (P < 0.001). In the intervention group, the nutrition knowledge awareness rate of children increased from 16.9% (69/409) at baseline to 21.3% (87/409) at 6-month, and 22.7% (93/409) at 12-month. The awareness rate of nutrition knowledge of parents also fluctuated, from 5.6% (23/409) to 6.6% (27/409) and 5.4% (22/409). However, the difference in changes in nutrition knowledge between intervention and control groups was non-significant. The 6-month follow-up changes in children's nutrition knowledge scores were negatively associated with changes in BMI in girls (β = −0.26, 95% confidence interval [CI]: −0.38 to −0.14, P < 0.001), while positively associated with changes in WHtR in boys (β = 0.003, 95% CI: −0.0002 to 0.005, P = 0.035). The 12-month follow-up changes in children's nutrition knowledge scores were positively associated with changes in children's WHtR (β = 0.003, 95% CI: 0.0004 to 0.01, P = 0.018). ConclusionsThe intervention strategies did not reduce the BMI and WHtR of children, and the nutrition knowledge of children and parents increased after the intervention in intervention group. Changes in nutrition knowledge of children and their parents are associated with changes in children's BMI or WHtR. Interventions with a new focus on obesity are needed to help improve children's nutritional status in poverty-stricken areas in Shaanxi Province of China.

Designing and Evaluating a Personalized, Human-Centered Dietary Decision Support System for Use Among People With Diabetes in an Indian Setting: Protocol for a Quasi-Experimental Study

BackgroundHuman-centered dietary decision support systems are fundamental to diabetes management, and they address the limitations of existing diet management systems.ObjectiveThe objective of the proposed study is to evaluate the use of an interactive, telephone-linked, personalized, human-centered decision support system for facilitating the delivery of personalized nutrition care for patients with diabetes.MethodsA quasi-experimental trial was conducted between the period of June and December 2018. Study participants were recruited from Community Health Center, Dharamshala, Kangra (urban population), and Model Rural Health Unit, Haroli Block, Una (rural population). Eligible participants included adults aged ≥30 years with controlled or uncontrolled diabetes, those who agreed to participate in the study, those who were available for follow-up interviews, and those with a telephone or computer at home. Diabetic status was determined via a physician’s diagnosis. Individuals with mental or physical challenges that affected their ability to use an electronic diet record, those who were not available for a telephone follow-up, and those who were involved in other protocols related to dietary assessments were excluded. The study participants were randomized into the following two groups: the intervention group (telephone-linked dietary decision support system) and the control group (paper-based diet record). Study participants in the intervention group recorded their daily dietary intake by using a telephone-linked, personalized, human-centered dietary decision support system and received personalized feedback and diet education via SMS text messaging. Study participants in the control group were provided with only a paper-based diet record for documenting their daily dietary intake. Follow-up visits were conducted at 3 and 6 months from the baseline in both groups. Differences in diabetes knowledge, attitudes, and practices will be measured across groups.ResultsThe collection of baseline data from 800 study participants in both the intervention (n=400) and control groups (n=400), which were stratified by urban (control group: n=200; intervention group: n=200) and rural settings (control group: n=200; intervention group: n=200), has been completed. Follow-up data collection for months 3 and 6 is ongoing and is expected to be completed by October 2019.ConclusionsWe anticipate that the intervention group will show significant changes in nutrition knowledge, attitudes, and practices; satisfaction with care; and overall diabetes management. We also expect to see urban-rural differences across the groups. The uniqueness of our nutrient data capture process is demonstrated by its cultural and contextually relevant features—diet capture in both English and Hindi, diet conversion into caloric components, sustained diet data collection and participant adherence through telephone-linked care, and auto-generated reminders.International Registered Report Identifier (IRRID)DERR1-10.2196/13635

Feasibility and Acceptability of 'VitaVillage': A Serious Game for Nutrition Education.

