Is a Public Library After-School Nutrition Education Program for Children Associated with Lasting Behavior Changes

2008 ◽  
Vol 108 (9) ◽  
pp. A62
Author(s):  
A. Nickell ◽  
M. Freedman
Keyword(s):  
Nutrition Education ◽  
Education Program ◽  
Public Library ◽  
School Nutrition ◽  
After School ◽  
Behavior Changes ◽  
Nutrition Education Program ◽  
School Nutrition Education

scholarly journals An interactive after-school nutrition and culinary education program for primary school students: The evaluation and efficacy of changing food-related knowledge, attitudes and behaviour

2019 ◽  
Vol 16 (1) ◽  
pp. 6-18
Author(s):  
Olivia Lovrics ◽  
Hugues Plourde ◽  
Mary Hendrickson ◽  
Beccah Frasier
Keyword(s):  
Nutrition Education ◽  
Education Program ◽  
School Nutrition ◽  
Team Work ◽  
After School ◽  
Positive Trend ◽  
School Students ◽  
Significance Level ◽  
Hands On ◽  
Culinary Education

Objective: To evaluate the efficacy of a 10-week afterschool nutrition and culinary education program in changing the culinary and nutritional behaviour, attitudes and knowledge of its 9-11-year-old participants, as assessed by parents and children.  Methods: Retrospective matched-pairs analysis of secondary pre-post survey data collected by Boîte à Lunch (BàL). Children (n=165-197; grades 4 and 5) and parents (n=53-57) who signed-up for the BàL workshops. The program was comprised of ten-week (2 hours/week) bilingual (French and English) themed sessions led by trained educators with focus on culinary skill development, nutrition education and hands-on cooking. Secondary objectives include: team-work, kitchen hygiene, compost, understanding of food systems. Workshops were held in community centres and schools in Montreal, Canada. Changes were analyzed using the expanded exact McNemar-Bowker test with a Bonferroni-adjusted significance level of 0.001631. Results: Culinary skill and knowledge improved based on all 23 measures (all p<0.001631). Of the six measures assessed for change in attitude, three were significantly improved. Of the two items used to asses a change of behaviour, one was significantly improved. 2 stand-alone post-workshop questions suggest a positive trend for improvements in each. Conclusion: Knowledge and culinary skill of youth can be improved through nutrition education and hands-on cooking. Culinary and nutritional attitudes and behaviours may be improved; further research is needed.

scholarly journals Effect of a Garden-Based Nutrition Education Program on the Consumption of Fruits and Vegetables by Hispanic Children

2012 ◽  
Vol 10 (SI-Obesity) ◽  
pp. 20-25 ◽  
Author(s):  
Megan Somerville ◽  
Lisa A. Kessler ◽  
Sharonda P. Wallace ◽  
Bonny Burns-Whitmore
Keyword(s):  
Nutrition Education ◽  
Education Program ◽  
Fruits And Vegetables ◽  
Cognitive Theory ◽  
Vegetable Intake ◽  
School Setting ◽  
Fruit And Vegetable Intake ◽  
After School ◽  
Fruit And Vegetable ◽  
Nutrition Education Program

Objective: A garden-based nutrition education program was developed to increase the fruit and vegetable intake among 6-to-12-year old children in an after-school setting in southern California. It was hypothesized that the intervention would increase intake and preference for fruits and vegetables. Methods: A 4-month curriculum using social cognitive theory was developed for participants at a Boys and Girls Club. A pre and post-test validated survey assessed measured fruit and vegetable intake and participants’ height and weight were measured to calculate BMI. We pilot tested an observational method of assessing snack preference. Results: Forty participants completed the study, 83% of which were Hispanic. Significant results were found in fruit and vegetable servings consumed daily (p

scholarly journals Process Evaluations for a Multisite Nutrition Education Program

2012 ◽  
Vol 10 (SI-Obesity) ◽  
pp. 34-39 ◽  
Author(s):  
Paul Branscum ◽  
Gail Kaye
Keyword(s):  
Nutrition Education ◽  
Education Program ◽  
After School ◽  
Attendance Rates ◽  
Program Outcomes ◽  
Program Fidelity ◽  
Essential Components ◽  
Program Adherence ◽  
Nutrition Education Program ◽  
Process Evaluations

Process evaluations are an often-overlooked component of evaluating health promotion interventions, but can be essential for interpreting program outcomes. The purpose of this study was to report the results of two types of process evaluations conducted for Food Fit, a nutrition education program implemented to 58 3rd through 5th grade children (67% Caucasian) in 5 YMCA after school programs. To evaluate program fidelity, a trained observer watched each lesson and recorded program adherence using a standardized checklist, outlining essential components of the intervention. Attendance was recorded by asking each child to complete a small task before and after each lesson. Results showed that program adherence was perfect in most cases and attendance rates varied, but were generally high. Attendance rates were not associated with improvement in nutrition behaviors. Implications and recommendations for future use of process evaluations are discussed.

