Food Group Knowledge Research Articles

Dietary Knowledge and Eating Habits among Patients with Type 2 Diabetes in Lebanon.

Little is known about the dietary knowledge (DK) and eating habits (EHs) of patients with type 2 diabetes (T2D) in Lebanon. Therefore, the aim of this study was to assess the DK and EH of the population with T2D and determine their associated factors. A cross-sectional survey enrolling 351 patients with T2D was carried out, using the snowball sampling technique. The survey used the UK Diabetes and Diet Questionnaire and the Dietary Knowledge questionnaire to assess participants' EH including the frequency of consumption of certain foods and their knowledge of food groups and food choices. While a higher DK index indicated better knowledge, a higher EH index indicated less healthy EH. Independent sample T-test and Mann-Whitney test were used for dichotomous variables, and ANOVA and Kruskal-Wallis tests were used for polytomous variables. Correlation analysis tested the association between two continuous variables. Two multiple linear regression models were used to identify factors associated with DK and EH. Overall, 67% of participants had good or adequate DK, and around 25% and 75% of them had healthy and less healthy EH, respectively. Better knowledge was significantly related to occupation, BMI, presence of comorbidities, and HbA1c testing during the last 3 months. Higher family income, physical activity, family history of diabetes, receiving help in medication administration from family or friends, and higher DK level were factors associated with healthier EH. Nutrition education and awareness campaigns aimed at patients and their families are needed to empower patients with adequate DK and skills to facilitate the adoption of healthy EH.

Diet quality is associated with nutrition knowledge and physical activity in the US military veterans enrolled in university programmes

IntroductionMilitary veterans are at greater risk for chronic medical conditions, many of which are associated with greater body mass index (BMI). Detrimental changes to diet and physical activity (PA) levels...

Using predicted marginal effects to assess the impact of rurality and free and reduced lunch eligibility on a school-based nutrition intervention

PurposeTo estimate the impact of a school-based nutrition education intervention in rural schools and schools with high free and reduced lunch (FRL) eligibility rates. MethodsAs part of the evaluation of the Healthy Schools Healthy Students intervention, 20 schools were randomized to control and intervention conditions. Pre (October 2017) and posttest (April 2018) data were analyzed using multi-level linear regression models to estimate the intervention effect for multiple outcomes controlling for school-level demographic characteristics. We report the predicted marginal effect overall and specifically for rural; high FRL; and rural, high-FRL schools. ResultsWe observed at least one significant intervention effect for food group knowledge, liking to eat fruit, beliefs about how healthy fruits are, non-taste test fruit preferences, liking to eat vegetables, beliefs about how healthy vegetables are, and taste test vegetable preferences. We observed differential intervention effects for all outcomes except taste test vegetable preferences based on rural and high-FRL status. ConclusionsInterventions do not necessarily have the same impact on all participants. Sub-analyses can reveal these important differential effects, as they have important implications for policymakers, program implementers, and evaluators. Resources and interventions should be allocated where they will have the greatest impact.

Food-Focused Media Literacy for Remotely Acculturating Adolescents and Mothers: A Randomized Controlled Trial of the “JUS Media? Programme”

