Nutrition Education Lessons Research Articles

Effectiveness of nutrition education and fruit and vegetable consumption on changes in biomarkers of inflammation and oxidative stress among obese adults

Obesity is concerning because of the numerous health conditions associated with excess weight. Underlying mechanisms contributing to detrimental health outcomes are oxidative stress and inflammation. Fortunately, regulation of oxidative stress and inflammation is possible via antioxidants consumed through a diet adequate in fruits and vegetables. However, consumption of fruits and vegetables is below recommended amounts. This study evaluated the effectiveness of a nutrition education program and provision of fruits and vegetables on consumption of antioxidants and changes in inflammation and oxidative stress biomarkers. Forty‐seven adults (16 men/31 women; 45.9 ± 11.8 y; BMI 32.7 kg/m2) were randomly assigned to one of three intervention groups: control group received no intervention; education group attended weekly nutrition education lessons; fruit and vegetable group attended weekly nutrition education lessons and received one serving of fruits and two servings of vegetables daily for 10 weeks. Fasting blood draws and consumption of fruits, vegetables, and antioxidants from three‐day food records were assessed. While changes in consumption were minimally associated with improvements in biomarkers of inflammation and oxidative stress, adequate and varied consumption of fruits and vegetables is recommended to aid in regulation of inflammation and oxidative stress. Sources of research support: scholarships, department grant

Effects of Nutrition Education and Personalized Lunch Service Program for Elderly at Senior Welfare Center in Jeonju

The purpose of this study was to investigate the effects of a nutrition education and personalized lunch service program in a senior welfare center. A total of 30 elderly (14 males, 16 females) aged 62~89 years participated in this study. Nutrition education lessons (2 hour/lesson/week) were provided for 4 weeks. Also, ten weeks from week 3rd to week 12th, personalized lunch providing 1/3 personal needed energy was served 5 times for a week. After the nutrition intervention program, we compared anthropometric characteristics, blood biochemical characteristics, nutrition knowledge, dietary attitude and dietary intake using 24 hr recall with those before the intervention. The body weight (p < 0.001) and body mass index (BMI) (p < 0.001) were decreased. There were significant increases in score of nutrition knowledge (p < 0.01) and consumption of milk & milk products for snacks. There was a positive effect on fasting blood sugar (FBS) showing significant decreases in portion of impaired fasting glucose and diabetes mellitus (p < 0.05). Also, serum triglyceride (TG) was significantly decreased (p < 0.05). In evaluation of nutrient intake by Dietary Reference Intakes for Koreans (KDRIs), riboflavin (p < 0.01), vitamin C (p < 0.001), calcium (p < 0.05) were positively improved. The index of nutritional quality (INQ) and intakes of vitamin C (p < 0.001), riboflavin (p < 0.05), Ca (p < 0.01) and Fe (p < 0.05) were increased. In conclusion, this nutrition education and lunch service program providing 1/3 personal needed energy can be used to develop and implement a tailored nutritional intervention programs in the setting of a community senior welfare center to improve health and nutritional status of Korean elderly. (Korean J Community Nutr 18(1) : 65~76, 2013)

