scholarly journals Understanding the Impact of Peer Education on Self-Efficacy and Food Literacy in Food Insecure Students

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1303-1303
Author(s):  
Gretchen George ◽  
Melanie Gerdes
Keyword(s):  
Nutrition Education ◽  
Self Efficacy ◽  
Food Selection ◽  
Food Preparation ◽  
Small Scale ◽  
Food Pantry ◽  
Food Literacy ◽  
Food Pantries ◽  
Hands On ◽  
The Impact

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.

scholarly journals Effectiveness of Foodbank Western Australia’s Food Sensations® for Adults Food Literacy Program in Regional Australia

2021 ◽  
Vol 18 (17) ◽  
pp. 8920
Author(s):  
Catherine Dumont ◽  
Lucy M. Butcher ◽  
Frances Foulkes-Taylor ◽  
Anna Bird ◽  
Andrea Begley
Keyword(s):  
Nutrition Education ◽  
Low Income ◽  
Food Selection ◽  
Government Support ◽  
Food Literacy ◽  
Maximum Benefit ◽  
Education Levels ◽  
Western Australian Department ◽  
Regional Australia ◽  
The Impact

Background: Food Sensations for Adults, funded by the Western Australian Department of Health, is a four-week nutrition education program focused on food literacy, with demonstrated success amongst Western Australians. In the last two years, 25% of programs have been in regional and remote areas and therefore the aim of this research is to explore the impact of the program in regional areas. Methods: Participants answered validated pre- and post-questionnaires to assess change in food literacy behaviours (2016–2018). Results: Regional participants (n = 451) were more likely to live in low income areas, have lower education levels, and identify as Aboriginal, than metropolitan participants (n = 1398). Regional participants had statistically significantly higher food literacy behaviours in the plan and manage and preparation domains, and lower selection behaviours at baseline than metropolitan participants. Post program, regional participants showed matched improvements with metropolitan participants in the plan and manage, and preparation domains. Food selection behaviour results increased in both groups but were significantly higher in regional participants. Conclusions: The program demonstrates effective behaviour change in all participants; however, the increased disadvantage experienced by people residing outside of major cities highlights the need for additional government support in addressing regional specific barriers, such as higher food costs, to ensure participants gain maximum benefit from future food literacy programs.

scholarly journals Pilot testing an intervention to educate and promote nutritious choices at food pantries

2021 ◽  
Author(s):  
Sarah L. McKee ◽  
Eminet Abebe Gurganus ◽  
Abiodun T. Atoloye ◽  
Ran Xu ◽  
Katie Martin ◽  
...  
Keyword(s):  
Food Insecurity ◽  
Diet Quality ◽  
Food System ◽  
Saturated Fat ◽  
Comparison Study ◽  
Regression Analyses ◽  
Food Pantry ◽  
Food Pantries ◽  
Client Choice ◽  
The Impact

Abstract Aim This study aimed to assess the impact of the Supporting Wellness at Pantries (SWAP) system on client food selections at a food pantry. Subject and methods In a pre–post comparison study design, a client-choice food pantry implemented SWAP by reorganizing its inventory to promote healthy options. Each product was ranked as “choose often” (green), “sometimes” (yellow), or “rarely” (red) based on saturated fat, sodium, and sugar. Signage was added to indicate each item’s SWAP rank and healthier foods were placed at eye level. Client food baskets were assessed at time 1 (n = 121) and time 2 (n = 101). The proportions of green and red foods selected were compared using regression analyses. Results The regression analyses showed that the proportion of green foods selected by clients increased by 11% (p < 0.001) and the proportion of red foods selected decreased by 7% (p < 0.001) after SWAP was implemented (n = 222). Conclusions SWAP has the potential to positively shift client choices among the items available in a food pantry setting. SWAP is one component of a suite of changes to the charitable food system that have the potential to alleviate food insecurity, improve diet quality, and assist clients in managing diet-related diseases.

scholarly journals Clinical and Educational Outcomes of an Integrated Inpatient Quality Improvement Curriculum for Internal Medicine Residents

