The adaptive nature of implementation practice: Case study of a school-based nutrition education intervention

Objective: To increase nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy among 3rd- to 5th-grade students after a 6-week school-based nutrition education intervention. Design: Quasi-experimental pre–post design. Setting: Title I elementary schools, South Plains, West Texas. Method: A nutrition education curriculum informed by social cognitive theory was developed and implemented in four Title I elementary schools. A total of 115 children from 3rd to 5th grade (age range: 8–11 years) participated and completed both baseline and post-intervention surveys. The intervention included class-based nutrition education for 25 minutes, and a cooking and tasting session for 20 minutes each week. Nutrition handouts on fruit and vegetable were sent to parents. Face-to-face survey questionnaires were administered on nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy during pre- and post-surveys. Changes in mean score of nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy were analysed using paired t-tests. Results: Participants showed significant improvements in nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy after the intervention. Conclusion: Study results suggest that a brief 6-week multi-component and school-based nutrition education intervention had the potential to engage students and create health-promoting behaviours.

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Protocol for systematic reviews of school-based food and nutrition education intervention for adolescent health promotion

Medicine ◽

10.1097/md.0000000000016977 ◽

2019 ◽

Vol 98 (35) ◽

pp. e16977 ◽

Cited By ~ 1

Author(s):

Gidyenne Christine Bandeira Silva de Medeiros ◽

Kesley Pablo Morais de Azevedo ◽

Daniel Ángel Garcia ◽

Victor Hugo de Oliveira Segundo ◽

Ádala Nayana de Sousa Mata ◽

...

Keyword(s):

Health Promotion ◽

Nutrition Education ◽

Adolescent Health ◽

Systematic Reviews ◽

Education Intervention ◽

School Based ◽

Food And Nutrition ◽

Food And Nutrition Education

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The impact of a school-based nutrition education intervention on dietary intake and cognitive and attitudinal variables relating to fruits and vegetables

Public Health Nutrition ◽

10.1079/phn2004721 ◽

2005 ◽

Vol 8 (6) ◽

pp. 650-656 ◽

Cited By ~ 86

Author(s):

AS Anderson ◽

LEG Porteous ◽

E Foster ◽

C Higgins ◽

M Stead ◽

...

Keyword(s):

Nutrition Education ◽

Primary Schools ◽

Fruits And Vegetables ◽

Control Group ◽

Fruit Intake ◽

Education Intervention ◽

Intervention Programme ◽

Whole School ◽

School Based ◽

The Impact

AbstractObjectiveTo assess the impact of a school-based nutrition education intervention aimed at increasing the consumption of fruits and vegetables.DesignThe intervention programme increased the provision of fruits and vegetables in schools and provided a range of point-of-purchase marketing materials, newsletters for children and parents, and teacher information. Curriculum materials at age 6–7 and 10–11 years were also developed and utilised. Evaluation was undertaken with groups of younger (aged 6–7 years) and older (aged 10–11 years) children. Methods included 3-day dietary records with interview and cognitive and attitudinal measures at baseline, with follow-up at 9 months, in intervention and control schools.SettingThe work was undertaken in primary schools in Dundee, Scotland.SubjectsSubjects comprised 511 children in two intervention schools with a further 464 children from two schools acting as controls.ResultsChildren (n = 64) in the intervention schools had an average increase in fruit intake (133±1.9 to 183±17.0 g day-1) that was significantly (P < 0.05) greater than the increase (100±11.7 to 107±14.2 g day-1) estimated in children (n = 65) in control schools. No other changes in food or nutrient intake were detected. Increases in scores for variables relating to knowledge about fruits and vegetables and subjective norms were also greater in the intervention than in the control group, although taste preferences for fruits and vegetables were unchanged.ConclusionsIt is concluded that a whole school approach to increasing intakes of fruits and vegetables has a modest but significant effect on cognitive and attitudinal variables and on fruit intake.

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Design and Implementation of a 5-Year School-Based Nutrition Education Intervention

Journal of Nutrition Education and Behavior ◽

10.1016/j.jneb.2019.12.005 ◽

2020 ◽

Vol 52 (4) ◽

pp. 421-428

Author(s):

Melissa Hawkins ◽

Erin Watts ◽

Sarah Irvine Belson ◽

Anastasia Snelling

Keyword(s):

Nutrition Education ◽

Education Intervention ◽

Design And Implementation ◽

School Based

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School-Based Nutrition Education Intervention

Journal of Public Health Management and Practice ◽

10.1097/phh.0b013e3181df0db4 ◽

2011 ◽

Vol 17 (2) ◽

pp. 141-146 ◽

Cited By ~ 4

Author(s):

Kay W. Craven ◽

Justin B. Moore ◽

Allison S. Swart ◽

Alice F. Keene ◽

Kathryn M. Kolasa

Keyword(s):

Nutrition Education ◽

Education Intervention ◽

School Based

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Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig2-2019-0003 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1267-1282

Author(s):

Jessica Salley ◽

Sarah Krusen ◽

Margaret Lockovich ◽

Bethany Wilson ◽

Brenda Eagan-Johnson ◽

...

Keyword(s):

Brain Injury ◽

Medical Setting ◽

Speech Language Pathology ◽

Speech Language Pathologists ◽

Team Members ◽

School Activities ◽

School Based ◽

Language Pathology ◽

Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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