PurposeUnhealthy eating is a major modifiable risk factor for noncommunicable diseases and obesity, and remote acculturation to U.S. culture is a recently identified cultural determinant of unhealthy eating among adolescents and families in low/middle-income countries. This small-scale randomized controlled trial evaluated the efficacy of the “JUS Media? Programme,” a food-focused media literacy intervention promoting healthier eating among remotely acculturating adolescents and mothers in Jamaica. MethodsGender-stratified randomization of 184 eligible early adolescents and mothers in Kingston, Jamaica (i.e., 92 dyads: Madolescent.age = 12.79 years, 51% girls) determined 31 “Workshops-Only” dyads, 30 “Workshops + SMS/texting” dyads, and 31 “No-Intervention-Control” dyads. Nutrition knowledge (food group knowledge), nutrition attitudes (stage of nutritional change), and nutrition behavior (24-hour recall) were primary outcomes assessed at four time points (T1/baseline, T2, T3, T4) across 5 months using repeated measures analysis of covariances. ResultsCompared to control, families in one or both intervention groups demonstrated significantly higher nutrition knowledge (T3 adolescents, T4 mothers: mean differences .79–1.08 on a 0–6 scale, 95% confidence interval [CI] .12–1.95, Cohen’s ds = .438–.630); were more prepared to eat fruit daily (T3 adolescents and mothers: .36–.41 on a 1–5 scale, 95% CI .02–.77, ds = .431–.493); and were eating more cooked vegetables (T4 adolescents and T2 and T4 mothers: .20–.26 on a 0–1 scale, 95% CI -.03–.50, ds = .406-.607). Postintervention focus groups (6-month-delay) revealed major positive impacts on participants’ health and lives more broadly. ConclusionsA food-focused media literacy intervention for remotely acculturating adolescents and mothers can improve nutrition. Replication in Jamaica and extension to the Jamaican diaspora would be useful.

The Association between Nutritional Knowledge, Socio-Economic Status of Caregivers and Stunting of Children under 5 Years in Kwale County of Kenya: A Baseline Survey

Background: In Low- and Middle-Income Countries (LMIC), including Kenya, undernutrition has been the most significant contributor to child morbidity and mortality. Knowledge and practices of mothers/caregivers have been identified as a key sustainable factor for consideration in determining the nutritional status of children. The study aim was to determine how caregiver knowledge and socio-economic status will impact on nutritional status of children under 5 years. Methods: This study was conducted in Kwale County, Kenya, to assess baseline maternal and child parameters. Seven hundred pairs; children and their primary caregivers were sampled at baseline. Results: A total of 681 households comprised of caregiver and index child pair participated in the survey from the sampled 700. Knowledge scores of food functions, breastfeeding and complementary feeding were combined to assess caregivers’ nutritional knowledge with a maximum score of 24. The median score was 11 (IQR: 9-12) and ranged from 0 to 24. Those with scores of 12 and above (50% plus) were 230 (33.2%). Stunting was 29.8% and the level of under-weight was 16.4%. No significant association was found between nutritional knowledge of the caregivers and nutritional indicators of children under 5 years, but there were significant differences (P= 0.002) in the Knowledge score of caregivers between the five wealth quintiles. Conclusion: Most of the caregivers did not have any nutritional knowledge which was assessed as knowledge of food groups and sources and functions of different foods as well as knowledge in breastfeeding and complementary feeding.

The Association between Nutritional Knowledge, Socio-Economic Status of Caregivers and Stunting of Children Under 5 Years in Kwale County of Kenya: A Baseline Survey

Background: In Low and Middle Income Countries (LMIC), including Kenya, undernutrition has been the most significant contributor to child morbidity and mortality. Knowledge and practices of mothers/caregivers have been identified as a key sustainable factor for consideration in determining the nutritional status of children. The study aim was to determine how caregiver knowledge and socio-economic status will impact on nutritional status of children under 5 years. Methods: This study was conducted in Kwale County, Kenya to assess at baseline maternal and child parameters. Seven hundred pairs; children and their primary caregivers were sampled at baseline. Results: A total of 681 households comprised of caregiver and index child pair, participated in the survey from the sampled 700. Knowledge scores of food functions, breastfeeding and complementary feeding were combined to assess caregivers nutritional knowledge with a maximum score of 24. The median score was 11 (IQR: 9 – 12) and ranged from 0 to 24. Those with scores of 12 and above (50% plus) were 230 (33.2%). Stunting was 29.8% and the level of under-weight was 16.4%. No significant association was found between nutritional knowledge of the caregivers and nutitional indicators of children under 5 years but there was significant differences (P= 0.002.) in the Knowledge score of caregivers between the five wealth quintiles. Conclusion: Most of the caregivers did not have any nutritional knowledge which was assessed as knowledge of food groups and sources and functions of different foods as well as knowledge in breastfeeding and complementary feeding.