2016 ◽  
Vol 8 (4) ◽  
pp. 563-568 ◽  
Author(s):  
Greg Ogrinc ◽  
Emily S. Cohen ◽  
Robertus van Aalst ◽  
Beth Harwood ◽  
Ellyn Ercolano ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Quality Improvement ◽  
Self Efficacy ◽  
Intervention Group ◽  
Educational Outcome ◽  
Free Text ◽  
Internal Medicine Residents ◽  
Late Intervention ◽  
Hands On ◽  
The Impact

ABSTRACT Background  Integrating teaching and hands-on experience in quality improvement (QI) may increase the learning and the impact of resident QI work. Objective  We sought to determine the clinical and educational impact of an integrated QI curriculum. Methods  This clustered, randomized trial with early and late intervention groups used mixed methods evaluation. For almost 2 years, internal medicine residents from Dartmouth-Hitchcock Medical Center on the inpatient teams at the White River Junction VA participated in the QI curriculum. QI project effectiveness was assessed using statistical process control. Learning outcomes were assessed with the Quality Improvement Knowledge Application Tool–Revised (QIKAT-R) and through self-efficacy, interprofessional care attitudes, and satisfaction of learners. Free text responses by residents and a focus group of nurses who worked with the residents provided information about the acceptability of the intervention. Results  The QI projects improved many clinical processes and outcomes, but not all led to improvements. Educational outcome response rates were 65% (68 of 105) at baseline, 50% (18 of 36) for the early intervention group at midpoint, 67% (24 of 36) for the control group at midpoint, and 53% (42 of 80) for the late intervention group. Composite QIKAT-R scores (range, 0–27) increased from 13.3 at baseline to 15.3 at end point (P &lt; .01), as did the self-efficacy composite score (P &lt; .05). Satisfaction with the curriculum was rated highly by all participants. Conclusions  Learning and participating in hands-on QI can be integrated into the usual inpatient work of resident physicians.

scholarly journals Understanding Differences in Food Distribution Methods Among Food Pantries in Baltimore City, MD (P04-037-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Hope Craig ◽  
Sally Yan ◽  
Bengucan Gunen ◽  
Lindsay Adams ◽  
Shahmir Ali ◽  
...  
Keyword(s):  
Choice Model ◽  
Food Selection ◽  
The United States ◽  
Food Distribution ◽  
Distribution Model ◽  
Food Category ◽  
Baltimore City ◽  
Food Pantry ◽  
Food Pantries ◽  
Client Choice

Abstract Objectives Food pantries are increasingly being used to address long-term hunger in food insecure households in the United States. The client choice food distribution model is considered best practice, but there is lack of agreement in the literature about what this means. This study aims to explore the nuances of food distribution methods considered client choice at food pantries in Baltimore City, MD. Methods In-depth interviews (IDIs) were conducted with 22 randomly selected food pantry managers in Baltimore City to explore food distribution and pantry management. Three Food Pantry Environment Checklists were also conducted, approximately 1 month apart, at each pantry to collect further information on pantry operations and inventory. IDIs were audio-recorded and transcribed. Data were analyzed thematically to identify patterns in how food is distributed and managers’ experiences with the client choice model. Results Most managers reported using a combination of distribution methods, including client choice in which clients shop directly from pantry selves (14/22), assisted bagging in which staff help clients bag items according to client requests (21/22), and pre-packaged distribution in which clients receive standard pre-packed bags (16/22). Though many managers used client choice, only 10 said clients pick up and bag their own items. Most managers said clients are guided by pantry staff and are limited in their food selection based on food category and supply. Several managers reported client choice helps reduce food waste and accommodates clients’ food preferences; however, some had concerns about lack of resources (budget, time, and food supply) for this approach. Several pantries with pre-packaged distribution incorporated client choice by stocking products based on clients’ preferences and allowing clients to swap out items. Conclusions Food limits associated with different food distribution methods may impact the healthiness of products that clients receive. Improving access to healthy foods at pantries requires concerted efforts that address the multiple methods of distributing food. Evidence-based recommendations are needed to strengthen the client choice model and create engaging, dignified spaces that make healthy food choices both feasible and acceptable at pantries. Funding Sources Johns Hopkins Bloomberg American Health Initiative, Johns Hopkins Urban Health Institute.

