scholarly journals A Theory-informed Nutrition Education Intervention Promotes Fruit and Vegetable Consumption Related Behavior Factors Among Elementary School Children (P16-045-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Sanjoy Saha ◽  
Wilna Oldewage-Theron
Keyword(s):  
Elementary Schools ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Vegetable Consumption ◽  
Dietary Behavior ◽  
Nutrition Knowledge ◽  
Rank Test ◽  
Education Intervention ◽  
Fruit And Vegetable

Abstract Objectives To assess the effectiveness of a behavior-specific nutrition education intervention (NEI) to promote dietary behavior factors related to fruit and vegetable (F&V) consumption. Methods A pre-post design was used. The developed and implemented six-week NEI curriculum was informed by the social cognitive theory and comprised of class-based nutrition education (25 minutes once a week), and cooking demonstrations (20 minutes once a week) for children, and weekly nutrition handout for parents. Applying purposive sampling, 115 children (in grade 3rd -5th) were recruited from four elementary schools (where at least 40% of children were eligible to obtain free lunch) in the South Plains of Texas. Assessments included nutrition knowledge, F&V preference, F&V consumption and cooking self-efficacy questionnaires during pre- and post-intervention surveys. Wilcoxon signed-rank test was used with level of significance at <0.05. Results Preliminary results show that the study variables (gender, grade, nutritional status, nutrition knowledge, F&V preference, self-efficacy of F&V consumption, and cooking) did not differ significantly during the pre-intervention survey, except for ethnicity (P < 0.001) among the participated elementary schools. Nutrition knowledge score (change mean score 7.61 ± 3.70), F&V preference (change mean score 5.63 ± 10.84), F&V consumption self-efficacy (change mean score 2.16 ± 3.05), and cooking self-efficacy (change mean score 5.34 ± 7.08) improved significantly (P < 0.05) after the intervention. There was no significant school variation in the changes of study parameters after the intervention. Conclusions Theory-informed and behavior-specific NEI may improve the children's knowledge and F&V preference and dietary behavior related to F&V consumption and cooking self-efficacy. Future research is needed to evaluate the retention of the nutrition knowledge and F&V consumption related behavior factors. Funding Sources Texas Tech University.

Effects of a nutrition education intervention on fruit and vegetable consumption-related dietary behavioural factors among elementary school children

2020 ◽  
Vol 79 (8) ◽  
pp. 963-973
Author(s):  
Sanjoy Saha ◽  
John Dawson ◽  
Mary Murimi ◽  
Sara Dodd ◽  
Wilna Oldewage-Theron
Keyword(s):  
Elementary Schools ◽  
Title I ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Nutrition Knowledge ◽  
Education Intervention ◽  
Fruit And Vegetable ◽  
School Based ◽  
Title I Elementary Schools ◽  
5Th Grade

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.

scholarly journals A Pilot Nutrition and Cooking Skills Program Improves Fruit Intake, Nutrition Knowledge, and Attitudes Toward Fruit and Vegetable

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 957-957
Author(s):  
Lubna Alnaim ◽  
Matthew Taylor ◽  
Heather Gibbs ◽  
Kendra Spaeth ◽  
Debra Sullivan
Keyword(s):  
Nutrition Education ◽  
Low Income ◽  
Self Efficacy ◽  
Vegetable Consumption ◽  
Nutrition Knowledge ◽  
Fruit And Vegetable ◽  
Post Intervention ◽  
Cooking Skills ◽  
Income Status ◽  
Hands On

Abstract Objectives Community-based intervention studies that aim at developing cooking skills have increased in the scientific literature and are related to healthier food practices. We conducted this pilot study to investigate the effect of a combined curriculum of nutrition education and hands-on cooking skills on the consumption of fruits and vegetables, nutrition knowledge, and self-efficacy in families with low-income status. Methods This pilot intervention study was designed with a two-month follow-up. The intervention was based on a combined curriculum of nutrition education and cooking skills. The study group participated in eight weekly hands-on cooking/nutrition sessions. Pre- and post-surveys were conducted to assess changes for five primary outcome measures: 1) nutrition knowledge, 2) fruit and vegetable intake, 3) self-efficacy toward fruit and vegetables, 4) perceived benefits of fruit and vegetable consumption; and 5) perceived barriers of fruit and vegetable consumption. Paired samples t-tests were used to assess the change outcomes from baseline to post-intervention. Results A sample of 38 participants were included in the study. The mean age of the intervention group was 38 (89% female, 65.7% Hispanic). Compared to the baseline, there was an increase in nutrition knowledge score from 7.17 to 8.05 (P = 0.032) after the intervention. Participants reported higher self-efficacy (21 vs. 23.6, P = 0.013) and lower perceived barrier (19 vs. 17, P = 0.03) scores post-intervention. Fruit intake increased (1.2 vs.1.6 cups, P = 0.01) after the intervention. Conclusions Cooking and nutrition interventions may be a feasible approach to improving attitudes and behaviors related to vegetable consumption in families with low-income status. Future studies are needed that rigorously evaluate the long-term impact on cooking skills, dietary intake, and health outcomes. Funding Sources Health Care Foundation of Kansas City, Crosslines, Inc, and Department of Dietetics and Nutrition