Knowledge Status of Dietary Guidelines and Portion Sizes in Saudi Arabian Mothers; A Cross-Sectional Study

Currently there is little research investigating awareness or use of dietary guidelines in Saudi Arabia. This study aims to investigate Saudi Arabian mother’s knowledge of current dietary guidelines regarding food groups and portion sizes and to investigate its relation to the sociodemographic factors. This cross-sectional study used community-based family events to recruit mothers and children. Health stands offering nutrition information and advice were used at these events for study recruitment and nutritional advices to attract them. A short online questionnaire was used to interview mothers during the events to measure their knowledge of dietary guideline and portion sizes. The questionnaire included questions to assess knowledge of dietary guidelines and portion sizes. Questions about the serving size of each food groups and the dietary guideline ‘MyPlate’ were included; the study recruited a convenience sample of 101 participants. Quantitative analysis using Chi-square and Kruksan-Wallis tests. We found 29.1 % of the participants were aware of the MyPlate guidelines and 51.5 % said that they are affected by healthy plate choices. Being married was significantly associated with knowing about the MyPlate Image (P= 0.004). Correct identification of food groups on the MyPlate Image and correct identification of serving sizes of food group was less than 50% for most food groups. A significantly greater percentage of those with a postgraduate education were accurate about the correct servings of fruit, vegetables and grains (P=0.049). Nutrition knowledge of food groups and serving sizes was poor in the sample of Saudi Arabian women. This research provides evidence that nutrition education is needed in the Saudi Arabia and the finding are relevant for future health promotion strategies. The study has also identified sociodemographic groups that possibly may need to be targeted with more attention in future nutrition education programs such as those with low income, lower education level and unmarried women.

Fruit and Vegetable Lesson Plan Pilot Intervention for Grade 5 Students from Southwestern Ontario.

The purpose was to create and assess the impact of food literacy curriculum alongside a centrally procured school snack program among grade five students in Southwestern Ontario, Canada. Grade five students (N = 287) from five intervention and three controls schools participated in an 8-week food delivery program. In addition to the food delivery program, intervention schools received a resource kit and access to 42 multidisciplinary food literacy lesson plans using the produce delivered as part of the food delivery program. Participants completed matched pre- and post-test online surveys to assess fruit and vegetable intake, knowledge, preferences, and attitudes. Descriptive analyses and changes in scores between the intervention and control schools were assessed using one-way ANOVAs, paired samples t-tests, and McNemar’s tests. In total, there were 220 participants that completed both the pre- and post-test surveys. There was a significant improvement in fruit and vegetable intake (p = 0.038), yet no differences in knowledge of the recommended number of food group servings, knowledge of food groups, or fruit and vegetable preferences or attitudes were observed. Integrating nutrition lesson plans within core curricula classes (e.g., math, science, and literacy) can lead to modest increases in fruit and vegetable intake.

A Novel Method to Evaluate Cooking Skills: Determining the Efficacy of a Peer-to-Peer Nutrition Education Program

Abstract Objectives An evaluation was conducted of a peer-to-peer nutrition education program, Reinventing Integrative Cooking Opportunities (RICO), to determine if it is reaching its aims to increase self-efficacy in the areas of knife skills, hygiene practice, and recreating recipes in the kitchen by testing a novel method of assessment utilizing a group-based cooking competition. To determine the skill level and information retained by participants while encouraging participant engagement. Methods Latino adolescents (n = 16), ages 11–17, were provided with a recipe previously implemented during the six-week RICO program cycle. One evaluator was assigned per team to observe skills throughout the competition. Participants worked independently and were only corrected to ensure participant safety. Evaluation criteria scored during the assessment included food safety, knife safety, knife skills, hygiene, recipe completion, and flavor. Participants completed a written activity that was used to measure knowledge of food groups and the importance of ingredients used in the recipe retained from previous RICO lessons. Results Participants were scored on a scale from 1 to 5, where 1 = not acceptable to 5 = very acceptable. Results showed an overall mean score of 4.0 and 5.0. The highest scored skill observed during the evaluation was food safety (mean 4.75, range 1.0), while the lowest score was knife skills (mean 3.50, range 4.0). Recipe completion was a strength for all groups (mean 4.25, range 2.0), while flavor and hygiene practices were two areas where groups struggled (mean 3.75, range 3.0). This method of evaluation also revealed areas of improvement for RICO, namely, revision of lessons to provide better retention of cooking skills and nutrition knowledge. The completion rate of the written portion of the evaluation was 75%. Analysis of written answers shows that 25% understood the directions provided, while 75% did not. These results demonstrate the need to correct the evaluation with more precise instructions for how to fill out the activity sheet for participants. Conclusions This study demonstrates a direct observation method for data collection that kept participants engaged while providing insight into program outcomes. Funding Sources The Office of Community Engagement at the researcher's institution provided funding.