scholarly journals Impact of Fresh Shelves, Healthy Pantries; a Feasibility Trial Using Policy, Educational and Environmental Strategies in Baltimore City Food Pantries

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 197-197
Author(s):  
Bengucan Gunen ◽  
Lisa Poirier ◽  
Sarah Hinman ◽  
Leena Daniel ◽  
Brianna Pruden ◽  
...  
Keyword(s):  
Nutrition Intervention ◽  
Feasibility Trial ◽  
High Dose ◽  
Post Intervention ◽  
Food Pantry ◽  
Low Sodium ◽  
Food Pantries ◽  
Environmental Strategies ◽  
The Difference ◽  
The Impact

Abstract Objectives To date, no intervention has attempted to improve the availability and accessibility of healthful options at food pantries in Baltimore. Our objective is to: 1) test the feasibility of various policy, educational and environmental strategies to improve the stocking and distribution of healthy options at food pantries, 2) assess the impact of a food pantry-based nutrition intervention at the pantry and client levels. Methods 2 small, 2 medium, and 3 large pantries were randomly selected from Maryland Food Bank's community-based network partners in Baltimore (n = 102) out of eligible and interested pantries. 1 small, 1 medium and 1 large pantry received intervention in 3 phases, each focusing on one food group: lean & low-sodium proteins; fruits & vegetables; healthy carbohydrates. Each phase used policy (stocking guidelines and switch to client choice distribution), educational (trainings for pantry staff; taste tests and cooking demos for clients), environmental strategies (shelf rearrangement; print materials for clients). Intervention had medium reach, high dose delivered, and high fidelity. Pantry-level impact was measured via variety scores for the 3 promoted food groups using data from Food Pantry Environmental Checklist. Client-level impact was measured via Food Assortment Scoring Tool scores for client bags. Paired t-tests were used to assess differences between intervention and comparison groups. Results For lean & low-sodium proteins, the difference in variety scores between post-intervention and baseline was 6.00 +/–5.29 for intervention pantries, and –1.00 +/–5.03 for comparison pantries (P = 0.13). For fruits & vegetables, the difference in variety scores between post-intervention and baseline was 1.67 +/–7.51 for intervention pantries, and 3.25 +/–7.46 for comparison pantries (P = 0.80). For healthy carbohydrates, the difference in variety scores between post-intervention and baseline was 5.33 +/–9.50 for intervention pantries, and 1.75 +/–6.50 for comparison pantries (P = 0.61). Conclusions Policy, educational and environmental strategies may increase the stocking of some healthful options at Baltimore food pantries. The impact of feasible strategies should be studied with a larger sample size to reach statistically significant conclusions. Funding Sources Johns Hopkins University Lerner Center for Public Health Promotion.

scholarly journals Study Protocol for a Comprehensive Virtual Professional Development Model to Improve Self-efficacy to Teach Food Literacy in Undergraduate Students

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 1275-1275
Author(s):  
Melanie Gerdes ◽  
Lyndsey Ruiz ◽  
Anna Jones ◽  
Rachel Scherr ◽  
Gretchen George
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Reflective Practice ◽  
Community Of Practice ◽  
Nutrition Education ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Development Model ◽  
Food Literacy ◽  
Professional Development Model

Abstract Objectives To determine the effectiveness of a comprehensive professional development model (CPDM) adapted for virtual instruction in its ability to improve self-efficacy related to food literacy and development of remote food literacy education. Methods Undergraduate students (n = 12) from two universities participate in a yearlong CPDM. In the first semester, undergraduates attend weekly meetings focused on online learning platforms; building community of practice; reviewing learning models, theories, and pedagogy; and building skills to support social and emotional learning. Undergraduates participate in reflective practice throughout the CPDM to advance their teaching skills. In the second semester, undergraduates develop online modules supporting remote instruction for the learner-centered curriculum Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Undergraduates develop virtual lesson procedures and content to be pilot tested with the community of practice. Results Upon project conclusion, undergraduates will complete a retrospective questionnaire measuring self-efficacy to teach nutrition. They will also participate in an in-depth interview that mirrors the reflective practice, where they reflect on what they gained and wished to change for future CPDM projects. Conclusions In response to the COVID-19 pandemic, utilizing strategies from in-person CPDMs in virtual professional development may provide an efficient, effective, and equitable methodology to connect with undergraduate students and improve their self-efficacy to teach while providing training and skills. This virtual methodology may serve two purposes; decreasing attrition in participation by removing barriers such as travel and scheduling, but also enhancing the delivery of nutrition education through utilization of modern technology. Limitations of remote instruction are numerous, but providing opportunities for undergraduates to develop skills in online education has the potential to broaden the reach of health-focused programming delivered by agencies with limited staff during and after the COVID-19 pandemic. Funding Sources USDA NIFA SPECA; USDA NIFA NNF.

