Nutrition Education Project Research Articles

Evaluating Feasibility of an Intergenerational Nutrition Assistance and Education Project with Older Adults at Subsidized Housing and College Students in Kentucky

Evaluating Feasibility of an Intergenerational Nutrition Assistance and Education Project with Older Adults at Subsidized Housing and College Students in Kentucky

Promoting healthy eating in childhood: results from the Children PrOmOting Nutrition throUgh Theatre (COcONUT) project.

Despite several international initiatives aimed to contrast childhood overweight and obesity, these still represent a major public health problem. Recently, the World Health Organization called for a new type of preventive action, requiring stakeholders from both governments and civil society, to play a decisive role in shaping healthy environments, especially for children. COcONUT (Children PrOmOting Nutrition throUgh Theatre) was a nutrition education project, involving children aged 5-12 years, aimed to raise awareness on healthy eating, through theatrical and practical workshops. Within this project we conducted an observational study assessing: 1) children adherence to the Mediterranean diet, using the KIDMED questionnaire; 2) parental nutritional knowledge and families' food habits using the ZOOM8 questionnaire. The non-parametric Wilcoxon and the McNemar's Test were used. Statistical significance was fixed P<0.05. Our data show a statistically significant improvement in Mediterranean Diet adherence among children (P=0.0004). Moreover, we found positive trends in some families' food habits, as for instance less perceived barriers in fruits/vegetables/pulses consumption, less perceived barriers in doing sports and less consumption of unhealthy snacks. Our results confirm the important role played by funny and active learning in health promotion initiatives.

Establishment of nutrition literacy core items for Chinese preschool children

Objective: To establish the nutrition literacy core items for preschool children in China. Methods: The framework system and preliminary items of nutrition literacy were established through literature review and experts consultation. E-Delphi method was used to determine the nutrition literacy items. Nine experts in the field of nutrition, child and adolescent health, health education were invited to score the importance of each nutrition literacy item via Email. The judgment basis and familiarity of experts towards the items, active coefficient, authority coefficient and harmony coefficient were evaluated and analyzed to generate the final list of nutrition literacy items. Results: In the first round of E-Delphi consultation, the active coefficient and authority coefficient were 88.9%(8/9) and(0.88±0.07).The harmony coefficient was 0.350 (χ2=36.432, P=0.001). In the second round, the active coefficient and authority coefficient were 100% (9/9) and (0.89±0.11).The harmony coefficient was 0.347 (χ2=34.330, P<0.001). After qualitative and quantitative analyses, we identified the final list of nutrition literacy items consisting of two scales (basic knowledge, lifestyles and dietary behaviors), six subscales (food knowledge, food characteristic, food choice, dietary behavior, dietary safety, and physical activity)with 14 items in total. Conclusion: The framework system and core items of nutrition literacy are established for Chinese preschool children, which could provide a reference basis for the implementation of nutrition education project and the establishment of standardized evaluation tools.

Identifying needs and uses of digital Indigenous food knowledge and practices for an Indigenous Food Wisdom Repository

Indigenous food sovereignty and security are essential to Indigenous health and cultural perpetuity. Revitalization of traditional foodways can counteract the negative impacts of colonial food practices and policies on the health of Indigenous peoples. A mixed methods survey was conducted to describe the data needs of people working in Indigenous nutrition related fields. Results showed that nutrition education, academic scholarship, and community projects were the most frequently used data categories. With improved access, projects-in-progress and raw data would be utilized for reference and staying current. The most common barrier was not knowing where or how to access information. Raw research data, research, projects-in-progress, and tribal policy were the most difficult to access. The study concludes that an online Food Wisdom Repository can contribute to health equity by improving access to Indigenous knowledge and wise practices, cultivating culturally appropriate data sharing, and sustaining and extending current work in the field.

