Abstract Objective To determine barriers to nutrition education, nutrition education resources used, and the relationship between nutrition knowledge and whether public school teachers in California ...teach nutrition in the classroom. Methods A total of 102 teachers in California participated in a Web-based survey about nutrition education barriers, resources used to plan nutrition lessons, and factors that would encourage inclusion of nutrition. A validated questionnaire was used to assess nutrition knowledge. Analyses included ordinary least-squares regression. Results Common barriers were lack of instructional time and unrelated subject. Teachers were unaware of many nutrition education resources. Nutrition knowledge was not associated with nutrition lessons but was positively associated with teaching high school (β = 5.13; P < .05) and female gender (β = 6.78; P < .05), and negatively associated with identifying as Hispanic or Latino (β = –15.50; P < .001). Conclusions and Implications Barriers of time and lack of unrelated subject matter are difficult to address but lack of awareness of resources indicates that promotion of existing resources may encourage teachers to provide nutrition education. Larger studies are needed to determine whether this holds true in a broader sample.
Abstract Objective To evaluate the effectiveness of the Shaping Healthy Choices Program (SHCP). Design A clustered, randomized, controlled intervention lasting 1 school year. Setting Schools in ...northern and central California. Participants Fourth-graders (aged 9–10 years) at 2 control schools (n = 179) and 2 intervention schools (n = 230). Intervention Garden-enhanced education, family, and community partnerships; increased regionally procured produce in the lunchroom; and school-site wellness committees. Main Outcome Measures Changes in body mass index (BMI) percentiles/Z-scores; nutrition knowledge, science process skills, and vegetable identification and preferences; and reported fruit and vegetable intake. Analysis Student t test, chi-square, ANOVA of change, and multilevel regression mixed model to evaluate change in outcomes with school as a random effect to account for cluster design effects. Statistical significance was set at P < .05. Results There was a greater improvement in BMI percentile (−6.08; P < 0.01), BMI Z-score (−0.28; P < .001), and waist-to-height ratio (−0.02; P < .001) in the intervention compared with the control schools. Conclusions and Implications The SHCP resulted in improvements in nutrition knowledge, vegetable identification, and a significant decrease in BMI percentiles. This supports the concept that the SHCP can be used to improve the health of upper elementary school students.
Reliability and Validity of Nutrition Knowledge Questionnaire for Adults Jones, Anna Marie, PhD; Lamp, Cathi, MS, MPH, RD; Neelon, Marisa, MS ...
Journal of nutrition education and behavior,
2015, January-February 2015, 2015 Jan-Feb, 2015-01-00, 20150101, Letnik:
47, Številka:
1
Journal Article
Recenzirano
Abstract Objective To determine the validity and reliability of a nutrition knowledge questionnaire for adults in California. Methods A convenience sample of adults was recruited for cognitive ...interviews. A mail-based survey of 400 randomly selected addresses was used to assess internal consistency (Cronbach α). Researchers assessed content validity (Student t test) and test–retest reliability (Pearson correlation) in a convenience sample of university students who had previously taken a college nutrition course, compared with students who had not. Results Twenty adults participated in cognitive interviews, 94 adults returned the mailed questionnaire, and 48 university students participated in validity and reliability testing. Cronbach α = .91 and test–retest r = 0.95, demonstrating internal consistency reliability and test–retest reliability. Students who had taken a college-level nutrition course scored significantly higher compared with students who had not ( P < .001), demonstrating construct validity. Conclusions and Implications Findings show that the questionnaire is a valid and reliable nutrition knowledge measure for use in California and may be of use in other places.
Abstract Objective To determine whether fourth-grade students participating in the Shaping Healthy Choices Program (SHCP), a school-based nutrition intervention, would change vegetable and carotenoid ...intake measured by skin carotenoids and dietary intake. Methods Single-group pretest–posttest with a self-selected, convenience sample of students (n = 30) participating in the SHCP, which lasted 1 academic year (9 months). Dietary intake of vegetables and carotenoids as measured by Block food frequency questionnaire and skin carotenoids as measured by Raman spectroscopy were collected at the school preintervention and postintervention. Results Reported carotenoid intake decreased by 1.5 mg ( P = .05) and skin carotenoids decreased by 2,247.9 RRS intensity units ( P = .04). Change in reported intake correlated with change in skin carotenoids ( r = .43; P = .02). Conclusions and Implications The reported decrease in vegetable and carotenoid intake was unanticipated; nevertheless, the RRS measurements confirmed this. RRS data can help evaluate changes in fruit and vegetable intake.