Computer games have previously been used to improve nutrition knowledge in children. This paper describes the acceptability and feasibility of a serious game, “VitaVillage”, for improving child nutrition knowledge. VitaVillage is a farming-style game in which the player undertakes quests and completes questions aimed at increasing several aspects of nutrition and healthy eating knowledge. Children aged 9–12 years in two primary schools (control vs. intervention) completed a nutrition knowledge questionnaire at baseline (T1) and after 1 week (T2). Participants at the intervention school (n = 75) played VitaVillage for 20 minutes on two occasions. Control participants (n = 94) received no nutrition education. Likeability question scores and written feedback from intervention participants was reported qualitatively. Paired sample t-tests were used to compare T1 and T2 nutrition knowledge changes between control and intervention participants. Engagement with VitaVillage improved children’s overall nutrition knowledge (Mean increase of 2.25 points between T1 and T2, Standard Deviation (SD) 6.31, p = 0.035) compared to controls. The game was liked overall (mean score 77 (SD 24.6) on scale of 0–100) and positive feedback was given. Results indicate that VitaVillage has the potential to be successful as a nutrition education tool. In the future, VitaVillage’s content and gameplay will be revised, extended and evaluated for its long-term impact on eating behaviour and knowledge changes.

Enhancing nutrition knowledge and dietary diversity among rural pregnant women in Malawi: a randomized controlled trial

BackgroundIn many sub-Saharan African countries, such as Malawi, antenatal care (ANC) services do not deliver sufficient nutrition awareness to improve adequate dietary intake in pregnancy. We therefore compared the effects of supplementary nutrition education and dietary counselling with routine ANC service on nutrition knowledge and dietary intakes among Malawian pregnant women.MethodsWe used data from a two-armed cluster randomised controlled trial (RCT) of which the intervention group received supplementary nutrition education, dietary counselling and routine ANC services whereas the controls received only routine ANC services. The RCT was conducted in 10 control and 10 intervention villages in Mangochi, Southern Malawi and included pregnant women between their 9th and 16th gestational weeks. We examined the changes in nutrition knowledge and dietary diversity from enrolment (baseline) to study end-point of the RCT (two weeks before expected delivery). We used three linear multilevel regression models with random effects at village level (cluster) to examine the associations between indicators of nutrition knowledge and diet consumption adjusted for selected explanatory variables.ResultsAmong 257 pregnant women enrolled to the RCT, 195 (76%) were available for the current study. The supplementary nutrition education and counselling led to significant improvements in nutrition knowledge, dietary diversity and nutrition behaviour in the intervention group compared with controls. Most women from both study groups had a moderate consumption of diversified foods at study end-point. A significant positive association between nutrition knowledge and consumption of a diversified diet was only observed in the intervention group.ConclusionsNutrition knowledge and dietary diversity improved in both study groups, but higher in the intervention group. Increased nutrition knowledge was associated with improved dietary diversity only in the intervention women, who also improved their nutrition perceptions and behaviour. Antenatal nutrition education needs strengthening to improve dietary intakes in pregnancy in this low resource-setting.Trial registrationClinical trials.gov ID: NCT03136393 (registered on 02/05/2017).

Nutrition Knowledge and Dietary Intake in Pregnancy in Rural Malawi: Comparing Supplementary Nutrition Education and -Counseling With Routine Antenatal Care

Abstract Objectives To describe and compare changes in nutrition knowledge, perception and dietary habits between the intervention and control group and to evaluate the effects of nutrition knowledge on dietary diversification among the two study groups. Methods This study was a two armed randomised control trial. We recruited 257 women (gestational week 9–12) of which 195 (76%) were available for analyses: intervention 92; Control 103) the women were assessed at inclusion (baseine) and two weeks before the expected date of delivery (study end-point) for differences in nutrition knowledge, perception (using a structured questionnaire) and dietary habits (assessing dietary diversity score). We performed descriptive analyses to assess these differences between the two study groups. Three-level linear multilevel regression models with random intercept and random effect of time on participant at level 1 and village level 2 were used to expore the association between nutrition knowledge and dietary habits Results Our results show that both nutrition knowledge and dietary diversity improved in both study groups, but the improvement were significantly higher in the intervention group at study-end point. Increase in nutrition knowledge was associated with improved dietary diversity only among women in the intervention group. Moreover, women in the intervention group improved their nutrition perception and behaviour. Conclusions Our results provide evidence that poor nutrition knowledge is a barrier to consumption of healthy diet during pregnancy, thus supporting the relevance for augmenting nutrition education offered at ANC with supplementary and community-based nutrition interventions. We thus suggest that efforts should be made to strengthen the education component of ANC services as these are decentralized and locally accessible in Malawi and other low-income countries Funding Sources This project was funded by the University of Oslo, The Global Health and Vaccination Program (GLOBVAC) of the research council of Norway and by the Throne Holst foundation.