Development of an Electronic Questionnaire to Assess Sports Nutrition Knowledge in Athletes

Background: Sports nutrition knowledge (SNK) is essential for athletes to support selection of a diet to optimize sports performance. Unfortunately, assessment of SNK is limited by a lack of well-validated instruments. Valid assessment of SNK would assist in identifying gaps in athlete knowledge, as well as tailoring and evaluating nutrition education interventions.Objectives: The aim of this study was to develop and conduct content validation on a SNK questionnaire for athletes.Methods: Focus groups (FG) with experienced sports nutritionists at four elite sporting institutions in Australia and New Zealand were conducted to inform instrument development. FGs were recorded, transcribed verbatim and broad themes identified. Draft items for the Platform to Evaluate Athlete Knowledge of Sports Nutrition Questionnaire (PEAKS-NQ) were developed using FG themes, the scientific literature, and a sports nutrition position stand. FG participants were subsequently invited to review the PEAKS-NQ using a modified Delphi process to refine draft items and inform content validity.Results: Participants (n = 16; median experience 11.5 years) identified key assessment domains including general nutrition knowledge along with SNK and supported development of an electronic instrument with food images. The electronic PEAKS-NQ was subsequently developed and reviewed by a subset of FG participants (n = 11/16). This informed changes to 41/94 items with none removed. The final PEAKS-NQ assessed knowledge of food groups, macro- and micronutrients, competition nutrition, dietary supplements and skills in adjusting dietary intake to different situations.Conclusion: Minor adaptation to incorporate local foods would facilitate international use of the PEAKS-NQ. Further validation, including athlete performance on the instrument, is warranted.

Effectiveness of Healthy Foodie Nutrition Game Application as Reinforcement Intervention to Previous Standard Nutrition Education of School-Aged Children: A Randomized Controlled Trial.

ObjectiveGames promoting nutrition education are helpful tools to improve nutrition knowledge. Healthy Foodie is an interactive web-based nutrition game for Filipino children. This study aimed to determine the effectiveness of Healthy Foodie on the nutrition knowledge of children aged 7 to 10 years old.MethodologyThis study had 2 phases. In Phase 1, we developed and validated the Healthy Foodie nutrition game application and Nutrition Knowledge Questionnaire involving 46 participants. The Nutrition Knowledge Questionnaire was divided into 2 15-item questionnaires: Part 1 pertained to Food Group Knowledge and Part 2 on Food Frequency Knowledge. Phase 2 was the implementation of the game and questionnaire. This was a randomized controlled trial conducted in two elementary schools in Manila, involving 360 participants divided equally into control and experimental groups.ResultsFor Phase 1, internal consistency of the questionnaire using the Kuder-Richardson Formula 20 was 0.75 for part 1 and 0.70 for Part 2. In Phase 2, comparing the adjusted posttest mean Food Group Knowledge scores, there was statistically higher score (F=111.84, p=0.0001) in the experimental group (11.57±0.20) compared to the control (8.51±0.20). In the adjusted posttest mean Food Frequency Knowledge scores, there was a statistically higher score (F=56.12, p=0.0001) in the experimental group (10.70±0.15) compared to the control (9.07±0.15).ConclusionA nutrition game-based intervention such as Healthy Foodie is effective as a reinforcement intervention to previous standard nutrition education of school-aged children.