Fighting childhood obesity in Brazil: a grassroots perspective

Abstract Issue Brazil is facing one the main growing public health concerns of this century, with obesity and overweight affecting approximately 20% of children. Alongside this epidemic, there is a an increase in concomitant non-communicable diseases such as diabetes and cardiovascular disease. Interventions that promote health and integrate the civil society with the public and private sectors are essential to tackle changes in the long term. Description of the Problem The nutrition education project presented here was developed by a Brazilian non-profit from 2016 to 2018. With a focus on health and nutrition, the project included interventions such as BMI monitoring, assessment of iron-deficiency anemia among children, school gardens and education. This strategy has been developed in several areas of the country, with success in all scenarios, demonstrating that a bottom-up approach, with the involvement of the community is needed to promote change. Results The program has been successful in integrating the major activities into the daily curriculum of the schools, with the adoption of healthier lunches for children. 76% of parents attested that a school garden made their children eat more fruits and vegetables and 33% of the children affirmed changing their eating habits after the program. Buy in from the local governments and communities demonstrate the effectiveness of interventions. Lessons Investments from the private sector on social programs needs to ensure a more sustainable approach, so that behaviour change, which is key to reduce the risk factors associated with NCDs can be fostered. This needs to be done with an integral approach, with the support from local, as well as national and international stakeholders. Key messages Long-term change is possible with a grassroots approach that engages communities towards a healthier lifestyle. A school or a home garden can bring about better nutritional choices.

Reflections on a Service-Learning Project: Nutrition Education for Elementary Students.

This article examines the concept of service-learning (SL) in nursing practice and education as an opportunity to promote service, not only to individuals but also to the community. Nursing students conducted a SL nutrition education project at an elementary school in Alabama, a state in which the frequency of obesity is among the highest in the nation. Results suggest that SL enhances the critical thinking and cultural sensitivity of nursing students while helping to solidify nursing skills and values.

Effect of culinary education curriculum on Mediterranean diet adherence and food cost savings in families: a randomised controlled trial.

Diet-related diseases are the leading cause of morbidity and mortality in the USA. While the critical aspects of a healthy diet are well known, the relationship between community-based, teaching kitchen education and dietary behaviours is unclear. We examined the effect of a novel culinary medicine education programme on Mediterranean diet adherence and food cost savings. Families were randomised to a hands-on, teaching kitchen culinary education class (n = 18) or non-kitchen-based dietary counselling (n = 23) for 6 weeks. The primary outcome was adherence to the validated nine-point Mediterranean diet score, and the secondary outcome was food cost savings per family. The Goldring Center for Culinary Medicine, a community teaching kitchen in New Orleans. Families (n = 41) of at least one child and one parent. Compared with families receiving traditional dietary counselling, those participating in hands-on, kitchen-based nutrition education were nearly three times as likely to follow a Mediterranean dietary pattern (OR 2·93, 95% CI 1·73, 4·95; P < 0·001), experiencing a 0·43-point increase in Mediterranean diet adherence after 6 weeks (B = 0·43; P < 0·001). Kitchen-based nutrition education projects to save families $US 21·70 per week compared with standard dietary counselling by increasing the likelihood of consuming home-prepared v. commercially-prepared meals (OR 1·56, 95% CI 1·08, 2·25; P = 0·018). Community-based culinary medicine education improves Mediterranean diet adherence and associates with food cost savings among a diverse sample of families. Hands-on culinary medicine education may be a novel evidence-based tool to teach healthful dietary habits and prevent chronic disease.

Promoting congregant health in faith-based organizations across Los Angeles County, 2013-2016.

The Los Angeles County Department of Public Health (DPH) launched the Nutrition Education and Obesity Prevention (NEOP) Project in fall 2013. As the local arm of the Supplemental Nutrition Assistance Program Education (SNAP-Ed), this project partnered with faith-based organizations (FBOs) in Los Angeles County to implement policy, systems, and environmental change interventions (PSEs) at selected church sites, alongside the usual delivery of health education.A 2-part programmatic assessment was conducted to better understand how the NEOP Faith Based Project at one of the FBOs was implemented during the 2013–2016 SNAP-Ed funding cycle. A qualitative component (key informant interviews) sought to understand and describe the PSE implementation process at each of the participating church sites, whereas the quantitative component (surveys) focused on assessing congregant perceptions about their awareness of the PSEs, their knowledge and beliefs about health, and their self-reported health behaviors after exposure to onsite changes.Among congregants who participated in the survey, 52% expressed desire for more health education classes. However, only 37% reported being aware of them at church sites that hosted them. When asked to compare their behaviors for “today” versus 6 months ago, more than half reported greater interest in eating more fruits and vegetables (66%), choosing water over soda (69%), and becoming more physically active (59%).Results from the NEOP Project have implications for how local health departments could partner with FBOs to outreach and promote health among congregants, particularly for those who are at high-risk of diet-related diseases due to poor nutrition and obesity.