Nutrition Knowledge of Collegiate Athletes in the United States and the Impact of Sports Dietitians on Related Outcomes: A Narrative Review.

In the last decade, the number of full-time registered dietitians (RDs) serving intercollegiate athletes in the United States has more than quadrupled. However, many student athletes may be at increased risk of nutrition-related problems that impact physical and academic performance, which include inadequate macronutrients, inadequate micronutrients, and excessive macronutrients. This narrative review reports the current literature to date on nutrition-related knowledge in collegiate athletes and the impact of sports RDs on student athletes’ nutrition knowledge and behaviors. To date, only observational and quasi-experimental studies have been published with regard to changes in nutrition knowledge and behaviors in NCAA athletes. While these studies report benefits of the RD as a member of the interdisciplinary student athlete support team, more well-designed randomized control trials are warranted to determine benefits related to health outcomes and sport-specific performance outcomes.

Use of Instagram® to Educate Adolescents on Nutrition Labelling: A Feasibility Study in Selangor, Malaysia

This study was undertaken to assess the demand and acceptance of an Instagram-based nutrition labelling education (Info-Nutriteen®) among adolescents. In this quasi-experimental study, a series of educational messages was developed and was uploaded on Instagram for 12 weeks. Participants were recruited and randomized into the intervention group or control group. Feasibility was assessed through participants' demand and acceptance of the program. Changes in nutrition knowledge and Knowledge, Attitudes, and Practices (KAP) on nutrition labels were measured at pre- and post-intervention. A total of 125 participants completed the program. Overall, 92.7% of the participants reported positive acceptance towards Info-Nutriteen®. In terms of demand, they suggested using current and trending songs for the videos and bright colours for the info-graphics. The study showed good demand and acceptance of the Instagram based education for adolescents. The Info-Nutriteen® program also effective to improve their attitude and practice on nutrition labels. Thus, this approach is feasible. Nevertheless, Info-Nutriteen®should be improved further to enhance its impact on nutrition labels knowledge and usage among adolescents.

A model exploring the relationship between nutrition knowledge, behavior, diabetes self-management and outcomes from the dining with diabetes program

To examine the relationship between changes in participant's knowledge, beliefs, dietary behavior, diabetes self-management and program outcomes in West Virginia Dinning with Diabetes (DWD) program. We used a longitudinal pre-test and post-test study design and data from 2745 individuals with diabetes who participated from 2007 to 2012. The DWD was offered in community-based settings across the state as an educational program (five classes over a 3-month period). Associations between changes in the variables were examined by structural equation modeling using a path model in which changes in nutritional knowledge, beliefs and depression predicted changes in dietary behaviors and diabetes self-management which subsequently predicted program outcomes (e.g., follow-up with healthcare providers for diabetes care and education). Standardized regression weights are presented. Participant's mean age and duration of diabetes was 63 ± 11.5 and 7.2 ± 8.0 years, respectively. The majority were females, Whites and with less than high school education. Improvements in nutrition knowledge and belief predicted improvements in dietary behavior (β = 0.60, p < .001 and β = 0.11, p < .001, respectively) and diabetes self-management (β = 0.61, p < .001 and β = 0.10, p < .001, respectively) which in turn predicted improvements in program outcome (β = 0.41, p < .001). Diabetes self-management mediated the relationship between knowledge, dietary behavior and program outcomes. The indexes of fit for the tested model indicated a good fit [TLI =0.99, CFI = 0.95, and Root Mean Square Error of Approximation (RMSEA) =0.05]. Results indicate DWD group sessions can be effective in supporting individuals with diabetes to change knowledge, dietary behaviors, adherence to self-management and follow-up provider visits for diabetes care.