FP4 Power-Up with Produce Supported Some Changes in Determinants of Fruit and Vegetable Intake of Rural Elementary Students

Objective Using athletes that children value to model eating fruit and vegetables (FV) could be an effective tool to increase FV consumption. The objective was to evaluate a nutrition intervention with athlete mentors aimed at increasing student preferences, knowledge of FV and decreasing FV neophobias. Description Eleven rural Indiana elementary schools were recruited into five strata and randomly assigned to control (n = 6) or intervention (n = 5) in a cluster RCT. Intervention students received an assembly featuring college athlete mentors, a tasting session, followed by six different videos ( Students completed Qualtrics surveys to assess FV familiarity, preferences, knowledge, and habits in September 2017 (pre), May 2018 (post-one), and September 2018 (post-two). Interactions between groups over time were compared using linear mixed models with random effects for school, class; α = 0.050. Evaluation FV preferences for control students (CON) decreased more than intervention students (INT) from pre- to post-one (P = .016), with no difference between groups from post-one to post-two (P = .118) and pre- to post-two (P = .482). Vegetable neophobias decreased from pre to post-two in INT vs. CON (P = .019), although overall treatment x time interaction was only marginally significant (P = .064). Food group knowledge increased from pre to post-one in INT vs. CON (P = .001) and maintained at post-two (P = .050). FV plate fraction knowledge marginally improved for INT from pre- to post-one (P = .066) and increased from pre- to post-two (P = .005). There were no differences in FV familiarity, frequency, variety, fruit neophobias, trying new FV, and being able to select high nutrient dense FV-containing foods. Conclusions and Implications The intervention to improve FV nutrition produced benefits in some, but not all, outcomes. Some improvements in nutritional attitudes and knowledge creates optimism that this program may enhance student nutrition. Program benefits may be enhanced with additional attention to components that support variety, frequency, familiarity, and comfort in trying FV. Grant Year 2016

Nutrition, BMI and Motor Competence in Children with Autism Spectrum Disorder.

Background and objectives: The purpose of this study was to examine the relationship between motor competence, body mass index (BMI), and nutrition knowledge in children with autism spectrum disorder (ASD). Materials and Methods: Fifty-one children with ASD (five females and 46 males) aged 7–12 participated in the study. The Movement Assessment Battery for Children-2 (MABC-2) was used to examine children’s fine and gross motor skill competence; the nutrition knowledge survey assessed children’s overall knowledge of food groups and healthful eating; and BMI-for-age determined their weight status. Descriptive analysis and Pearson correlation was used to analyze the relationship between nutrition knowledge, BMI, and motor competence in children with ASD. Results: The majority of children with ASD (82%) showed significant motor delays in MABC-2 assessments. The BMI-for-age percentile data suggested that 20% of participants were obese, 17% were overweight, and 12% were underweight. The nutrition knowledge data indicated that 55% of children scored below 70% on accuracy in the nutrition knowledge survey. Pearson correlation analysis revealed a significant positive relationship between MABC-2 manual dexterity and nutrition knowledge (r = 0.327, p < 0.01), and between MABC-2 balance skills and nutrition knowledge (r = 0.413, p < 0.01). A significant negative relationship was also found between BMI and MABC-2 balance skills (r = −0.325, p < 0.01). Conclusions: The findings of the study suggest that nutrition knowledge and motor competence may be key factors influencing BMI in children with ASD and therefore interventions tackling both sides of the energy balance equation are necessary.

Nutrition knowledge, attitudes and practices of primary school children in Tshwane Metropole, South Africa.

