Nutrition Information to the Desktop: A Pilot Online Nutrition Course on Saturated Fat for Public Librarians Increases Knowledge, Expectancies, and Self-efficacy

2009 ◽  
Vol 41 (3) ◽  
pp. 188-193 ◽  
Author(s):  
Gabrielle M. Turner-McGrievy ◽  
Marci K. Campbell
2009 ◽  
Vol 70 (4) ◽  
pp. 187-192 ◽  
Author(s):  
Teri E. Emrich ◽  
M.J. Patricia Mazier

Purpose: University science students who have taken a nutrition course possess greater knowledge of fats than do those who have not; whether students apply this knowledge to their diet is unknown. We measured and compared science students' total and saturated fat intake in the first and fourth years, and evaluated whether taking a nutrition course influenced fat consumption. Methods: A sample of 269 first- and fourth-year science students at a small undergraduate university completed a survey with both demographic questions and a semi-quantitative food frequency questionnaire about fats in the diet. Data were analyzed using chi-square tests and independent-sample t-tests. Results: Fourth-year science students consumed fewer grams of total and saturated fat than did first-year science students (p<0.001). Science students who had taken a nutrition course consumed fewer grams of total and saturated fat than did those who had not (p<0.001). Conclusions: Taking a nutrition course may decrease first-year students’ fat consumption, which may improve diet quality and decrease the risk of chronic disease related to fat consumption.


2009 ◽  
Vol 13 (7) ◽  
pp. 1036-1041 ◽  
Author(s):  
Karen Z Walker ◽  
Julie Woods ◽  
Jamie Ross ◽  
Rachel Hechtman

AbstractObjectiveTo assess the nutrient profile of yoghurts and dairy desserts.DesignNutrition information panels and product labels on yoghurts and dairy desserts offered for sale were surveyed in 2005 and 2008 and nutrients analysed by two nutrient profiling systems.SettingA large supermarket in metropolitan Melbourne, Australia.ResultsIn total, 248 and 140 dairy snacks (yoghurt, fromage frais or dairy desserts) were surveyed in 2005 and 2008, respectively. Over this time, median packet size rose significantly (P≤ 0·001). In yoghurts, median energy and total fat content also increased while protein decreased (allP< 0·05). The proportion of ‘full-fat’ products rose from 36 % to 46 %. Because of the addition of sugar, most ‘reduced-fat’ yoghurts had energy content similar to many ‘full-fat’ yoghurts. Overall, the proportion of yoghurts and dairy desserts that were ‘less healthy’ (i.e. displaying one or more ‘red traffic lights’ for high fat, saturated fat, salt and sugar content) rose from 12 % in 2005 to 23 % in 2008. Only 1–2 % could be deemed ‘healthy’ by the most stringent criterion (displaying four ‘green traffic lights’), while 21 % (2005) or 28 % (2008) were ‘healthy’ by a nutrient profiling system that included a score for protein. Sucrose, the most common sweetener, was found in levels up to 29 g/100 g. Claims on packaging mainly related to Ca, fat or protein content. Few labels referred to sugar content.ConclusionsThe deterioration in nutrient quality of yoghurts needs to be redressed.


2015 ◽  
Vol 9 (1) ◽  
pp. 22-27 ◽  
Author(s):  
April Tallant ◽  
Brenda Marques ◽  
Nicole Martinez

Research is lacking in whether college nutrition courses lead to dietary improvements. Literature indicates that behavioral theory-based interventions can lead to nutritional improvements and that motivational interviewing and peer teaching can be effective for student-learning, but interventions combining these findings is scarcely reported in the literature. The purpose of this study was to evaluate dietary and nutrition self-efficacy changes among first year students (n=35) throughout a semester enrolled in a first-year university personal nutrition seminar course; and to assess whether intervention method (motivational interviewing versus traditional nutrition education) delivered by peers, impacted kilocalories, total fat, saturated fat and nutrition self-efficacy as reported at the end of the semester. Students completed pre-and post-measures including three-day food records, diet analyses, and surveys, and were randomly assigned to meet with peer nutrition counselors (upper division nutrition majors) who conducted sessions using either motivational interviewing or traditional nutrition education. Paired t-tests showed decreases in kcals, total fat, and saturated fat for the motivational interviewing group from pre-to-post-measure, but differences were not statistically significant (P>.05). The traditional nutrition education group showed statistically significant decreases in kcals, total fat, and saturated fat (P<.05) from pre-to-post-measure. Differences in nutrition self-efficacy for the motivational interviewing group was statistically significant (P<.05), but was not for the traditional nutrition education group (P>.05) from pre-to-post-measure. When comparing statistically significant changes in diet and nutrition self-efficacy between the two intervention techniques, analysis of covariance showed no statistically significant differences in kilocalories, total fat, saturated fat or nutrition self-efficacy at post-measure (P>.05), therefore, intervention technique did not impact dietary or nutrition self-efficacy changes. Additionally, student perceptions of the peer-to-peer intervention used to attempt dietary change was evaluated. Positive perceptions of the peer-to-peer nutrition project indicated that the project is a viable teaching methodology and may be used by registered dietitians employed in various settings, particularly in other universities teaching similar types of nutrition courses. Results showed that incorporating peer-to-peer nutrition education in university courses may be effective in facilitating dietary changes and improved nutrition self-efficacy in college freshman.