Menuju Literasi Gizi: Komponen Pengetahuan Gizi pada Program Edukasi Gizi Siswa Sekolah Dasar

Pengetahuan tentang zat gizi merupakan dasar untuk menentukan sikap dan praktik dalam pemilihan makanan. Studi ini bertujuan untuk menge-tahui besaran pengetahuan gizi pada siswa sekolah dasar. Analisis dilakukan berdasarkan data pre test dan post test siswa sekolah dasar ter-pilih yang telah diberikan intervensi edukasi gizi oleh tim Gerakan Nusantara. Program intervensi edukasi gizi diselenggarakan tahun 2014 sampai 2018 pada 7113 siswa sekolah dasar terpilih di Indonesia. Analisis menggunakan uji t dependen pada perangkat lunak SPSS. Standarisasi dilakukan untuk mengetahui besaran perubahan setiap komponen penge-tahuan zat gizi sebelum dan sesudah diberikan intervensi edukasi gizi. Hasil studi menunjukkan terdapat perubahan yang bermakna pada penge-tahuan siswa setelah diberikan intervensi edukasi gizi dengan nilai p&lt;0,05 setiap tahunnya dari tahun 2014 sampai 2018. Besaran perubahan pengetahuan terendah terjadi pada tahun 2014 (skor rata-rata=6,0±18,2). Perubahan komponen pengetahuan terendah adalah tumpeng pedoman gizi seimbang dan piring makanku (skor rata-rata=2,3±1,4). Studi ini menunjukkan bahwa terdapat peningkatan pengetahuan siswa terkait zat gizi dengan dukungan faktor lingkungan sekitar sedangkan komponen pengetahuan yang mengalami besaran perubahan terendah adalah tum-peng pedoman gizi seimbang dan piring makanku. Penerapan kebijakan gizi di sekolah yang diikuti dukungan media dan metode yang efektif perlu dilakukan untuk meningkatkan pengetahuan gizi siswa yang akan berpe-ngaruh pada sikap dan perilaku.

Prevention Produce for Women with Gestational Diabetes: A Student-Run Nutrition Education Program Partnered with Local Farmer’s Markets to Improve Pregnancy Outcomes

Abstract Objectives Gestational diabetes (GDM), glucose intolerance with onset during pregnancy, is associated with increased risk of maternal and fetal complications. Prevention and management are critical, with diet and exercise as mainstays. Diets rich in fruits and vegetables are beneficial for glucose control. Despite receiving nutrition counseling by dietitians, patients often have difficulty successfully implementing lifestyle changes. Prevention Produce is a student-run program previously shown to benefit patients with hypertension. This pilot study was conducted to determine feasibility of implementing Prevention Produce with a tailored nutrition curriculum for women with newly diagnosed GDM. Secondary aims included measurement of change in nutrition knowledge, fruits and vegetable intake, glucose control, and incidence of related pregnancy complications. Methods Women newly diagnosed with GDM through routine obstetric care at Penn State were screened and consented. Baseline data was obtained, including a nutrition knowledge questionnaire, validated food intake survey, and fruit and vegetable preferences. Nutrition, public health and medical students collaborated to provide patients with four sessions each including nutrition lessons and vouchers for produce at a market. After completion of the program, participants repeated the questionnaires which were compared to baseline. Results To date, 6 out of 9 patients enrolled have completed the program. Of those who completed the program, 83% rated the program as excellent, felt it improved their health overall, and reported eating more fruits and vegetables. Additionally, 100% felt it helped manage their GDM. Nutrition knowledge improved in 83% of patients by an average of 14% in questionnaire scores. The majority of patients increased servings of vegetables compared to baseline, with increased preferences for peppers, tomatoes, and cucumbers predominating. Conclusions Preliminary results demonstrate that patients with newly diagnosed GDM find Prevention Produce helpful for improving produce intake and health overall. Participants will be monitored for the remainder of pregnancy, with a more in-depth evaluation of glucose control and rates of related complications. Funding Sources Community Start Up Grant, Penn State Hershey Public Health Sciences.

