School Foodservice Personnel Research Articles

The perception of school food-service professionals on the implementation of the Healthy, Hunger-Free Kids Act of 2010: a mixed-methods study.

To: (i) understand the nutrition attitudes, self-efficacy, knowledge and practices of school food-service personnel (SFP) in Nebraska and (ii) identify potential barriers that schools face in offering healthy school meals that meet the US Department of Agriculture (USDA) nutrition standards. Convergent parallel mixed-methods study. Kindergarten-12th grade schools in Nebraska, USA.ParticipantsSFP (260 survey participants; fifteen focus group participants) working at schools that participate in the USDA National School Lunch Program. Mixed-methods themes identified include: (i) 'Mixed attitudes towards healthy meals', which captured a variety of conflicting positive and negative attitudes depending on the situation; (ii) 'Positive practices to promote healthy meals', which captured offering, serving and promotion practices; (iii) 'Mixed nutrition-related knowledge', which captured the variations in knowledge depending on the nutrition concept; and (iv) 'Complex barriers', which captured challenges with time, support and communication. The study produced relevant findings to address the barriers identified by SFP. Implementing multicomponent interventions and providing training to SFP may help reduce some of the identified barriers of SFP.

The Role of School Foodservice Personnel in Nutrition Education: Challenges and Opportunities at U.S. Elementary Schools

The food environment at school plays an important role in promoting healthy food choices in students. In our previous study, classroom teachers were concerned about some of the meal options offered at their school cafeteria and wanted a school cafeteria component as part of a successful nutrition education program. In response, our first objective was to evaluate the nutritional quality of school meals at Oregon elementary schools. We learned that unless students ate the recommended amount of fruits and vegetables from the salad bar, school menus did not meet the nutrition standards for fruits (99%) and vegetables (100%). As the second objective, we asked Oregon elementary school foodservice personnel (SFP) in a cross-sectional, anonymous mail survey if and how they should be involved in nutrition education programs. Of the 59 SFP who responded, all perceived that nutrition education in elementary schools is somewhat to very important and 76% perceived that they should be involved in a successful nutrition education program. They were interested in nutrition education training (75%) but noted multiple barriers for incorporating the school cafeteria into nutrition education programs, the primary were cost (66%), time (58%), and potential teaching commitments. SFP wanted to be involved in nutrition education through nutrition posters in the cafeteria (58%) and new recipes and food items (56%). In conclusion, SFP are highly motivated to participate in nutrition education programs through activities in the school cafeteria that do not involve teaching. Renewed focus should be on developing and implementing nutrition education programs that provide SFP with training and new recipes and food items that are nutritious, affordable, easy and quick to prepare, and appealing to students so that nutrition information delivered in the classroom can be reinforced in the school cafeteria.

Is Scratch-Cooking a Cost-Effective Way to Prepare Healthy School Meals with US Department of Agriculture Foods?

BackgroundDespite the resurgence of interest in scratch-cooking as a way to increase the quality and appeal of school meals, many school districts are concerned about the cost implications of switching to scratch-cooking. US Department of Agriculture (USDA) Foods are the single largest source of ingredients for school meals, and about half of USDA Foods are diverted for processing before being sent to the school district. ObjectiveWe aimed to determine whether school lunch entrées made in a district from basic or raw USDA Foods ingredients can be healthier and less expensive to prepare than those sent to external processors. Design/settingThis cross-sectional study examined the relationship between the extent of scratch-cooking and the nutritional content and cost to prepare entrées. Information was gathered by interview with school foodservice personnel and from school foodservice records from a convenience sample of 10 school districts in California that employed varying degrees of scratch-cooking and is diverse in terms of geographic location and the sociodemographics of the student body. The sample included all elementary school lunch entrées that contain USDA Foods offered during October 2010 for a total sample of 146 entrées. Statistical analysesOrdinary least squares regressions were used to test for statistically significant differences in cost and nutrient content of entrées according to the level of scratch-cooking. ResultsThere was no significant relationship between total costs and level of scratch-cooking. Entrées with the highest scratch-cooking scores had significantly lower food costs, higher labor costs, and not significantly different total costs compared with entrées with no scratch-cooking. Nutrient content was not consistently associated with scratch-cooking, but scratch-cooked entrées did include a larger variety of non–fast-food-type entrées. ConclusionsThe findings suggest that scratch-cooking can be a cost-effective way to expand the variety of healthy school lunches prepared with USDA Foods.