Nutrire ◽  
2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Desire Alice Naigaga ◽  
Kjell Sverre Pettersen ◽  
Sigrun Henjum ◽  
Øystein Guttersrud

Abstract Efforts targeting adolescents’ dietary behaviour have often focused on improving their access to nutrition information; however, adolescents report finding nutrition information difficult to understand. Exploring adolescents’ critical nutrition literacy might provide insight into how best to improve their use of available nutrition information. Purpose The purpose of this article is to explore how the two aspects of the critical nutrition literacy - critical evaluation of nutrition information’ and ‘engagement in dietary behaviour’ are linked at personal level. Additionally, the study sought to establish the association between critical nutrition literacy and self-efficacy in nutrition related subjects. Methods Applying a cross-sectional study design, the study sampled 1622 adolescents aged 15-16years, enrolled in 58 secondary schools in Norway. The adolescents responded to scales measuring self-efficacy and CNL. Using Lisrel 9.30, the study evaluated a structural equation model linking CNL and SEBH. Results The study yielded a simple yet theoretically sound model depicting the link between CNL and self-efficacy. Conclusion Efforts promoting adolescents’ nutrition literacy might benefit from increasing their self-efficacy in nutrition-related subjects.


Nutrients ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 750
Author(s):  
Melissa Adamski ◽  
Helen Truby ◽  
Karen M. Klassen ◽  
Stephanie Cowan ◽  
Simone Gibson

People’s accessibility to nutrition information is now near universal due to internet access, and the information available varies in its scientific integrity and provider expertise. Understanding the information-seeking behaviours of the public is paramount for providing sound nutrition advice. This research aims to identify who learners in a nutrition-focused Massive Open Online Course (MOOC) turn to for nutrition information, and how they discuss the information they find. A multi-methods approach explored the information-seeking and sharing behaviours of MOOC learners. Summative content analysis, and an exploratory, inductive, qualitative approach analysed learners’ posts in MOOC discussion forums. From 476 posts, the majority (58.6%) of nutrition information sources learners reported were from websites. Providers of nutrition information were most commonly (34%) tertiary educated individuals lacking identifiable nutrition qualifications; 19% had no identifiable author information, and only 5% were from nutrition professionals. Qualitative themes identified that learners used nutrition information to learn, teach and share nutrition information. Consistent with connectivist learning theory, learners contributed their own sources of nutrition information to discussions, using their own knowledge networks to teach and share information. Nutrition professionals need to understand the principles of connectivist learning behaviours in order to effectively engage the public.


PLoS Medicine ◽  
2021 ◽  
Vol 18 (7) ◽  
pp. e1003714
Author(s):  
Joshua Petimar ◽  
Fang Zhang ◽  
Eric B. Rimm ◽  
Denise Simon ◽  
Lauren P. Cleveland ◽  
...  

Background Calorie menu labeling is a policy that requires food establishments to post the calories on menu offerings to encourage healthy food choice. Calorie labeling has been implemented in the United States since May 2018 per the Affordable Care Act, but to the best of our knowledge, no studies have evaluated the relationship between calorie labeling and meal purchases since nationwide implementation of this policy. Our objective was to investigate the relationship between calorie labeling and the calorie and nutrient content of purchased meals after a fast food franchise began labeling in April 2017, prior to the required nationwide implementation, and after nationwide implementation of labeling in May 2018, when all large US chain restaurants were required to label their menus. Methods and findings We obtained weekly aggregated sales data from 104 restaurants that are part of a fast food franchise for 3 national chains in 3 US states: Louisiana, Mississippi, and Texas. The franchise provided all sales data from April 2015 until April 2019. The franchise labeled menus in April 2017, 1 year prior to the required nationwide implementation date of May 2018 set by the US Food and Drug Administration. We obtained nutrition information for items sold (calories, fat, carbohydrates, protein, saturated fat, sugar, dietary fiber, and sodium) from Menustat, a publicly available database with nutrition information for items offered at the top revenue-generating US restaurant chains. We used an interrupted time series to find level and trend changes in mean weekly calorie and nutrient content per transaction after franchise and nationwide labeling. The analytic sample represented 331,776,445 items purchased across 67,112,342 transactions. Franchise labeling was associated with a level change of −54 calories/transaction (95% confidence interval [CI]: −67, −42, p < 0.0001) and a subsequent 3.3 calories/transaction increase per 4-week period (95% CI: 2.5, 4.1, p < 0.0001). Nationwide implementation was associated with a level decrease of −82 calories/transaction (95% CI: −88, −76, p < 0.0001) and a subsequent −2.1 calories/transaction decrease per 4-week period (95% CI: −2.9, −1.3, p < 0.0001). At the end of the study, the model-based predicted mean calories/transaction was 4.7% lower (change = −73 calories/transaction, 95% CI: −81, −65), and nutrients/transaction ranged from 1.8% lower (saturated fat) to 7.0% lower (sugar) than what we would expect had labeling not been implemented. The main limitations were potential residual time-varying confounding and lack of individual-level transaction data. Conclusions In this study, we observed that calorie labeling was associated with small decreases in mean calorie and nutrient content of fast food meals 2 years after franchise labeling and nearly 1 year after implementation of labeling nationwide. These changes imply that calorie labeling was associated with small improvements in purchased meal quality in US chain restaurants.