Investigating Differences in Nutrition Knowledge Between a Face-to-Face and Online College-Level General Nutrition Course

Abstract Objectives Nutrition 10: Discoveries and Concepts in Nutrition is a three-unit, high-enrollment, general education class offered at the University of California, Davis in both a face-to-face (f2f) and online format. The primary objective of this pilot study was to investigate potential differences in the change in nutrition knowledge between college-aged students participating in the f2f versus the online format. Methods Prior to spring quarter 2019, a 29-question nutrition knowledge survey was developed from the six course learning objectives. During spring quarter, the nutrition knowledge survey was administered as pre- and post-tests online through the Canvas Learning Management system to assess nutrition knowledge. Demographic data was also collected on the survey. As this was a pilot study, all data collected was anonymous and used as aggregate data for subsequent analyses. Analyses were conducted on data using STATA 16.0. Tests performed were paired t-tests and Student's t test, as appropriate. Results There were 290 students in the f2f course and 347 students in the online course that completed the survey. Baseline nutrition knowledge scores were 7.5 + 4.1 and 7.2 + 4.5 out of 29 points for the f2f and online course, respectively. Students that took Nutrition 10 significantly improved nutrition knowledge, regardless of whether they took the f2f version or the online version. Nutrition knowledge improved in the f2f course by +6.2 points (P &amp;lt; 0.01) and by +6.1 points in the virtual course (P &amp;lt; 0.01). There were no differences in change in knowledge between the two courses (P = 0.9). There were some significant differences in student characteristics between the f2f and online course, including the amount of transfer and International students, age, and ethnicity. Conclusions These results demonstrate that in this sample, Nutrition 10 is effective at improving knowledge related to nutrition and the course format did not affect knowledge gain. Future research should investigate differences between the two courses with matched data and the differences in student characteristics also needs to be further explored. Funding Sources No funding was used for this study.

Culinary Health Education and Fitness (C.H.E.F.): A Large-Scale Program to Reduce Rural Health Disparity Through Networking and Relationship Building

Abstract Objectives The Culinary Health Education and Fitness (C.H.E.F.) program is a 3-year program designed to help children and families in three Oregon counties (Lincoln, rural Benton and East Linn) achieve higher-quality lives through the promotion of physical activity and nutrition. The program utilized nutrition-focused culinary education that included cooking classes and tasting tables to empower families to be self-sufficient in the kitchen, make healthy food choices and increase exposure to fruits and vegetables. The program also sought to strengthen relationships among health-advocacy stakeholders, train future physicians to deliver nutrition education, and to integrate the Coordinated Approach to Child Health (CATCH) program at school sites as a sustainable program for increasing physical activity in school-aged children. Methods Quantitative and qualitative data were gathered from classes, schools and stakeholders through pre- and post-surveys, interviews, program records, and observation to assess program reach, process evaluation, cooking self-efficacy, physical activity and change in nutrition knowledge. Our mixed methods approach was organized around the concepts of Exposure, Integrity and Intensity (for the process evaluation) and Outcomes. Results The program had extensive reach with &amp;gt;3200 children served at tasting tables, &amp;gt;800 participants in culinary education classes, and &amp;gt;2500 students participated in CATCH at their schools. Nearly 100 community partners, medical students and volunteers were trained to deliver the evidence-based culinary education. The implementation of CATCH increased vigorous physical activity in children. Culinary education courses effectively introduced children to new vegetables and fruits and raised confidence in their ability to prepare healthy foods at home. Relationships flourished through the various meetings, trainings and conferences related to the program. A robust network of health advocacy stakeholders continues to grow across the tri-county area through various activities related to this program work. Conclusions Through a wide array of relationships and community partnerships, the C.H.E.F. program promotes healthy lifestyles and a culture of health in rural Oregon communities. Funding Sources HRSA Rural Network Development Grant.

Validity, reliability and use of a Kuwait child nutrition knowledge assessment questionnaire.