INVESTIGATION OF THE EFFECTS OF NUTRITION EDUCATION ON THE LIFESTYLES OF THIRD-GRADE CHILDREN AND THEIR PARENTS

AbstractThe current study assessed improvement in healthy lifestyles of third-grade children from Iowa schools who participated in nutrition education lessons provided by the Iowa Department of Public Health's Building and Strengthening Iowa Community Support for Nutrition and Physical Activity (BASICS) program in 2009. The program encourages children to eat more fruits and vegetables as snacks and to be active every day. Autoregressive models and logistic regression analysis results showed that the BASICS program improved awareness of the Pick a better snack(TM) & Act campaign among children and their parents. The program also led to children's increased preferences toward fruits, vegetables, and low-fat milk products, and to parents' increased willingness to offer healthy foods to their children. The program stimulated children's desires to be physically active and parents' attentiveness toward children's physical activity. These results indicated that the children influenced their parents' recognition of campaign materials and how often their parents provided them with fruits and vegetables. Increasing parent age negatively influenced the probability of children receiving free and reduced-price lunch, reflecting the better economic situation of families with older parents.IntroductionObesity, one of the most important contemporary health problems, is spreading throughout developed countries. This problem relates to habits of consumption and physical activity in an environment that contains abundant amounts of food. Ease of food accessibility in more developed countries has increased cases of overconsumption resulting in obesity, which negatively affects health. Consequently, many public health organizations have committed funding and governmental to support efforts to combat this problem. Overweight and obese children draw special attention from healthcare and governmental organizations. Numerous factors lead to children becoming overweight or obese. These factors include an abundance of high-calorie foods that children like to eat, as well as the ready availability of television, videos, and computer games, which can lead to a sedentary lifestyle and insufficient physical activity. According to the Academy of Pediatrics, American children and adolescents today are less physically active as a group than were previous generations (2003:424). Children from low-income families and minority groups are especially vulnerable to becoming overweight and obese (Caprio et al. 2008; Eagle et al. 2012). These results indicate the necessity of developing and campaigns that will help reduce the number of children who are overweight or obese. The Centers for Disease Control and Prevention (CDC) supports the development of school to promote physical activity and healthy eating. Veugelers and Fitzgerald (2005:432) emphasized that it is crucial to establish the effectiveness of school programs to support broader implementation of healthy lifestyles.The Iowa Department of Public Health has a goal to improve the health of children through the promotion of a healthy lifestyle. A healthy lifestyle is beneficial for all children and helps children with obesity and overweight problems reduce their weight. The Iowa Nutrition Network, housed in the Department of Public Health, coordinates the Building and Strengthening Iowa Community Support for Nutrition and Physical Activity Program (BASICS), which uses a social marketing model to encourage and empower children, parents, and caregivers to eat healthily and be physically active. The BASICS program provides federal funding for community coalitions to expand nutrition and physical activity education serving Supplemental Nutrition Assistance Program (SNAP) recipients and SNAP-eligible populations. The goal of the program is to provide educational that increase opportunities for low-income audiences to make healthy food choices consistent with the dietary advice of MyPyramid (www. …

Comparison of a Web-Based vs In-Person Nutrition Education Program for Low-Income Adults

As access to computers and the Internet by the low-income population is increasing and the “digital divide” is slowly diminishing, other methods of delivering nutrition information to this audience are evolving. This randomized, block equivalence trial sought to determine whether web-based nutrition education could result in equivalent nutrition-related behavior outcomes when compared with traditional in-person nutrition education in low-income adults. A convenience sample of low-income adults (n=123) was randomized to receive in-person education (n=66) or web-based education (n=57) in a community setting within 14 counties of Indiana from April through December 2010. The web-based group received three nutrition education lessons (eg, fruits and vegetables, Nutrition Facts label reading, and whole grains) designed to replicate lessons received by the in-person group. Lessons were developed using Kolb's Learning Styles and Experiential Learning Model. Self-reported nutrition-related behaviors were assessed using a previously validated survey for low-income adults. Most nutrition-related behavior outcomes (eg, fruit, vegetable, whole-grain intake, Nutrition Facts label use, breakfast, and meal-planning frequency) improved significantly (P<0.05) from pre to post within both groups, meaning that each intervention was effective. When these nutrition-related behavior improvements were compared between groups, the changes were statistically equivalent (P>0.05), except for one question about use of the Nutrition Facts label. Therefore, web-based nutrition education can lead to favorable and equivalent nutrition-related changes when compared with in-person delivery. Most (83%) web-based participants also reported willingness to use the website again. Future application of web-based interventions for low-income populations could broaden delivery reach, increase frequency and length of contacts, and possibly decrease costs.

An Evaluation of Nutrition Education Program for Low-Income Youth

A quasi-experimental design consisting of pretest, posttest, and delayed posttest comparison control group was used. Nutrition knowledge and behaviors were measured at pretest (time 1) posttest (time 2) and delayed posttest (time 3). General Linear Model (GLM) repeated measure ANCOVA results showed that youth who received nutrition education lessons significantly improved their nutrition knowledge and nutrition behaviors compared to those who did not participate in the lessons.

