Food Pantry Focus Groups to Identify Nutrition Education Needs

Abstract Objectives Food insecurity is prevalent on college campuses. Many campuses have food assistance programs (e.g., food pantries, cooking classes, government support) to provide resources and education but research has identified that knowledge related healthy food selection, meal planning, food budgeting, and safe food preparation skills are suboptimal. The objective of this pilot study was to determine the most effective nutrition education model to increase self-efficacy, skill, knowledge, and food choice awareness in the food insecure college student. Methods Eligible university students (N = 54) were recruited and randomized to a three-arm four-week intervention. All participants received weekly food pantry items and pilot nutrition education curriculum through different application models; food demonstration and handout (FD, n = 20), cooking class and handout (CC, n = 14), or handout only (H, n = 20). The weekly one-hour CC was hands-on with tasting at the end. The weekly 20-minute FD was observation only with tasting at the end. Participants completed a validated pre-post survey. Results Using MANOVA, statistically significant (P < 0.05) pre-post changes were identified in all scores (food selection planning, food preparation, food safety storage). The overall food skills score (OFSS), a combined measure, indicated a statistically significant interaction effect between study arms on the combined dependent variable, F(2, 51) = 5.37, P = 0.008, Wilks’ Λ = 0.826, partial n2 = 0.174. A follow-up univariate two-way analysis using Tukey pairwise comparisons identified non-significant pre-post mean differences for OFSS scores between CC (+44.29), FD (+16.05), and H (+20.30). Conclusions Nutrition education through a CC, FD, and H model improves knowledge, skill, and self-efficacy in food insecure students. CC have the largest pre-post improvements but tended to have more attrition. Universities with food pantries should include nutrition education ideally with a hands-on or observation component including tasting of new recipes and foods mirroring food pantry offerings. Campuses can use concise 4-week curriculum to maximize learning and self-efficacy while considering resources (staff, space, materials). Funding Sources California State University Small-Scale Faculty Research Grants 2019-2020 15 K.

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Nutrition education needs and services among American Indians participating in a federal food assistance program

Journal of Nutrition Education ◽

10.1016/s0022-3182(12)80862-4 ◽

1992 ◽

Vol 24 (6) ◽

pp. 298-305 ◽

Cited By ~ 1

Author(s):

David S. Shanklin ◽

Charles L. Usher ◽

Judith B. Wildfire

Keyword(s):

Nutrition Education ◽

American Indians ◽

Food Assistance ◽

Assistance Program ◽

Federal Food ◽

Education Needs ◽

Food Assistance Program

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Toward Evidence-based, Client-centred Nutrition Education Guidelines: Dietitian and Consumer Survey Results

Canadian Journal of Dietetic Practice and Research ◽

10.3148/72.3.2011.111 ◽

2011 ◽

Vol 72 (3) ◽

pp. 111-116 ◽

Cited By ~ 3

Author(s):

Deborah MacLellan ◽

Catherine Morley ◽

Karol Traviss ◽

Theresa Cividin

Keyword(s):

Health Status ◽

Nutrition Education ◽

Online Survey ◽

Phase 1 ◽

Evidence Based ◽

Consumer Survey ◽

Medical Conditions ◽

Delivery Methods ◽

Consumer Perspectives ◽

Education Needs

Purpose: Dietitian and consumer perspectives on nutrition education needs and preferences were explored, as these relate to health status. Methods: Phases 1 and 2 of a three-phase, mixed-methods study are reported. Phase 1 was a national online survey of dietitians, which was designed to inform the development of a consumer survey (Phase 2). Consumers responded to an online survey about their demographics, medical conditions, and nutrition education needs (what they wanted to learn) and preferences (how they wanted to learn). Phase 3 involved teleconferenced discussion groups with dietitians across Canada to develop guidelines for nutrition education. Results: Dietitian respondents (n=441) perceived that consumer health status was important in predicting needs and preferences for nutrition education; emotional support was considered most important for consumers with life-altering medical conditions. Consumers (n=680) expressed interest in an array of nutrition education approaches; cooking tips, recipes, and supplement advice were the most popular. Respondents with and without medical conditions had similar nutrition education needs and preferences. Conclusions: Because of the complexity of nutrition education and consumers’ preference for a spectrum of approaches and delivery methods, evidence-based nutrition education guidelines are important to inform dietetics training for the provision of client-centred nutrition education.

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