School Foodservice Personnel's Struggle with Using Labels to Identify Whole-Grain Foods

Objective To describe how school foodservice personnel use current labeling methods to identify whole-grain products and the influence on purchasing for school meals. Methods Focus groups explored labeling methods to identify whole-grain products and barriers to incorporating whole-grain foods in school meals. Qualitative analysis procedures and the constant comparative method were used to analyze data. Results Participants were school foodservice personnel (n = 67) in 5 states across the United States. Limited ability and confidence were demonstrated in identifying whole-grain products from label information, statements, and claims. Participants indicated a need for a uniform labeling method such as whole-grain content to assist in ordering and purchasing. High cost and low acceptability were listed as barriers to incorporating whole-grain foods in school meals. Conclusions and Implications Whole-grain product labeling should be improved to enhance understanding by foodservice personnel so that whole grains are included in school meals.

Whole-grain Continuing Education for School Foodservice Personnel: Keeping Kids from Falling Short

Objective The purpose of this project was to develop and test whole-grain continuing education for school foodservice personnel. Methods A continuing education program was developed to address planning, purchasing, preparing, and serving whole-grain food in schools. Participants completed a pre-post questionnaire to assess changes in knowledge, attitudes and intention. Results Participants (n = 211) were mostly non-Hispanic white women. Pre-post test scores indicated improvements in whole-grain knowledge and intention to find whole-grain recipes for school menus ( P < 0.05); however, attitudes about storage and cost issues became less positive. After 3–6 months, participants indicated more whole-grain food items were offered in schools. Conclusions and Implications Whole-grain education for school foodservice personnel may increase awareness and menu placement and increase opportunities for whole-grain consumption by children.

Beliefs and Perceptions of School Foodservice Personnel About HACCP Implementation

Beliefs and Perceptions of School Foodservice Personnel About HACCP Implementation

Knowledge and practices of school foodservice personnel regarding whole grain foods

AbstractBased on recent dietary guidance, whole grain foods are being served more frequently in school meals. To examine the knowledge and practices of 43 school foodservice personnel (SFP) from eight school districts, semi‐structured focus groups were conducted regarding whole grain foods. Qualitative data analysis procedures were used to generate common themes. SFP indicated a limited knowledge about whole grain foods, ingredient definitions and use of product label information related to ordering and purchasing. SFP had little awareness of the specific disease‐related health benefits of whole grains. Major barriers related to students' whole grain consumption were less desirable sensory characteristics, a lack of available products and cost. Potential approaches to promote whole grain foods in school cafeterias included gradual introduction, eye appeal and masking taste. This research is beneficial in identifying areas that SFP can improve their knowledge and skills regarding the effective use of whole grain foods in schools.

Knowledge and practices of school foodservice personnel regarding whole grain foods

Knowledge and practices of school foodservice personnel regarding whole grain foods

Implementation of Low‐Fat, Low‐Sugar, and Portion‐Controlled Nutrition Guidelines in Competitive Food Venues of Maine Public High Schools

The prevalence of childhood "overweight" and "at risk for overweight" has become a major public health concern. School food environments can affect key nutritional risk factors, especially in high schools where foods of poor nutrient value are pervasive in à la carte and vending programs. This study examines à la carte and vending programs in Maine public high schools at baseline and following implementation of low-fat (defined as items<or=30% of total calories from fat), low-sugar (defined as items<or=35% of sugar by weight), and portion-controlled (LFLS) guidelines. Four high schools implemented LFLS guidelines and 3 made no changes to à la carte and vending programs for a period of 1 school year. Findings revealed no significant change in food and beverage offerings in control schools. Whereas, in intervention schools, the proportion of items meeting the LFLS nutrient criteria increased from 32.8% to 81.8% in à la carte items, increased from 22.5% to 84.0% in snack vending, and increased from 48.0% to 98.9% in beverage vending from baseline to follow-up. However, these increases were mitigated when LFLS portion size criteria were applied. These findings demonstrate the successful implementation of LFLS guidelines similar to recommendations recently proposed by numerous organizations. School food service personnel were identified as key stakeholders in the successful implementation of the LFLS guidelines. Furthermore, these findings emphasize an important role the food and beverage industry will have in providing foods and beverages that meet proposed nutrient and portion guidelines.