Little is known about the nutritional knowledge of children in Kuwait and school-based nutrition interventions are scarce. No validated tool to assess the nutrition knowledge of schoolchildren in Kuwait is available. This study determined the validity and reliability of a nutrition knowledge questionnaire in Kuwaiti primary-school children, and measured children's nutrition knowledge before and after a nutrition awareness intervention. The questionnaire included five questions to measure nutritional knowledge. The face and content validity were assessed by nutrition and paediatric experts. To assess questionnaire reliability and nutrition knowledge, 642 schoolchildren (8-12 years) were assigned to an intervention, control or reliability group. Each group completed the questionnaire twice, one or two weeks apart. Students in the intervention group attended a nutrition knowledge presentation before completing the questionnaire the second time. Independent and paired samples t-tests were used to assess score differences between and within the intervention and control groups for changes in nutrition knowledge. Pearson correlation coefficients were used to measure score consistency in the reliability group. Overall, the questionnaire had good content validity and moderate to strong reliability (r = 0.44, P < 0.001). Students in the intervention group had significantly higher mean nutritional knowledge scores after the intervention (from 3.65 (SD 1.03) to 4.20 (SD 1.02); P = 0.17). Control group scores were mostly unchanged. The Kuwait child nutrition knowledge questionnaire is a valid and reliable tool to assess nutritional knowledge in schoolchildren in Kuwait. Nutrition knowledge of Kuwaiti schoolchildren should be improved using age-appropriate interventions in school.

Examining the effectiveness of a holistic nutrition programme among community-dwelling elderly in Singapore

Background: Singapore faces challenges in providing efficient health-care services for the ageing population. Objectives: We evaluated the effectiveness of a novel holistic nutrition programme among the elderly who were staying in several senior activity centres in Singapore. Methods: A total of 83 elderly participants (&gt;55 years old) took part in a mixed-methods experimental study. Participants were assigned to the control group (CG), the intervention group without health talks (IGH–) or the intervention group with health talks (IGH+). Demographics, perceived satisfaction score of the administered programme and pre–post measurement on nutritional knowledge and perceived competence were measured. Subsequently, in-depth interviews were also carried out with some participants. Results: One-way analysis of variance revealed significantly higher scores for the IGH– and IGH+ groups compared to the CG in terms of perceived satisfaction of the programme ( p=0.009 and p=0.005, respectively). There was also a significant difference in terms of the change in nutritional knowledge before and after the programme between the IGH– and IGH+ groups ( p=0.002) but not for perceived competence ( p=0.26). Several determinants of dietary behaviours in the elderly such as living arrangements, attitudes and finances were identified from thematic analyses of the interviews. Conclusions: The findings from the study demonstrate the effectiveness of an holistic programme in effecting changes in nutritional knowledge but not perceived competence.

The sustainability of a nutrition-sensitive agriculture intervention: a case study from urban Senegal

The sustainability of nutrition-sensitive agriculture projects has been identified as a research gap, and there is limited research available examining such initiatives in an urban context. We examine the sustainability of a nutrition-sensitive agriculture project implemented in Dakar, Senegal. It included provision of two “microgarden” tables, a henhouse, chickens, inputs, training, and education on nutrition and hygiene. This study was conducted 18 months after the project's end and sought to assess the intervention’s sustainability via a survey and in-depth interviews with former project participants. The microgarden tables had poor sustainability: only 5% of respondents continued to use them to grow vegetables. Most of those who continued saw it as a hobby, not a main productive activity. In contrast, 75% continued poultry-rearing activities, and 20% had more chickens than provided by the project. Some former participants had switched to more lucrative models of chicken production, with sales being more common than during the project and considerable revenues earned. This ability to earn income from chicken sales was the dominant motivator of continued production. Nutrition knowledge and practices remained at or near project levels. We discuss lessons for the sustainability of nutrition-sensitive agriculture more generally. These include that in the absence of project-provided incentives, some dis-adoption should be expected; in an urban area, improving incomes may be more relevant than improving production; and behavior change communication likely needs to be re-enforced over time to ensure sustainable changes in nutrition knowledge among parents of young children.