Impact of SNAP-Ed Food Safety Intervention in DC Preschoolers (P04-085-19)

ObjectivesAccording to the CDC’s national foodborne illness surveillance system, children are disproportionally affected by foodborne illnesses: those under the age of 15 years account for approximately half of all cases. These diseases can result in short- and long-term health consequences and even death.Children from low-income families face greater food safety risks. This can be a result of poor nutrition, increased exposure to food safety risks, and reduced access to health care. Understanding food safety knowledge and properly practicing food safety behavior is important in preventing foodborne illness.Supplemental Nutrition Assistance Program Education (SNAP-Ed) provides food safety skills to at-risk youth. This study examines the program’s impact on increasing food safety knowledge at the preschool level. MethodsIn October of 2017, the University of the District of Columbia (UDC) SNAP-Ed nutrition educators implemented food safety education in 91 classrooms from 21 different elementary schools and child development centers located in low-income areas in Washington, D.C.During program implementation, 1232 children completed a two-question pre- and post-assessment to measure changes in food safety knowledge:•1: Raise your hand if you agree that we need to wash our hands for at least 20 seconds.•2: Raise your hand if you agree that we should wash our hands every time before we eat. ResultsUDC SNAP-Ed observed a positive change in both questions. Initially, only 307 students (25%) correctly answered question one. After the intervention, 97% answered correctly, resulting in a positive change of 72% or 890 students.Before the intervention, only 341 students (28%) correctly answered the second question. After the intervention, 1191 (97%) answered correctly, resulting in a positive change of 70% or 850 students. ConclusionsSNAP-Ed Nutrition education positively impacted preschool students’ knowledge of food safety practices. Further research is necessary to understand the implementation of food safety techniques following food safety education intervention. Funding SourcesThis project was funded through money appropriated by Congress through the Nutrition Education and Obesity Prevention Grant Program in the Healthy, Hunger-Free Kids Act of 2010 to states for evidence-based nutrition education and obesity prevention interventions and projects. Supporting Tables, Images and/or Graphs▪

Food Safety Knowledge and Eating Behaviors in Low Income Adults Participating in SNAP-Ed Nutrition Education in DC Farmers Markets (P04-084-19)

ObjectivesFarmers Markets are a valuable source of affordable quality foods for Supplemental Nutrition Assistance Program (SNAP) recipients. However, according to a study in the American Journal of Agricultural Economics, farmers markets increase the number of foodborne illnesses. Low-income individuals are at the highest risk of foodborne illnesses and is thought to be related to poor food safety knowledge and limited food preparation skills. Reduced produce consumption has also been indicated in low-income populations. Produce is a major source of foodborne illnesses. Therefore, in addition to increasing access to produce, efforts must be made to ensure that consumers practice proper food safety. The purposes of this study were to 1) assess the food safety knowledge of farmers-market consumers in low-income neighborhoods, 2) their likelihood to use food assistance benefits, 3) consume produce and 4) cook a recipe provided by a SNAP-Ed program. MethodsIn 2018, the University of the District of Columbia (UDC) SNAP-Ed nutrition educators delivered nutrition and food safety education in 17 DC Farmers Markets located in low-income communities. 822 subjects completed a 3 question post-assessment on eating behaviors and of those, 669 participated in an additional 2 question survey on food safety. ResultsThe results show that after the education, 99.0% plan on eating more produce; 95.6% of participants plan to cook the provided recipe; and 92.7% will use SNAP, WIC, Produce Plus or Farmers’ Market Nutrition Program benefits at the Farmers’ Market that day. Additionally, 92.8% think that contamination of food by germs is a serious food safety problem, and 94.3% wash or rinse fresh produce purchased at the Farmers’ Market prior to consumption. ConclusionsMajority of low-income farmers market participants had general food safety knowledge and planned on consuming more produce, use food assistance benefits and try a new recipe. Further research is necessary to assess food safety knowledge of other domains and identify the impact of SNAP-Ed food safety education on behavior change. Funding SourcesThis project was funded through money appropriated by Congress through the Nutrition Education and Obesity Prevention Grant Program in the Healthy, Hunger-Free Kids Act of 2010 to states for evidence-based nutrition education and obesity prevention interventions and projects. Supporting Tables, Images and/or Graphs▪▪▪

Pancreatic cancer: sharing a nutrition education project with the patients and their care givers

Pancreatic cancer: sharing a nutrition education project with the patients and their care givers