The school food environment and adolescent obesity: qualitative insights from high school principals and food service personnel

ObjectivesTo examine high school personnel's perceptions of the school environment, its impact on obesity, and the potential impact of legislation regulating schools' food/beverage offerings.MethodsSemi-structured interviews were conducted with the principal (n = 8) and dietitian/food service manager (n = 7) at 8 schools (4 rural, 4 suburban) participating in a larger study examining the relationship between the school environment and adolescent health behavior patterns.ResultsPrincipal themes included: 1) Obesity is a problem in general, but not at their school, 2) Schools have been unfairly targeted above more salient factors (e.g., community and home environment), 3) Attempts at change should start before high school, 4) Student health is one priority area among multiple competing demands; academic achievement is the top priority, 5) Legislation should be informed by educators and better incorporate the school's perspective. Food service themes included: 1) Obesity is not a problem at their school; school food service is not the cause, 2) Food offerings are based largely on the importance of preparing students for the real world by providing choice and the need to maintain high participation rates; both healthy and unhealthy options are available, 3) A la carte keeps lunch participation high and prices low but should be used as a supplement, not a replacement, to the main meal, 4) Vending provides school's additional revenue; vending is not part of food service and is appropriate if it does not interfere with the lunch program.ConclusionDiscrepancies exist between government/public health officials and school personnel that may inhibit collaborative efforts to address obesity through modifications to the school environment. Future policy initiatives may be enhanced by seeking the input of school personnel, providing recommendations firmly grounded in evidence-based practice, framing initiatives in terms of their potential impact on the issues of most concern to schools (e.g., academic achievement, finances/revenue), and minimizing barriers by providing schools adequate resources to carry out and evaluate the effectiveness of their efforts.

Factors Influencing Implementation of the Coordinated Approach to Child Health (CATCH) Eat Smart School Nutrition Program in Texas

The purpose of this research was to evaluate factors influencing the implementation of the Coordinated Approach to Child Health (CATCH) Eat Smart School Nutrition Program in Texas using data from the CATCH dissemination study. A mail survey was sent to school foodservice personnel (N=213) who attended a CATCH training from August 2000 through January 2002. A response rate of 40% (n=85) was achieved. The mean score for the percentage of CATCH Eat Smart guidelines implemented was 80.44. Multivariate linear regression analysis revealed that, after adjusting for age and number of years employed in school foodservice, the following factors were significantly associated with the percentage of CATCH Eat Smart guidelines implemented: utility of CATCH and CATCH Eat Smart in meeting requirements for Coordinated School Health Programs ( P=0.006), school foodservice personnel’s satisfaction with food made using the CATCH Eat Smart guidelines ( P=0.008), utility of CATCH in facilitating interschool communication about children’s health ( P=0.019), and perceived student satisfaction with food made using the CATCH Eat Smart guidelines ( P=0.046). These results suggest that dissemination approaches for Coordinated School Health Programs should focus on ways to enhance program satisfaction, be consistent with legislated mandates, and increase interschool staff communication to increase program implementation by school foodservice personnel.

How the CATCH eat smart program helps implement the USDA regulations in school cafeterias.

This article describes the implementation of the U.S. Department of Agriculture's National School Lunch Program (NSLP) standards in school lunch menus in 56 intervention and 20 control schools from the Child and Adolescent Trial for Cardiovascular Health (CATCH) 5 years after the main trial, compared with 12 schools previously unexposed to CATCH. School food service personnel completed questionnaires to assess CATCH guideline implementation, demographic data, behavioral constructs, training, program material use, and participation in competing programs. Five days of menus and recipes were collected from school cafeteria staff, averaged, and compared to USDA School Meal Initiative (SMI) standards. Significant differences between intervention and unexposed schools were found for training and knowledge of CATCH and in mean percentage energy from fat and carbohydrates. Intervention schools most closely met USDA SMI recommendations for fat. Thus, the CATCH Eat Smart Program assisted school cafeterias in meeting USDA guidelines 5 years postimplementation.