Garden‐enhanced nutrition education improves nutrition knowledge and behavior in second‐grade students

This study assessed the impact of the Healthy Eating Active Living (HEAL) nutrition curriculum on improving the nutrition and health knowledge and vegetable preferences of second grade children. Second graders and their parents in three schools in San Mateo County, California, participated in the study. Children received 21 weekly garden‐enhanced nutrition education lessons and participated in active games twice weekly during lunchtime. Knowledge and behavior surveys were administered to children pre‐ and post‐intervention, and a behavior survey was completed by parents, pre‐ and post‐intervention. Mean nutrition knowledge increased among students (p&lt;0.001). Out of the five vegetables tasted by students, only zucchini preference increased (p=0.016). Parents reported their child increased consumption of other fruits (p=0.006), and decreased consumption of cookies (p=0.000). They also reported an increase in their child's enjoyment of active games after intervention (p=0.001). In summary, 21 weeks of exposure to the HEAL curriculum increased nutrition knowledge, improved preference for zucchini, increased consumption of fruit, and decreased consumption of cookies. The HEAL curriculum is an effective way to improve knowledge and behavior and is popular with students. Funded in part by the San Mateo County Department of Public Health.

What is the minimal nutrition education dosage to achieve behavior change for SNAP‐Ed participants?

SNAP‐Ed increases the ability of low‐income families to make healthy food choices with the long‐term objective of preventing diet‐related diseases through nutrition education. As a national program, SNAP‐Ed needs to make the best use of its available resources. The dosage of nutrition education lessons needed to achieve measurable behavior change is unknown. This study aims to define the minimum nutrition education dosage needed to achieve measurable behavior change in SNAP‐Ed participants. Self‐reported (n=28) degrees of behavior change on four indicators on fruits and vegetables consumption were measured using the Ohio SNAP‐Ed Fruit and Vegetable Retrospective Questionnaire at four time points (baseline, after 1 lesson, after 3 lessons, and after 6 lessons). Univariate repeated measures ANOVA showed a positive and significant dosage effect from 1 lesson to 6 lessons on “eating fruits and vegetables of different colors each day” (p ≤ 0.011); “eating more than one kind of fruit each day” (p ≤ 0.003); and “eating fruits and vegetables as snacks” (p ≤ 0.008). The effect of dosage for “eating more than one kind of vegetable each day” approached significance (p ≤ 0.077). These findings indicate that more lessons on fruits and vegetables consumption leads to greater behavior change in up to six lessons. At this point we are unable to identify a ceiling beyond 6 lessons.

The Plate Method is an Effective Education Tool for Overweight Adolescents

The number of overweight adolescents in the United States continues to increase and effective methods of treatment intervention need to be established. The objective of this study was to determine if the Plate Method of nutrition education is an effect approach to teach overweight 10‐14 year‐old adolescents (BMI &gt; 95th percentile) in West Virginia to choose healthier foods. Twenty‐four adolescents were recruited through schools, physician's offices, and community programs to attend a two‐week residential lifestyle‐modification camp with three follow‐up weekends over the next 12 months. Prior to attending the initial camp session, subjects were asked to complete a three‐day diet record. Three‐months later subjects were asked to complete a three‐day diet record before coming to the first follow‐up weekend. While attending the camp session, subjects participated in four, 50 minute nutrition education lessons focusing on the Plate Method and 'Always' food choices vs. 'Sometimes' or 'Sparing' food choices. Twenty‐three subjects participated in the two‐week camp session and 19 subjects attended the first follow‐up session. Diet records prior to camp indicated that on average subjects were not meeting recommendations for servings of fruits, vegetables, milk, or whole grains, but were exceeding recommendations for soda/sweetened drinks and high fat/sugar foods. Diet records at follow‐up indicate that on average subjects have increased servings of fruits, vegetables, and whole grains, while servings of soda/sweetened drinks and high fat/sugar foods have decreased. Using the Plate Method as a nutrition education tool is an effective way to help overweight adolescents make healthier food choices at meal‐time(s).