scholarly journals A Preliminary Comparison of High School Nutrition Curricula Used in the Expanded Food and Nutrition Education Program

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 160-160
Author(s):  
Graham Bastian ◽  
Het Desai-Shah ◽  
Debra Palmer-Keenan
Keyword(s):  
High School ◽  
Nutrition Education ◽  
Education Program ◽  
Screen Time ◽  
School Nutrition ◽  
Food And Nutrition ◽  
Nutrition Education Program ◽  
Food And Nutrition Education ◽  
Chi Square Analysis ◽  
High Schoolers

Abstract Objectives To determine which curricula are being used with high schoolers participating in the Expanded Food and Nutrition Education Program (EFNEP) and their impacts. Methods EFNEP Coordinators from each program were asked if their program targeted high schoolers, and if so, which curricula they were using. Fiscal year 2018 EFNEP national high school survey data were then aggregated by program from those that exclusively used 1 of the 3 most popular curricula and analyzed using SAS 9.4. Results Of the 63 EFNEP programs (N = 75) that responded, 29 programs (46%) did not, or rarely, worked with high schoolers. Of those that did work with these teens (n = 34), 19 (56%) reported exclusively using 1 of 3 curricula: Eating Smart • Being Active (ESBA, n = 8); Families Eating Smart, Moving More (FESMM, n = 3); or Teen Cuisine (TC, n = 8). Notably, 2 of these curricula (ESBA and FESMM) were created for use with adults. Evaluation data was analyzed for 2098 participants in 9th-12th grade (ESBA n = 1232, FESMM n = 236, and TC n = 630). Wilcoxon Signed Rank tests showed significant improvements in 13 nutrition, physical activity, and food safety behaviors for ESBA and TC pre-to-posttest, and improvements in 7 of those behaviors for FESMM (all P &lt; 0.05). Chi-square analysis revealed that ESBA participants were more likely than FESMM participants to increase fruit (P &lt; 0.01), vegetable (P &lt; 0.001), and low-fat milk (P &lt; 0.01) consumption, decrease sugar-sweetened beverage (SSB) consumption (P &lt; 0.001) and screen time (P &lt; 0.01), and make healthier choices at restaurants (P &lt; 0.01), while TC participants were more likely than FESMM participants to increase vegetable consumption (P &lt; 0.001), decrease SSB consumption (P &lt; 0.01) and screen time (P &lt; 0.001), and make healthier choices at restaurants (P &lt; 0.01). When comparing ESBA and TC, ESBA was more likely to have participants decrease screen time (P = 0.03), with no other significant differences. Conclusions There is a dearth of evidence-based high school nutrition education curricula for use with low-income teens. TC and ESBA both show promise for this purpose; however, since these curricula require 1 + hours for implementation, additional curricula that can be used with shorter classes may need to be developed and evaluated. Also, additional testing is needed using more robust evaluation tools. Funding Sources None.

Gimme 5 Fruit, Juice, and Vegetables for Fun and Health: Outcome Evaluation

2000 ◽  
Vol 27 (1) ◽  
pp. 96-111 ◽  
Author(s):  
Tom Baranowski ◽  
Marsha Davis ◽  
Ken Resnicow ◽  
Janice Baranowski ◽  
Colleen Doyle ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Fruit Juice ◽  
School Nutrition ◽  
Outcome Evaluation ◽  
Fifth Grade ◽  
Impact Factors ◽  
Telephone Interviews ◽  
Food Records ◽  
Nutrition Education Program ◽  
School Nutrition Education

A theory-based multicomponent intervention (Gimme 5) was designed and implemented to impact fourth- and fifth-grade children’s fruit, juice, and vegetable (FJV) consumption and related psychosocial variables. Gimme 5 was a randomized controlled intervention trial with school ( n = 16 elementary) as unit of random assignment and analysis. Participants included the cohort of students who were in the third grade in the winter of 1994 and students who joined them in the fourth and fifth grades. The intervention included a curriculum, newsletters, videotapes, and point-of-purchase education. Evaluation included 7-day food records and psychosocial measures from students, telephone interviews with parents, and observational assessments. Favorable results were observed for consumption of FJV combined, FJV consumed at weekday lunch, eating FJV self-efficacy, social norms, asking behaviors, and knowledge. A theory-based school nutrition education program can help change children’s FJV consumption and impact factors at home that predispose to FJV consumption, but changes were small, and their persistence is unknown.

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