Front-of-pack (FOP) labelling systems, nutrition education, and obesity prevention: nutri-score and nutrinform battery need more research

2021 ◽  
Author(s):  
Michele O. Carruba ◽  
Alexis Malavazos ◽  
Alessandra Valerio ◽  
Enzo Nisoli
Keyword(s):  
Nutrition Education ◽  
Obesity Prevention ◽  
Systems Nutrition

scholarly journals Impact of a Preschool Obesity Prevention (I-POP) Program on Nutrition Knowledge Scores of Head Start Parents and Teachers

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 207-207
Author(s):  
Holly Huye ◽  
Carol Connell ◽  
Caroline Newkirk
Keyword(s):  
Head Start ◽  
Nutrition Education ◽  
Obesity Prevention ◽  
Health Benefits ◽  
Nutrient Content ◽  
Nutrition Knowledge ◽  
Evidence Based ◽  
Head Start Teachers ◽  
Experimental Group ◽  
Parent Child

Abstract Objectives To determine the effectiveness of an evidence-based preschool obesity prevention intervention on rural, low-income parents’ and Head Start teachers’ nutrition knowledge relative to advice from experts, nutrient content of foods, and health benefits of foods. Methods Parent-child dyads were recruited from 9 randomized Head Start centers with 5 centers in the experimental group and 4 centers in the control. The intervention consisted of 8 weekly evidence-based nutrition education sessions for children delivered by the Head Start teachers; a teacher workshop on the use of Positive Behavior Interventions and Supports (PBIS) in the classroom; and 8 parent workshops using an evidence-based behavioral intervention, Parent Child Interaction Therapy (PCIT). The PBIS and PCIT reinforced nutrition education sessions by including instruction for positive meal-time behaviors. A repeated measures design consisted of data collected at pre- (T1), post-intervention (T2), and a 6-month follow-up (T3). T1 and T2 results of a validated and reliable nutrition knowledge survey to address the sub-objective of the main study are reported here. Results 175 parents and 75 teachers participated in T1 data collection, of which 95 parents and 64 teachers completed T2. There were no significant differences in total scores within or between parent or teacher groups, scoring an average of 34% and 38% out of 100% for parents and teachers, respectively. However, there was a significant change in the knowledge of health benefits of foods survey section (31.6% to 39.5% correct) for parents in the experimental group from T1 to T2 (P < .05). Conclusions Overall, parents and teachers had poor knowledge of advice from experts, nutrient content of foods, and health benefits of foods at T1. Parents and teachers did have minimal, indirect nutrition education during PCIT and PBIS, which may have contributed to parents’ increase in awareness of health benefits of food at T2. However, there may be a lack of knowledge of how to apply nutrition principles. Nutrition education and intervention should target parents and teachers of children with a specific aim in application of nutrition principals. Funding Sources US Department of Health and Human Services, Office of Minority Health.

scholarly journals Cost–utility and cost–benefit analyses of school-based obesity prevention program

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Haiquan Xu ◽  
Yanping Li ◽  
Songming Du ◽  
Qian Zhang ◽  
Ailing Liu ◽  
...  
Keyword(s):  
Physical Activity ◽  
Health Outcome ◽  
Childhood Obesity ◽  
Nutrition Education ◽  
Obesity Prevention ◽  
Cost Benefit ◽  
Cost Effective ◽  
Cost Utility ◽  
School Based ◽  
Obesity Interventions

Abstract Background Economic evaluation of school-based obesity interventions could provide support for public health decision of obesity prevention. This study is to perform cost–utility and cost–benefit assessment of three school-based childhood obesity interventions including nutrition education intervention (NE), physical activity intervention (PA) and comprehensive intervention (both NE and PA, CNP) with secondary data analysis of one randomized controlled trial. Methods The standard cost-effectiveness analysis methods were employed from a societal perspective to the health outcome and costs that are attributable to the intervention. NE, PA and CNP were carried out separately for 2 semesters for childhood obesity interventions in primary schools. The additional quality-adjusted life years (QALYs) resulting from the interventions were measured as the health outcome. A cost–utility ratio (CUR) and A cost–benefit ratio (CBR) was calculated as the ratio of implementation costs to the total medical and productivity loss costs averted by the interventions. Results The CUR and CBR were ¥11,505.9 ($1646.0) per QALY and ¥1.2 benefit per ¥1 cost respectively, and the net saving was ¥73,659.6 ($10,537.9). The CUR and CBR for nutrition education and physical activity interventions were ¥21,316.4 ($3049.6) per QALY and ¥0.7 benefit per ¥1 cost, ¥28,417.1 ($4065.4) per QALY and ¥0.4 benefit per ¥1 cost, respectively (in 2019 RMB). Compared with PA intervention, the ICERs were ¥10,335.2 ($1478.6) and 4626.3 ($661.8) for CNP and NE respectively. The CBR was ¥1.2, 0.7, and 0.4 benefits per ¥1 cost for CNP, NE, and PA interventions, respectively. Net estimated savings were achieved only through CNP intervention, amounting to ¥73,659.6 ($10,537.9). Conclusions Comprehensive school-based obesity intervention is a beneficial investment that is both cost-effective and cost saving. Compared with PA intervention, both CNP and NE intervention were more cost-effective.

scholarly journals Developing a nutrition education program for obesity prevention among Mexican children: a pilot study (808.21)