BackgroundThe increasing prevalence of being overweight and obesity in South African school children requires interventions that are evidence based. Nutrition knowledge, attitudes and practices (KAP) studies are thus needed to provide evidence for the planning of interventions that address and prevent nutrition problems in school children.AimThe aim of the study on which this article is based was to assess nutrition knowledge, attitudes and practices of grade 4–6 learners from three primary schools in a South African township. The article seeks to highlight the key results of this quantitative study.SettingThe study took place in three primary schools in Mamelodi township, Pretoria, South Africa.MethodsData were collected from grade 4–6 learners using self-administered questionnaires. After coding and collating data using Epi infoTM, STATA was then used for analysis. A description of KAP results was carried out using simple descriptive statistics, while the associations were tested using a chi-square test.ResultsLearners displayed inadequate knowledge of a balanced diet (23%) as well as low knowledge of food groups. With regard to attitudes, the most liked food group was the drinks and snacks (72.9%), while the least liked food group was the fruits and vegetables (8.11%). With regard to practices, the most frequently consumed food group was the drinks and snacks (72.6%), while fruits and vegetables were the least consumed. However, 78.91% of the learners displayed very good nutrition-related practices, such as making their own breakfast and eating breakfast.ConclusionThe inadequate knowledge displayed by learners indicates a gap with nutrition education in the curriculum. There is a need to explore innovative and novel approaches to improve nutrition knowledge of school children. Parents also need to be targeted to ensure better outcomes.

Knowledge of food groups among mothers of preschool children in a rural area of Villupuram district, Tamilnadu.

Introduction: Nutrition is defined as the process by which the organism utilizes food. Malnutrition is a major public health problem as both under nutrition and obesity has serious negative health implications. Childhood malnutrition adversely impacts the overall lifelong health of individuals by affecting growth and development. Materials and Methods: A cross sectional study was conducted among the mothers of under five children in Anaichikuppam, a rural area of Villupuram district during the month of November 2013. A total of 157 mothers of pre school children were interviewed in the study. The mothers were asked to fill six food groups in the appropriate boxes based on the requirements per day in the “The food guide pyramid”. The food items present in the food pyramid were given in the questionnaire and asked to mark in the appropriate boxes based on their priority. Results: A total of 157 mothers were interviewed in the study. Maximum number of mothers marked fats and oils (66%) against the appropriate box in the food pyramid. Majority of the mothers (92%) had wrong perception about cereals and marked it wrongly in the food pyramid. Conclusion: The knowledge of the mothers regarding nutrition is fairly acceptable in our study population. More emphasis needs to be given to fruits, vegetables and cereals since least priority has been given to these food groups.

RE-AIM Analysis of a School-Based Nutrition Education Intervention in Kindergarteners.

Few nutrition interventions in kindergarten classes have been evaluated, and none has been tested for program effectiveness, implementation, and dissemination. Building a Healthy Me (BHM) is a nutrition intervention for kindergarteners that is classroom-based and includes a family component. This study evaluated the public health impact of BHM in California kindergarten classrooms using the RE-AIM (reach, efficacy, adoption, implementation, and maintenance) framework. A quasi-experimental design assessed pre-to-post changes in nutrition knowledge, dietary consumption, and parent behaviors of 25 intervention classrooms (414 students, 264 parents); and postintervention differences in nutrition knowledge between the intervention classrooms and 4 control classrooms measured at postintervention only (103 students). Intervention students improved in knowledge of food groups and healthy breakfast/snack options, and scored higher than control students in food group knowledge at postintervention (ps < .05). Parents of intervention group children increased their use of food labels, and intervention group children increased intake of several healthy foods and decreased intake of candy and fried potatoes (ps < .05). The BHM program reached 41% of kindergarteners attending public schools in California, and teachers implemented most lesson material. The BHM program was effective, implemented with fidelity, and broadly disseminated, highlighting its potential public health impact for kindergarteners.