scholarly journals The Impact of Food Allergy Training on a Teacher’s Self-Efficacy when Managing Food Allergic Students

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Paige Cook ◽  
Meghan McDonough
Keyword(s):  
Food Allergy ◽  
Self Efficacy ◽  
Online Survey ◽  
The Self ◽  
Food Allergies ◽  
Training Methods ◽  
Chi Square ◽  
Public And Private ◽  
Hands On ◽  
The Impact

Food allergy training for teachers remains an important, but commonly overlooked, aspect of education as millions of children have been diagnosed with food allergies. Therefore, it is pertinent teachers receive food allergy training that is most beneficial in growing a teacher's understanding for teachers to be best suited in correctly helping food allergic students. Four food allergy training methods: hands-on in-person (actual handling of epinephrine), non-hands in-person, group video, and individual video, and their effects on the self-efficacy of participants is the focus of this study. Teachers were contacted from within the city of Chicago, both public and private, and from a mixture of food allergy training methods and were administered an online survey which asked questions pertaining to their food allergy knowledge, perception, and self-efficacy. Participants were given statements to which they would respond on a five-point Likert scale, scored using a chi-square test. Ultimately, the hypothesis that teachers who engaged in hands-on in-person would showcase higher levels of self-efficacy, due to higher levels of engagement, was not supported. While several statements proved significant after data analysis, there was not enough significance to prove a meaningful relationship between the self-efficacy and training method.

Using the Food Skills Questionnaire (FSQ) to Evaluate a Cooking Intervention for University Students: A Pilot Study

2020 ◽  
pp. 1-4
Author(s):  
Salma Mahmoud ◽  
Jamie A. Seabrook ◽  
Paula D.N. Dworatzek ◽  
June I. Matthews
Keyword(s):  
Food Safety ◽  
Nutrition Education ◽  
Food Selection ◽  
Weighted Average ◽  
Food Preparation ◽  
Post Intervention ◽  
Total Food ◽  
Food Planning ◽  
Meal Planning ◽  
Cooking Classes

Purpose: To pilot test the Food Skills Questionnaire (FSQ) to evaluate a cooking intervention. Methods: Students attending Western University were invited to participate in 3 cooking classes over a 3-month period. All participants were asked to complete the FSQ pre- and post-intervention. The FSQ evaluated food skills in 3 domains—Food Selection and Planning, Food Preparation, and Food Safety and Storage—with a maximum score of 100 per domain. Domain scores were then computed as a weighted average for the Total Food Skills Score out of 100. Open-ended questions assessed participants’ perceptions of the classes. Results: Forty-four students participated. There was a significant increase in food planning (70.6 ± 13.5–77.6 ± 14.3, P < 0.01), food preparation (67.5 ± 14.0–74.9 ± 12.9, P < 0.01), food safety (78.0 ± 9.9–80.8 ± 13.0, P = 0.04), and total food skills (71.9 ± 8.9–77.8 ± 10.6, P < 0.01) post-intervention. Content analysis of open-ended questions indicated that participants enjoyed healthy recipes, supportive Peer Educators, discussions, the cooking experience, socializing, and the safe environment. Conclusions: The FSQ shows strong potential for evaluating basic (e.g., peeling, chopping, slicing) to intermediate (e.g., meal planning) food skills in an effective and feasible manner. It can also capture changes in specific domains, allowing the development of more focused nutrition education and skills-based interventions.

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