P34: Learner-centered Nutrition Education Improves Folate Intake in Low-income Women of Childbearing Age

Recent research indicates that many low-income women of childbearing age may still be at risk of inadequate folate intake, and that awareness remains low regarding the importance of folic acid prior to pregnancy. This study evaluated the effectiveness of a learner-centered nutrition education lesson about folic acid that is targeted at non-pregnant, low-income women of childbearing age in California. Demographics, folate intake, and food-related behaviors were assessed at baseline for 157 participants from 5 counties.

Using Learner-Centered Delivery in Food Stamp Nutrition Education Lessons

Using Learner-Centered Delivery in Food Stamp Nutrition Education Lessons

Krachtvoer: process evaluation of a Dutch programme for lower vocational schools to promote healthful diet

The aim of this study was to examine the fidelity and completeness of the implementation of a school-based healthful diet promotion programme called 'Krachtvoer' (we use the Dutch title of the programme throughout this article. A possible translation is Power Food, but this does not reflect the play on words in the Dutch title), aimed at lower vocational training students aged 12-14 years. The teachers' and students' opinions of the programme were also assessed, as well as the association between these opinions and the level of implementation. Data were collected through structured teachers' monitoring reports, in-class observations and in-depth interviews with teachers. Further data were drawn from a student questionnaire included in a concurrent cluster-randomized baseline post-test experimental study evaluating the effects of the programme. The present study indicates that the teachers implemented the programme largely according to plan, that the teachers appreciated most parts of the programme and that the students who were exposed to the programme were more appreciative of their nutrition education lessons than students who followed the usual curriculum. However, programme elements that teachers did not like were often not implemented. We conclude that the Krachtvoer programme is a promising tool to encourage students in lower vocational training to adopt diets that are more healthful. The present study revealed the stronger and weaker parts of the programme and can thus guide programme improvement.

Interactive Homework Lessons for Elementary Students and Parents: A Pilot Study of Nutrition Expedition

Requiring active participation in nutrition education lessons at home with parents/caregivers may improve children's nutrition knowledge and adoption of healthful eating behaviors. The objective of this project was to develop interactive homework lessons for first- to fourth-grade students and their parents/caregivers and pilot test in the home setting using a collaborative model with Cooperative Extension Service educators serving as community partners with classroom teachers. Lesson content and behavioral strategies emphasized planning and assessing food choices and were based on needs assessment data from teachers and parents/caregivers of school-aged children with social learning theory as the theoretical framework for lesson development. Pre– and post–tests examining changes in parent and child knowledge and reported behavior showed positive changes but varied with grade level and lesson content. In future programs, the number of lessons offered and their complexity need to be carefully considered when implementing interactive homework lessons with families.

Using the Food Guide Pyramid to Teach Elementary Students about Nutrition

This article will present the objectives and methods used to teach elementary students about a balanced diet using the USDA/USDHHS Food Guide Pyramid. After learning about the concept of a pyramid through building games, students were introduced to the basic food groups and the Food Guide Pyramid. Students practiced selecting healthy foods from a box of empty food containers. While eating a healthy snack, students completed a “Book About Healthy Eating” to color and take home to share with their parents or guardians. Students greatly enjoyed these two nutrition education lessons and wished to continue beyond the class period.

Radio is effective in teaching nutrition to Latino families

A series of five nutrition education lessons was broadcast over Spanish-language radio in a major metropolitan and a semirural area of southern California. Pre- and postbroadcast interviews with a random sample of enrollees were used to examine differences in nutrition-related knowledge, practices, and frequency of eating selected foods. In both broadcast locations, knowledge and practice gains were significant, but reported food-frequency patterns did not reflect change. Listeners liked the lessons and home-study guides, and identified specific ways they had applied the information. Spanish-language radio appears to be an effective medium to deliver nutrition education to Latinos.