Nutrition Education in the Classroom Utilizing MyPlate Improves Children’s Knowledge of Food Groups and Preferences in Kindergarten

Nutrition Education in the Classroom Utilizing MyPlate Improves Children’s Knowledge of Food Groups and Preferences in Kindergarten

Active Engagement: Teaching Cooking Skills to Young Adults With Autism

Objective: Develop and test curricula for elementary teachers to use in the classroom to fulfill requirements of school wellness policies. Target Audience: Elementary school teachers. Theory, Prior Research, Rationale: Information Processing Model, Media Literacy Theory. Description: ‘‘Making Media for a Healthier U’’ is a compendium of resources and curriculum that supports the Common Core, which could be used to fulfill school wellness policy’s nutrition education requirement. The materials were based on MyPlate curriculum, media literacy theory, and Information Processing Models. Six lessons with supporting materials (e.g., student booklets, PowerPoint slides) were provided to third-grade teachers. A field experiment with a control and implementation group assessed the effectiveness of the Nutrition andMedia literacy lessons. Evaluation: Ten classes (intervention 1⁄46 classes, N1⁄4144; control1⁄44 classes, N1⁄486) in a high-poverty Chicago suburb participated in the field study. Pre and posttests measured knowledge of food groups and food attitudes and beliefs. Qualitative information was gathered from classroom observations and feedback from teachers for program improvement. Conclusions and Implications: The intervention group demonstrated a significant increase in knowledge of the food groups and the knowledge positively correlated with favorable food attitudes and beliefs. Children demonstrated media literacy through advertising analysis and production of advertising for carrots. Five of the intervention classes completed 6 hours of nutrition and media literacy in two weeks that engaged the children’s reading, math, art and language skills. Based on teacher feedback and classroom observation, teacher-training workshops are planned for curriculum expansion, refinement and testing. Funding: None.

The influence of father's child feeding knowledge and practices on children's dietary diversity: a study in urban and rural districts of Northern Ethiopia, 2013.

Infant and young child feeding has been recognised as an essential element to improve growth of children, especially in developing countries where malnutrition among children and its dire consequences are very prevalent. However, little attention has been paid on the influence of fathers on child feeding practices, although fathers are very important in raising well-adjusted, happy and successful children. Therefore, this study aimed to assess the influence of fathers' child feeding knowledge and practice on children's dietary diversity. A community-based comparative cross-sectional study was conducted among 850 eligible urban and rural households with children of 6-23 months. The father and mother of the child were interviewed on children's dietary diversity and fathers' knowledge and practice of child feeding. Nearly half (46%) of the children in the rural district did not meet the minimum dietary diversity, and in the urban district, the rate was even worse (72%). Grains were the common food group given to the children in both districts, whereas flesh food was the least commonly consumed food group. Additionally, low vitamin A-rich food and other fruit and vegetable consumption seem to be a problem in both districts. Almost all dimensions of fathers' knowledge and practice were significantly related to children's minimum dietary diversity; especially, fathers' knowledge of food groups was an important predictor (P-value < 0.001) in both districts. Interventions that focus on the fathers' knowledge of child feeding, especially about food groups, are recommended to improve children's dietary diversity in the study communities.

Nutrition Knowledge and Self-Efficacy among Classroom Teachers from a Large Urban School District in Los Angeles County

Purpose: School teachers play a critical role in providing nutrition information to students. Yet, in order for teachers to be a valuable source of nutrition information, they must be equipped with adequate knowledge to be able to convey accurate information to students. The purpose of this study was to assess nutrition-related knowledge and self-efficacy of teachers from a large urban school district in Los Angeles County. Methods: Using a convenience sample, 59 teachers from six elementary schools completed a one time only questionnaire assessing knowledge of food groups and self-efficacy to implement nutrition activities in the classroom. Differences in teachers’ responses to questions on knowledge and self-efficacy by demographics were also assessed. Results: The overall mean nutrition knowledge and self-efficacy scores were 50.4% and 71.4% respectively. Differences in nutrition knowledge and self-efficacy by demographic characteristics were observed. Conclusion: This study demonstrates that teachers in our sample did not have adequate levels of nutrition knowledge, and may not have possessed the necessary skills to effectively deliver nutrition education to their students. Current efforts to train and educate teachers on nutrition are perhaps falling short of the level needed to effect change in students’ dietary behaviors.