2019 ◽  
Author(s):  
Desire Alice Naigaga ◽  
Kjell Sverre Pettersen ◽  
Sigrun Henjum ◽  
Øystein Guttersrud

Abstract Background: Whereas the majority of efforts targeting adolescents’ dietary behaviour have predominantly focused on improving their access to nutrition information, findings indicate that this approach has had little if any effect on their short-term dietary behaviour. Among the reasons for this is that adolescents report finding it difficult to understand the nutrition information that they access, and are thus unable to use the information as intended. Exploring critical nutrition literacy (CNL) might provide insight into how adolescents evaluate and apply the nutrition information that they get from different sources.Methods: The present study employed a cross-sectional study design, in which we sampled 1620 tenth graders, aged 15 and 16 years, enrolled at 58 secondary schools in Norway. Data collection: Using an electronic survey system, the participants responded to scales measuring ‘self-efficacy in Body and Health’ (SEBH), ‘evaluation of nutrition information’ (CNLEval and ‘engagement in dietary behaviour’ (CNLEng). Study hypotheses: We hypothesized that SEBH influences adolescents’ CNLEval and CNLEng, and that CNLEval influences CNLEng directly and mediates the effect of SEBH on CNLEng. Statistical analyses: Using Lisrel 9.30, the present study formulated and evaluated a hypothesized structural equation model (SEM) linking the two subdomains of CNL (CNLEval, CNLEng) and SEBH.Results: The study yielded a simple yet theoretically sound model linking CNL and SEBH; the adequate fit to the goodness-of-fit indices showed that the proposed model adequately described the data.Conclusions: The present study strengthened the hypothesis that there exists a strong association between CNL and SEBH, and between the two aspects of CNL-CNLEval and CNLEng. Hence, efforts aimed at promoting positive dietary behaviour in adolescents and enhancing their nutrition literacy efforts might benefit from enhancing their perceived self-efficacy in nutrition related subjects.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Janandani Nanayakkara ◽  
Claire Margerison ◽  
Anthony Worsley

PurposeTeachers play important roles in school food and nutrition education. This study aims to explore Australian teachers' self-efficacy beliefs (i.e. belief in their own capabilities to perform specific teaching tasks) in teaching secondary school food and nutrition-related subjects.Design/methodology/approachTeachers' overall self-efficacy beliefs in teaching these subjects (overall-SEB) and self-efficacy beliefs in teaching different food and nutrition-related topics (topics-SEB) were explored using a survey among 183 teachers in 2017. Principal components analysis derived three overall-SEB components: “Motivation and accommodation of individual differences”, “Classroom management” and “Communication and clarification” and three topics-SEB components: “Food system”, “Food and nutrition information” and “Food preparation”.FindingsOverall, higher percentages of teachers were confident or very confident in the majority of items that loaded on “Classroom management” and “Communication and clarification” compared to “Motivation and accommodation of individual differences”. Moreover, higher percentages of teachers were confident or very confident about items that loaded on “Food and nutrition information” and “Food preparation” compared” to “Food system”. The overall-SEB and topics-SEB were higher among more experienced teachers. There were moderate positive correlations between overall-SEB and topics-SEB components.Originality/valueThe exploration of broader aspects of self-efficacy beliefs related to teaching secondary school food and nutrition-related subjects makes this study unique. The findings highlight that these teachers had high self-efficacy beliefs in teaching food and nutrition education, but there are gaps in tailoring the teaching process to meet the diverse needs of students and teaching broader food-related topics.


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