FP8 Louisiana TNTG: Two Unique Approaches to Healthier School Nutrition Environments

Objective The Louisiana Team Nutrition Training Grant program (LA TNTG) is in place to create healthier school nutrition environments and encourage healthier eating behaviors among students. Description The LA TNTG program is applying two unique approaches to reaching students and school communities around the state. LA TNTG has awarded a [competitive] mini-grant of $5,000 and technical assistance to 15 schools. These resources support classroom nutrition curriculum, smarter lunchroom (SL) strategies, and creative projects or campaigns to engage students in healthier food practices. Simultaneously, in conjunction with the Louisiana Culinary Institute, LA TNTG is providing school food service professionals from these and other schools, with hands-on Culinary Training designed to improve critical food preparation skills. Evaluation Grade specific pre/post classroom surveys have been developed to capture change in nutrition knowledge, attitudes, and behaviors among nutrition curriculum participants. Photos and stories are being collected from schools to document their local, innovative food/nutrition projects. An initial and six-month follow-up Culinary skills survey was developed and is being implemented among culinary training participants to capture changes in cooking skills, food-prep knowledge, food appreciation, and attitudes toward work. Increased use of SL strategies is being measured as annual improvements on SL score cards. School production records and meal participant numbers for the 15 mini-grant schools are being tracked over the grant period to identify changes in consumption of key foods or meals. And the CDC School Health Index is being used to track change in nutrition environment over the TNTG period. Conclusion and Implications Still in the early stages, LA TNTG is poised to influence student eating behaviors through nutrition education, modifications to food service practices, and inspiring food-related activities. Opportunities presented through the LA TNTG could motivate long-term healthier behaviors among students, teachers, food service workers and their families.

FP17 Changes in Nutrition Knowledge, Attitudes, and Behavior After Implementation of Serving Up MyPlate and Vegetable Taste Tests

Objective Improve student nutrition knowledge, attitudes, and consumption of legumes, dark green, and red/orange vegetables after implementation of nutrition education and taste test activities in the classroom. Description The Wisconsin Team Nutrition program works to promote nutrition education in schools to create environments that are conducive to the development of healthy behaviors related to food and nutrition. In an effort to increase nutrition knowledge and positively influence dietary habits of students, Wisconsin Team Nutrition provided funding to ten schools to implement nutrition education and taste testing activities in third and fourth grade classrooms. Students were taught using the We Are What We Eat lessons from the United States Department of Agriculture Team Nutrition's Serving Up MyPlate: A Yummy Curriculum and tasted recipes containing foods from the dark green, red/orange, and legume subgroups. Evaluation Surveys were used to measure changes in students’ nutrition knowledge, attitudes, and behaviors. Electronic surveys were distributed to participating classes with instructions to complete before and after implementation of the nutrition education lessons and taste testing activities. Descriptive and inferential statistics were used to analyze pre versus post nutrition education changes in students’ knowledge, attitudes, and behaviors. Conclusion and Implications Incorporating nutrition education and taste testing activities improved students’ attitudes towards legumes and increased self-reported consumption of dark green vegetables. In addition, students demonstrated an increase in nutrition knowledge between pre-survey and post-survey. Results support the implementation of nutrition education and/or taste testing activities in the classroom to improve student nutrition knowledge, attitudes, and behaviors. Future interventions should investigate the impact between nutrition education with and without taste testing. Grant Year 2016

Incorporation of Edutainment Into Intervention and Evaluation: The Jump With Jill (JWJ) Program

Objective: To incorporate media strategies (e.g., edutainment) into a pilot nutrition education intervention, Jump with Jill (JWJ), to (1) change student knowledge and intentions; (2) stimulate enthusiasm; and (3) enhance evaluation.Methods: Third graders (n = 194) completed a pre-survey, attended a 60-min nutrition education show presented as a school assembly, and then completed a post-survey. Data was collected interactively, where students lined up behind an emoji that best represented their answers.Results: Statistically significant improvements were reported for drink preferences and enjoyment of nutrition education as well as the experience of taking a survey. All aggregate responses for knowledge, attitudes and intention became significantly more positive (p = 0.05). Furthermore, ~95% reported positive ratings to participating in the survey (P < 0.0001).Discussion: Use of edutainment may serve to stimulate change in nutrition knowledge and intention in 3rd grade students. Perfecting this teaching strategy into evaluations of health promotion programming may serve the field by increasing accuracy of student responses when language, reading level, or survey inexperience are barriers.