Back to Basics: All About MyPlate Food Groups

Back to Basics: All About MyPlate Food Groups

Using an “App” for Online Nutrition Education with Participants in the Special Supplemental Nutrition Program for Women, Infants and Children (WIC)

As technology advances, users are shifting from desktop computers to mobile phones as tools for online learning. With these advances, there is demand for health educators to develop new platforms for learning which are tailored to individual needs. WIC is a national program that reaches more than 8.5 million low‐income mothers and children monthly and provides valuable nutrition education to their participants. The PHFE WIC Program is the largest local WIC agency in the country, serving approximately 4% of the nation's total and 23% of California's total WIC participants. As a leader and innovator in nutrition education, PHFE WIC seeks to continually improve the delivery of online nutrition. Preliminary data of online nutrition education in the PHFE‐WIC program in CA from 2011‐2014 found a significant shift from desktop computers to mobile devices as platforms for online nutrition education, with over 50% of participants using mobile devices. Use of an iPhone/Apple device was 18.5% in 2013, and 24% so far in 2014. Use of an android device was 36.1% in 2013 and 34.3% so far for 2014. Recognizing that more participants are accessing online nutrition education with their mobile devices, we are currently piloting an online nutrition education project which compares the use of a mobile phone “app” with the traditional online presentation platform. The “app” will utilize interactive forms of learning as well as presentation style learning, with the goal of increasing the efficacy of the current platform. We will present preliminary findings from survey and focus group data and discuss possible implications for future online nutrition education with mobile device “apps”.

Teaching and learning about food and nutrition through science education in Brazilian schools: an intersection of knowledge.

Science teachers are the main professionals in schools who address health-related subjects, though food and nutrition education (FNE) projects are mainly planned by health professionals, especially nutritionists. The objective of this study is to create a transdisciplinary approximation between scientific research fields and practical fields from the analysis of an integrated case study conducted in Brazilian schools. In 2011, 10 days of observation were programmed in six schools in five cities. Semi-structured interviews were carried out with different social actors and data was analyzed using the complex thinking theory and the bricolage method of educational research. Planting of vegetable gardens or projects to improve table manners during mealtimes were identified in the schools. The results describe educational approaches used by science teachers to include FNE in school activities, even when not described in the official curriculum. Health professionals can identify actions to support health education in schools starting with that already undertaken by science teachers. The successful initiatives also involved professionals with practical knowledge and experience of life.

Facebook Is an Effective Strategy to Recruit Low-income Women to Online Nutrition Education

Nutrition education research recruitment expense and effort are substantial; sample selection is crucial for intervention assessment. Effectiveness and cost of Facebook to recruit low-income women to an online nutrition program were examined, including biopsychosocial characteristics of Facebook responders. An ad appeared on the Facebook page of low-income women, 18-45 years old, living in Pennsylvania to invite access to an online nutrition program. Eligible persons completed surveys about food-related behaviors including eating competence, food security, and assistance program use. Of 465 people who clicked on the ad, 81 completed the eligibility survey, and 62 were eligible; 52 completed a preprogram survey. Completers were mostly white (79%), overweight/obese (mean body mass index 36.2 ± 12.9), and not eating competent (75%). Low-income status was identified for 75% (n = 39) of completers. Total recruitment cost over 19 days was $596.71. Facebook appears to be an effective tool to recruit low-income women to nutrition education projects.

Development of Garden-Enhanced Nutrition Education Initiatives to Support School Wellness &amp; Academics

Participants will be able to list 3 strategies schools can use to develop garden-enhanced nutrition programs; explain how school gardens are tools for nutrition education; discuss successes/challenges that garden-enhanced nutrition education projects. Grow Healthy, a new program that combines gardening with nutrition, physical activity, agriculture, and locally grown food projects, was introduced in nine NJ counties.

Transição Nutricional: Uma Revisão sobre Hábitos Alimentares de Escolares

O processo de transição nutricional dá-se no Brasil a partir das modificações do padrão alimentar brasileiro, concomitante com modificações também no cenário epidemiológico, gerando um declínio da desnutrição, porém um aumento significativo da obesidade infanto-juvenil em todas as classes socioeconômicas. A idade escolar atende a faixa etária entre os 7 e 10 anos de idade e é caracterizada como um período de crescimento com altas exigências nutricionais, que devem ser supridas com alimentos de qualidade e em quantidade suficientes para evitar problemas futuros de saúde. Para isso, a escola, os professores e os familiares devem responsabilizar-se pela construção do hábito alimentar dessas crianças, por meio de projetos de educação nutricional, atividades relacionadas à boa alimentação e informações condizentes ao mundo real das crianças. O presente artigo tem como objetivo descrever alguns aspectos do perfil alimentar de escolares e sua influência em relação ao aumento da incidência e prevalência de obesidade e comorbidades associadas, bem como identificar o processo de transição nutricional pelo qual o país vem passando.