Nutrition Education for Spanish-speaking Young Children and Their Families

LEARNING OUTCOME: To describe three essential components of effective nutrition education programs and materials targeted at Spanish-speaking young children and their families.Nutrition education resources were developed for use in programs which serve Spanish-speaking families with young children. Resources include nutrition education lessons for young children, songs and coloring sheets for children, and handouts for parents about a variety of health and nutrition topics. They were designed to go beyond a simple translation of English materials into Spanish by including three essential components of effective nutrition education programs for this audience: cultural-sensitivity, appropriate use of language, and involvement of parents and other family members. Program materials encourage families to retain their ethnic heritage as they learn healthful nutrition practices, emphasizing the culture's dietary strengths and offering acceptable alternatives to less-healthy practices. Program materials allow for either Spanish only to be used, or a combination of English and Spanish, to match the audience. Spanish-speaking children are often fairly bilingual, but if Spanish only is spoken at home, they may not yet have learned English words for mealtime conversations, such as the names of foods and other nutrition and health terms. Programs for young children often include English-speaking as well as Spanish-speaking children. Depending on the audience, speaking Spanish or a combination of English and Spanish, not only helps young children learn positive dietary and health practices, but also helps them become more bilingual, and demonstrates respect for both cultures. Providing written materials in Spanish for parents gives them an opportunity to learn as well. Involving other family members allows them to participate in learning and decision-making, which can lead to permanent improvements in nutrition and health practices within the entire family. When the family is not included in the educational process, the children may feel caught between what they learn in a class or program, and the practices they experience at home.

Testing A Model To Provide Migrant Head Start Nutrition Services

LEARNING OUTCOME: To develop a model to provide nutrition services with dwindling and/or static resources.The primary objective of Tri-valley Migrant Head Start is to provide quality, comprehensive nutrition services for migrant farm-worker Mexican-American families enrolled in Head start. Recent research found that over half of Head start grantees had under six hours of nutrition assistance weekly; less than a fourth staffed nutrition professionals. Thus, many programs could not provide required nutrition services. To counter the trend, Tri-Valley implemented a nutrition support model in a region serving over 600 children and their families. A dietitian was contracted for 20 hours per week with a full-time nutrition assistant. The team had 60 hours per week to screen at-risk children, provide nutrition training, conduct on-site nutrition education lessons, attend parent meetings, prepare nutrition education materials, counsel parents and staff, and monitor the nutrition value and family style service of meals. To complete nutrition efforts, 55 people were trained to present nutrition lessons using Padres Hispanos en Accion. The lessons include a 15-minute videotape, a calendar, and a hands-on food demonstration. A total of 469 people attended peer-given sessions. Evaluations found positive parent reaction. In addition, a national program review reported Tri-Valley in compliance for 24 of 29 areas. Areas not in compliance concerned menus requiring administrative coordination with school lunch program staff in both states. Pending funding, a similar model is planned for summer 1996.

Formative Evaluation of a Food Safety Nutrition Education Curriculum

LEARNING OUTCOME: ANALYSIS OF PRE-POST TEST DETERMINED A POSITIVE CHANGE IN ATTITUDE AND A KNOWLEDGE INCREASE IN FOOD SAFETY AND MEAL PLANNING.Group homes connected with the court system for children removed from their homes for abuse or neglect are growing. House parents are increasingly called upon to prepare meals and snacks, plan menus, and purchase food due to loss of food service FTE's common in budget cuts. A curriculum was designed for use with child care workers (house parents) and existing food service workers for use in monthly rotating state wide training sessions. Each child care worker within the (court controlled) group home system is required to receive at least a yearly update on sanitation, and general nutrition guidelines for menu planning. In addition, residents of group homes are required to receive a nutrition education lesson at least every six months. The curriculum design was based on needs determined by the training coordinators of six large facilities, the child care workers, and state regulations. Initial training sessions combined didactic presentations with practice activities. The training format consisted of a 2-hour session which focused on menu planning, purchasing, sanitation, and strategies for residents’ required nutrition education lesson. To assess the change in knowledge of the participants as a result of the training, a questionnaire was administered, pre-and post-training, to each participant. An evaluation form was used at the end of the session to evaluate attitude change and the type of message channels used in the training. Across all sites, matched pair analysis of pre-post tests confirmed there was a significant increase in knowledge among the staff (N=121, p 0.0001). Evaluations showed an increased awareness of food safety issues, and an interest in behavior change. Changes were made after the pilot period as a result of the evaluation tool to include more interactive learning activities. The curriculum and training sessions appear to have been an effective strategy for educating personnel as the first step in the improvement of food service quality.