Abstract Objective To provide a framework for implementation of multicomponent, school-based nutrition interventions. This article describes the research methods for the Shaping Healthy Choices ...Program, a model to improve nutrition and health-related knowledge and behaviors among school-aged children. Design Longitudinal, pretest/posttest, randomized, controlled intervention. Setting Four elementary schools in California. Participants Fourth-grade students at intervention (n = 252) and control (n = 238) schools and their parents and teachers. Power analyses demonstrate that a minimum of 159 students per group will be needed to achieve sufficient power. The sample size was determined using the variables of nutrition knowledge, vegetable preference score, and body mass index percentile. Intervention A multicomponent school-based nutrition education intervention over 1 academic year, followed by activities to support sustainability of the program. Main Outcome Measures Dietary and nutrition knowledge and behavior, critical thinking skills, healthy food preferences and consumption, and physical activity will be measured using a nutrition knowledge questionnaire, a food frequency questionnaire, a vegetable preferences assessment tool, the Test of Basic Science Process Skills, digital photography of plate waste, PolarActive accelerometers, anthropometrics, a parent questionnaire, and the School and Community Actions for Nutrition survey. Analysis Evaluation will include quantitative and qualitative measures. Quantitative data will use paired t , chi-square, and Mann-Whitney U tests and regression modeling using P = .05 to determine statistical significance.
Abstract Objective To examine the use of a systematic approach and theoretical framework to develop an inquiry-based, garden-enhanced nutrition curriculum for the Shaping Healthy Choices Program. ...Methods Curriculum development occurred in 3 steps: identification of learning objectives, determination of evidence of learning, and activity development. Curriculum activities were further refined through pilot-testing, which was conducted in 2 phases. Formative data collected during pilot-testing resulted in improvements to activities. Results Using a systematic, iterative process resulted in a curriculum called Discovering Healthy Choices , which has a strong foundation in Social Cognitive Theory and constructivist learning theory. Furthermore, the Backward Design method provided the design team with a systematic approach to ensure activities addressed targeted learning objectives and overall Shaping Healthy Choices Program goals. Conclusions and Implications The process by which a nutrition curriculum is developed may have a direct effect on student outcomes. Processes by which nutrition curricula are designed and learning objectives are selected, and how theory and pedagogy are applied should be further investigated so that effective approaches to developing garden-enhanced nutrition interventions can be determined and replicated.
Abstract To ascertain best practices for schools implementing or sustaining instructional school gardens by interviewing key members in 10 schools with exemplary instructional school gardens programs ...in California. Practices of schools with exemplary instructional school gardens programs were analyzed by constant comparative analysis using qualitative data analysis software. Seven of the 10 schools had people from at least 3 of the following 4 groups: administrators, teachers, parent and community volunteers and garden coordinators. Nine of 10 schools had a part- or full-time garden coordinator. Results demonstrated that a committee committed to instructional school gardens is the most important step towards success.
Abstract Objective To compare the applicant schools (AS) to non-applicant schools (NAS) residing in the same school districts for the California Instructional School Garden Program and identify ...barriers to the application process. Methods A case-control, cross-sectional study design was used to compare resources and school environments. Pearson chi-square and logistic regression were conducted. Results Public schools throughout California participated (n = 1,662). The response rates for AS and NAS were 43.2% and 48.2%, respectively. Applicant schools had greater access to garden coordinators and parent/community volunteers dedicated to school gardens, and they had other sources of funds/grants to support school gardens compared to NAS ( P < .001). Conclusions and Implications Access to certain garden resources played a significant role in predicting whether schools would decide to participate in the California Instructional School Garden Program.
An abstract of a study promoting optimal health outcomes among African-American women by teaching positive dietary and lifestyle behaviors is presented. Preliminary findings revealed on average, most ...women (84%), consume fish 1-2 times per month prior to intervention but improved to at least 3 times post intervention (N=32). Significant increases in knowledge of the health benefits and risks associated with fish consumption were observed with a 31.3% improvement in score pre- to post-assessment. Intervention strategies involve the use of community-based participatory approaches from evidence-based nutrition education models and theories.
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