2014 ◽  
Vol 28 (S1) ◽  
Author(s):  
Daniela González ◽  
Alma Contreras ◽  
María Grijalva ◽  
Gloria Portillo ◽  
María Ortega
Keyword(s):  
Pilot Study ◽  
Nutrition Education ◽  
Obesity Prevention ◽  
Education Program ◽  
Mexican Children ◽  
Nutrition Education Program

Obesity in Latin America, a scoping review of public health prevention strategies and an overview of their impact on obesity prevention

2021 ◽  
pp. 1-34
Author(s):  
Cristina Palacios ◽  
Marcia Magnus ◽  
Alejandro Arrieta ◽  
Héctor Gallardo-Rincón ◽  
Roberto Tapia-Conyer ◽  
...  
Keyword(s):  
Physical Activity ◽  
Latin America ◽  
Nutrition Education ◽  
Latin American ◽  
Obesity Prevention ◽  
School Nutrition ◽  
Activity Level ◽  
Prevention Strategies ◽  
Promotion Of Physical Activity ◽  
Latin American Countries

Abstract Objective: To describe the strategies implemented in 17 Latin American countries for obesity prevention and to provide an overview of their impact. Design: A thorough search of strategies and their impact was done through an Internet search, governmental webpages, reports, and research articles in English, Spanish, and Portuguese. Setting: Latin America (not including the Caribbean countries). Participants: any. Results: The Ministry of Health is the main oversight for obesity prevention, with six countries having a specific structure for this. Regular obesity monitoring occurs in a few countries and 13 countries have a national obesity prevention plan. The main regulations being implemented/designed are front-of-package labeling (16 countries), school environment (15 countries), school nutrition education (9 countries), promotion of physical activity level (9 countries), and sugar-sweetened beverage tax (8 countries). All countries have dietary guidelines. The main community-based programs being implemented are school meals (17 countries), complementary nutrition (11 countries), nutrition education (14 countries), promotion of physical activity (9 countries), and healthy environments (9 countries). Most of these strategies have not been evaluated. The few with positive results have used a coordinated, multi-disciplinary, and multi-sector approach, with legislation and executive-level support. Conclusions: important obesity prevention strategies are being implemented in the 17 Latin American countries included in the present review. However, few have been evaluated to assess their impact on preventing obesity. This information can help assess which actions can be generalized to other countries within the region and can help inform how to prevent obesity in different settings.

scholarly journals Like Peas and Carrots: Combining Wellness Policy Implementation With Classroom Education for Obesity Prevention in the Childcare Setting

2017 ◽  
Vol 132 (2_suppl) ◽  
pp. 74S-80S ◽  
Author(s):  
Caree J. Cotwright ◽  
Diane W. Bales ◽  
Jung Sun Lee ◽  
Kathryn Parrott ◽  
Nathalie Celestin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Nutrition Education ◽  
Obesity Prevention ◽  
Technical Assistance ◽  
Combined Approach ◽  
Post Intervention ◽  
Maximum Score ◽  
Policy Practice ◽  
Practice Adoption ◽  
The Mean

Objectives: We evaluated an intervention combining policy training and technical assistance for childcare teachers with a nutrition education curriculum to improve (1) the knowledge and self-efficacy of childcare teachers in implementing obesity prevention policies and practices, (2) the quantity and quality of nutrition and physical activity education, and (3) the childcare wellness environment. Methods: Thirteen teachers and 8 administrators (2 of whom were also teachers) from 8 childcare programs in Clarke County, Georgia, participated in the Healthy Child Care Georgia intervention during June-October 2015. The intervention included (1) training and technical assistance on obesity prevention policies, systems, and practices and (2) direct education by teachers using the Eat Healthy, Be Active curriculum. We assessed changes in program wellness policy adoption and teacher knowledge and self-efficacy from pre- to post-intervention through self-report questionnaires, interviews, and focus groups. Results: Teachers’ knowledge scores (maximum score = 100) rose significantly from a mean (SD) pre-intervention of 67.1 (14.6) to post-intervention of 83.2 (14.3) ( P < .001). The mean score for “teaching nutrition and activity to children” (maximum score = 105) rose significantly from 86.9 (8.2) to 93.5 (5.2) ( P = .011) and for “modeling and supporting children” (maximum score = 63) from 55.8 (5.1) to 59.5 (4.5) ( P = .015). The mean (SD) scores for breastfeeding and infant feeding policy/practice adoption (maximum score = 6) increased significantly from 2.5 (1.8) to 3.7 (1.9) ( P = .043) and for nutrition education policy/practice adoption (maximum score = 4) from 2.0 (1.3) to 3.3 (1.4) ( P = .019). The combined approach enhanced classroom nutrition education and improved the adoption of best practices. Conclusion: Future studies should examine the effects of using a combined approach to promote nutrition and physical activity policies and practices in the early care and education setting.

Improving Health through USDA, SNAP & EFNEP: Regional Nutrition Education and Obesity Prevention Centers of Excellence

2015 ◽  
Vol 115 (9) ◽  
pp. A97
Author(s):  
D. Brewer ◽  
J. Kurzynske ◽  
J. Mullins ◽  
A. Ammerman ◽  
S. Baker ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Obesity Prevention ◽  
Centers Of Excellence
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