Targeting unnecessary dieting among children

education interventions designed to decrease inappropriate dieting among young people have usually been written for adolescents. However, the literature suggests that dieting behaviors begin prior to adolescence, indicating that a need exists for nutrition education interventions for the preadolescent. In response to this need , the Healthy Growth nutrition education lessons were developed. T o promote positive body image and discourage inappropriate dieting behaviors among fourth and fifth grade children, a pilot-test to determine the effectiveness of the lessons to change knowledge was performed prior to the distribution of the lessons to all fourth and fifth grade school teachers in Iowa. Based on responses from a random sample survey of 591 fourth and fifth grade Iowa educators that was designed to elicit teachers ' perceptions of general nutrition problems of students, and a review of the literature, a series of three lesson plans and activities were developed. The lesson plans address body image, normal growth patterns for 9to 12-year-old children, and characteristics of a healthful diet. Each lesson includes four sections: (1) Helping Children Learnobjectives; (2) For Your Information-background information for the teacher; (3) Leaming Activities-worksheets and other activities to help teach the lesson and (4) What Have You Learned?-five true and false questions to help evaluate learning. Each lesson may be incorporated into the physical education or health curriculum, or can be used individually as an enrichment lesson. The first lesson, entitled Body Image-I Like What I See, focuses on helping students recognize that each person has genetic determinants of body shape that are difficult to change. Each student is asked to use a checksheet to identifY body parts they are dissatisfied with and would like to change. They are then helped to realize that being dissatisfied with some parts of their body is a normal part of growing up. A search-a-word puzzle is used to help students identifY factors that influence body satisfaction. In the second lesson, GrowthWatch Me Grow Now, a crossword puzzle delineating normal growth and development during preadolescence and early adolescence is the target activity. An information sheet is first distributed to the students to describe normal body changes during preadolescent and adolescent growth. For example, girls are informed that their hips will widen and that they will accumulate body fat. Muscle development and broadening of the shoulders are described to boys. This is followed by a discussion to encourage questions prior to the distribution and completion of the crossword puzzle. In the final lesson, Nutrition to Grow On, students evaluate their current dietary intake by filling out a modified diet history !food frequency

Effectiveness of a worksite nutrition education activity in a factory in China.

To evaluate the effectiveness of a worksite nutrition education activity in China, a two-group pretest-posttest nutrition education lesson was designed and carried out in two divisions (N = 240 in each division) of a steel tube factory in Chengdu, Sichuan. Special features of the program were nutrition education materials developed from both (a) the results of a pretest survey of the employees, and (b) focus group discussions conducted with factory hospital and workteam staff; a colloquial style; a slogan; and an illustrated handout depicting the new Chinese Dietary Guidelines and a proposed Food Guide. Analysis of variance, chi-square, and t-tests showed both significant increases (p < 0.05) in nutrition knowledge and attitude scores and significant improvements in dietary practices in the group receiving the education. It is concluded that the method is a useful and practical model for designing and developing worksite nutrition education in China.

The effect of nutrition education on the nutritional status of pregnant filipino women in Hawaii

The effect of nutrition education on the nutritional status of 43 pregnant women of Filipino ancestry in Hawaii was studied. Subjects were assigned to a control or experimental group: the latter received a series of nutrition education lessons. Dietary and anthropometric assessments were conducted during the first or second trimester and again, during the third trimester. The majority of women from both groups had poor diets at the initial interview: only vitamins A and C met the Recommended Dietary Allowance (RDA). At the initial interview, more than 40% of women in both groups had intakes (without supplements) that fell below 2/3 of the RDA in calories, zinc, phosphorous and magnesium. Additionally, in the control group, iron, calcium, thiamin and vitamin A were below 2/3 of the RDA in more than 40% of women. During the final interview, there was an improvement of the diet in both groups but it was greater in the experimental group as compared to the control group, but the difference was not statistically significant. The greater improvement in the experimental group may be due to the nutrition education sessions held by the nutritionist.