Results from the Development Research‐Intense Assessment Toolkit for a Sensory Nutrition Education Project Introducing Head Start Children to Exotic Fruits

The FruitZotic (FZ) pilot research project aims to examine the feasibility of the development and testing of research instruments for sensory based exotic fruit nutrition education on Western Massachusetts Head Start children's willingness to try exotic fruits. Head Start preschoolers, ages 3–5 (n=245 children) were introduced to FZ on the basis of Head Start learning domains. During 2008–2010, a six‐week lesson series was implemented in two‐six classrooms per season (fall, and spring) over a 6‐week period. Pedagogies included book reading, sensory exploration and fruit tasting. New fruits (coconut, pineapple, kiwi) were selected under the theme “Fruits with Hair.” Book readings, craft activities, “circletime” tasting and pre‐ and post fruit cup waste measures were incorporated. FZ expanded with “Fruits from Afar” (mango, pomegranate, papaya, starfruit) and “Fruit Expo”. A modified rating scale [0–5, not willing to taste, willing to lick etc.] was designed to tracked changes in tasting progress. Baseline willingness assessment was introduced for evaluating classroom‐level changes in willingness to try exotic fruits. The 2‐year pilot project contributed to the design of research‐robust instruments to assess willingness to taste exotic fruits in children's natural learning environment. Project was funded by UMASS Commonwealth College Honors Grant and the Department of Nutrition UMASS Faculty Start‐up Funds.

Effects of a participatory agriculture and nutrition education project on child growth in northern Malawi

To investigate whether children in households involved in a participatory agriculture and nutrition intervention had improved growth compared to children in matched comparable households and whether the level of involvement and length of time in the project had an effect on child growth. A prospective quasi-experimental study comparing baseline and follow-up data in 'intervention' villages with matched subjects in 'comparison' villages. Mixed model analyses were conducted on standardized child growth scores (weight- and height-for-age Z-scores), controlling for child age and testing for effects of length of time and intensity of village involvement in the intervention. A participatory agriculture and nutrition project (the Soils, Food and Healthy Communities (SFHC) project) was initiated by Ekwendeni Hospital aimed at improving child nutritional status with smallholder farmers in a rural area in northern Malawi. Agricultural interventions involved intercropping legumes and visits from farmer researchers, while nutrition education involved home visits and group meetings. Participants in intervention villages were self-selected, and control participants were matched by age and household food security status of the child. Over a 6-year period, nine surveys were conducted, taking 3838 height and weight measures of children under the age of 3 years. There was an improvement over initial conditions of up to 0·6 in weight-for-age Z-score (WAZ; from -0·4 (sd 0·5) to 0·3 (sd 0·4)) for children in the longest involved villages, and an improvement over initial conditions of 0·8 in WAZ for children in the most intensely involved villages (from -0·6 (sd 0·4) to 0·2 (sd 0·4)). Long-term efforts to improve child nutrition through participatory agricultural interventions had a significant effect on child growth.

The Need for Nutrition Education Project (NNEdPro) – an educational intervention across UK Medical Schools to lay the foundations for good nutritional care

. NNEdPro aimed to conduct an educational needs analysis and pilot a non-vertical curriculum intervention through aninnovatively developed educational package in a national sample of tomorrow’s doctors.An intervention group of 100 senior/clinical medical students from 15 medical schools were recruited. A non-vertical educationalpackage was delivered over 2d, incorporating interactive lectures, role-play, simulated consultations, small group work and mini-PBL. Aspiral learning approach revisited topics in order to build upon consolidated basic concepts. Clinical nutrition knowledge, attitudes andpractices (KAP) were assessed before and after intervention, and at 3 months, using a construct-validated questionnaire. Questionnaireitems were randomised before and after intervention, to minimise recall bias. A student-reported evaluation of the educational interventionwas also conducted and yielded favourable results.