Professional Development of School Foodservice and Nutrition Personnel

Professional Development of School Foodservice and Nutrition Personnel

TIME AND TEMPERATURE ANALYSIS OF A SCHOOL LUNCH MEAL PREPARED IN A COMMISSARY WITH CONVENTIONAL VERSUS COOK-CHILL SYSTEMS1

This study was conducted at three elementary schools in a Midwestern school district, which was converting its food production system from a centralized conventional to a centralized cook-chill system. Time and temperature histories of a selected menu item prepared by two different food production systems were monitored throughout the food product flow for three days. No consistent reheating method for chilled products was observed among schools in the cook-chill system. Hot holding time of chilled products was extended because of time and equipment constraints. Wide variations in time and temperature histories during hot holding and reheating processes were found among schools in both systems. Results may have been influenced by variability observed in temperatures of hot holding carts and steam tables among the schools. Inconsistencies in food quality and potential food safety problems associated with time and temperature abuse were observed more frequently in the cook-chill system than the conventional system. The results indicate that stringent operating procedures for holding and reheating foods should be developed for both systems to assist school foodservice personnel in maintaining quality and safety of the products. Continuous in-service training and supervision are very important for foodservice personnel in a cook-chill system. Availability of equipment, labor, and time at a unit kitchen should be considered when menus are planned to eliminate an extended hot holding time. Both management and foodservice personnel are responsible for maintaining high quality of foods by the implementation of controls throughout the system.

Making Partnerships Happen: 5 a Day and Team Nutrition

In 1997, a Memo of Understanding was signed between the National Cancer Institute and the Food and Consumer Service of the USDA to encourage state Team Nutrition and 5 A Day contacts to partner and jointly promote their programs. Monetary resources became available through a mini-grant process in 1998 for local health departments to partner with the county Team Nutrition schools, school food service and county cooperative extension service to increase nutrition education interventions in school sites during the 1998-1999 school year. Nineteen local health departments partnered to create programs to compliment existing 5 A Day nutrition activities. Nutrition interventions were tailored to specific school and community needs. Messages were promoted to school food service personnel, administrators, teachers, students and parents with community outreach. Activities included student - developed school announcements, classroom and cafeteria learning stations, theatrical productions, nutrition fairs, vegetable gardens, and fruit and vegetable tasting and challenges. Local media coverage of events and promotions increased community awareness. Regional workshops were held in the spring to provide a forum for county participants to showcase and share their mini-grant activities. Pre-tests by teachers, students and school food service personnel indicated strong interest in planned activities. Post testing continues to be performed and monitored. An additional result of partnering is the development of new county nutrition coalitions in a majority (13) of the communities. In counties where coalitions already existed, membership and development were strengthened by partnership activities. Current plans indicate continued 5 A Day and Team Nutrition joint school-based interventions.

Effectiveness of a Training Program for Entry-Level Non-Supervisory School Food Service Personnel

The effectiveness of a 6-hour basic skill-training program for entry-level, non-supervisory school food service personnel was evaluated. Knowledge gained after the training program was evaluated using a post-then-pre test instrument. A 5-point Likert scale with I being no knowledge and 5 being complete knowledge was used to measure knowledge gained. One month after the training program participants with less than 6-months food service experience and their supervisors rated the participants’ application of key concepts taught. A 5-point Likert scale with 1 being almost never and 5 being almost always was used. Data were obtained from 227 of the 284 who completed the training program and agreed to participate. Mean post-test ratings ranged from 4.5–5.0 for all knowledge statements. Mean gain scores ranged from 0.4 to 1.6. The gain scores were higher for all knowledge statements regardless of length of employment in food service. Mean ratings of the application of key concepts indicated that employees were using the skills taught on the job. All statements were rated 4.5 or higher by both employees and supervisors. When asked to rate how well the training program prepared participants for their position, 97.1% and 94.2% of the participants and supervisors, respectively, rated the training program as either good or excellent. Results indicated that training programs are important for all employees regardless of years of food service experience.

“Getting a Jumpstart On HACCP” - A Program To Introduce Foodservice Operators To The Hazard Analysis Critical Control Point (HACCP) System

“Getting a Jumpstart on HACCP” was developed to introduce foodservice operators to HACCP fundamentals and to assist personnel in implementing a basic HACCP system within their operations. The workshop materials were produced using information obtained from the Educational Foundation of the National Restaurant Association and the Food and Drug Administration's 1995 and 1997 Food Code. Content of the program incorporated an introduction to HACCP, food safety hazards including microorganisms, an in-depth review of the seven principles of HACCP, and active learning activities. These exercises included analysis of menus for hazards, identification of critical control points in recipes, and development of flow charts for recipes and/or groups of foods. Participants were recruited from the Kansas School Foodservice Association, Kansas Restaurant and Hospitality Association, Kansas Area on Aging, Kansas Dietetic Association, and Kansas Association of Sanitarians. Workshops were scheduled in five locations throughout the state of Kansas for the six-hour workshop. More than 300 persons including Registered Dietitians, school foodservice personnel, state sanitarians, Family and Consumer Science Agents, Dietary Managers, restaurant operators, and Area Agency on Aging personnel attended the workshops. A significant (p=<.001) increase in participants’ knowledge of HACCP concepts was found between pre and post evaluations. Participants stated that the workshop was effective in introducing basic HACCP principles and that the active learning exercises increased their ability to apply basic HACCP concepts. Materials developed for this program can be used by other states when presenting HACCP workshops. The increased emphasis by regulatory agencies on application of HACCP could provide those dietetic professionals knowledgeable of HACCP additional employment opportunities.

Time and Temperature Analysis Of a School Lunch Meal Prepared In a Commissary With Conventional Versus Cook-Chill Systems

The purposes of this study were to compare time and temperature histories of a selected menu item prepared in two different production systems and to ascertain important operational practices affecting food quality and safety. The study was conducted at three elementary schools in a Midwestern school district, which was converting its food production system from a centralized conventional to a centralized cook-chill system. Time and temperature histories of a selected menu item prepared by two different food production systems were monitored throughout food product flow for three days prior to and after changing the system. No consistent reheating method for chilled products was observed among schools in the cook-chill system. Hot holding time of chilled products was extended because of time and equipment constraints. Wide variations in time and temperature histories during hot holding and reheating processes were found among schools in both systems. Results may have been influenced by variability observed in temperatures of hot holding carts and steam tables among the schools. Inconsistency in food quality and potential food safety problems associated with time and temperature abuse was observed more frequently in the cook-chill system than the conventional system. The results indicate that stringent operating procedures for holding and reheating foods should be developed for both systems to assist school foodservice personnel in maintaining quality and safety of the products. Continuous in-service training and supervision are very important for foodservice personnel in a cook-chill system. Availability of equipment, labor, and time at a unit kitchen should be considered when menus are planned to eliminate an extended hot holding time. Both management and foodservice personnel are responsible for maintaining high quality of foods by the implementation of controls throughout the system.

Meeting the U.S. Dietary Guidelines in School Meals: Current Practices, Perceived Barriers, and Future Training Needs

A sample of 628 school food service personnel was surveyed to determine what changes had been instituted in school food service programs to ensure compliance with the U.S. Dietary Guidelines, perceived barriers that prevented making such changes, self-perceived training needs, and type and amount of nutrition education being provided. The majority of school food service staff reported having made changes to school meals to ensure compliance with the Dietary Guidelines. Perceived barriers included lack of training and time for modified meal preparation, poor student acceptance of modified meals, and higher costs of modified meals. Perceived training needs included training on developing standardized menus, computer diet analysis training, information on using commodity foods in modified menus, methods for implementing the U.S. Dietary Guidelines in school meals, and methods for increasing student acceptance of meals. The majority of respondents felt that nutrition education was an important part of their job, but less than half of the respondents reported providing it. Lack of time, training and education materials, inadequate staff cooperation, not being required to teach nutrition, and not being comfortable when teaching nutrition were cited as barriers to providing nutrition education.

Status of Nutrition Education in Ohio Elementary Schools

Many foods and nutrition programs have been developed for elementary schools but have had minimal impact on children's eating behaviors. We assessed the status of nutrition education in Ohio elementary schools during the 1992–93 school year to identify intervention targets and potentially effective strategies for increasing the effectiveness of school-based foods and nutrition programs. A questionnaire was developed and mailed to a 1.6% sample of Ohio elementary school teachers, and a 53% response rate was obtained. Most respondents believed that elementary schools should provide children with foods and nutrition instruction but two-thirds taught this subject during only one-quarter of the school year, providing a total of up to 15 hours of classroom instruction. Previous teaching in nutrition emerged as an important factor in the decision to teach foods and nutrition. Although they are willing to collaborate with school foodservice personnel, teachers have no clear conviction regarding the responsibility of a specific group of people for providing leadership in this field. If school–based foods and nutrition programs are to be strengthened, the activities of teachers and school foodservice personnel will need to be coordinated.