scholarly journals Take Five, a nutrition education intervention to increase fruit and vegetable intakes: impact on attitudes towards dietary change

1998 ◽  
Vol 80 (2) ◽  
pp. 133-140 ◽  
Author(s):  
Annie S. Anderson ◽  
David N. Cox ◽  
Susan McKellar ◽  
Joanna Reynolds ◽  
M. E. J. Lean ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Fruits And Vegetables ◽  
Vegetable Consumption ◽  
Fruit And Vegetables ◽  
Education Intervention ◽  
Health Campaigns ◽  
Fruit And Vegetable ◽  
Intervention Programme ◽  
Situational Barriers ◽  
Public Health Campaigns

To assess the response of low consumers of fruit and vegetables to a nutrition education intervention programme, data were collected from 104 adults on attitudinal variables related to ‘eating more fruit, vegetables and vegetable dishes’. Questionnaires (based on the theory of planned behaviour) assessing perceived barriers to increasing fruit and vegetable consumption were administered before an action-orientated intervention programme and at the end of the intervention period (8 weeks). Questionnaire scores for belief-evaluations in the intervention groups pre- and post-study indicated that support of family and friends, food costs, time constraints and shopping practicalities (in order to increase intake of fruit, vegetable and vegetable dishes) were barriers to greater consumption of these foodstuffs. Perceived situational barriers to increasing intakes of fruits and vegetables were: limited availability of vegetables, salads and fruit at work canteens, take-aways, friends' houses and at work generally. Following the intervention the number of visits to the shops was perceived as a greater barrier for increasing intakes of fruit and vegetables. Perceived practical opportunities for increasing intakes highlighted drinking fruit juice, taking fruit as a dessert, having fruit as a between-meal snack and eating two portions of vegetables with a meal. About two-thirds of intervention subjects achieved the recommended fruit and vegetable target, but it is concluded that practical issues and situational barriers need to be addressed for the success of future public health campaigns.

scholarly journals A Comparison of a Gardening and Nutrition Program with a Standard Nutrition Program in an Out-of-school Setting

2005 ◽  
Vol 15 (3) ◽  
pp. 463-467 ◽  
Author(s):  
Suzanne A. Poston ◽  
Candice A. Shoemaker ◽  
David A. Dzewaltowski
Keyword(s):  
Self Efficacy ◽  
Summer School ◽  
Vegetable Consumption ◽  
School Setting ◽  
Nutrition Knowledge ◽  
After School ◽  
Fruit And Vegetable ◽  
Master Gardener ◽  
Nutrition Program ◽  
Out Of School

After-school time is currently underutilized as a potential setting to promote healthy eating in children. Two programs, a standard nutrition program titled Professor Popcorn (PP) and a gardening and nutrition program using lessons from Junior Master Gardener: Health and Nutrition from the Garden (JMG), were compared to investigate their influence on nutrition knowledge, improving fruit and vegetable preference, and improving self-efficacy in gardening and eating fruit and vegetables in an out-of-school setting. Third through fifth graders participated in an after summer-school program (n = 11 in PP; n = 7 in JMG), and fourth graders participated in JMG (n = 11) during the fall after school. Knowledge, preference, and self-efficacy measures were obtained at the beginning and end of the program. Neither program improved nutrition knowledge, nor were there any differences between the PP and JMG mean difference scores. The programs did not improve fruit and vegetable preference or fruit and vegetable consumption self-efficacy. There was, however, a change in gardening self-efficacy for the summer JMG group compared with that of the fall JMG group. Gardening self-efficacy of the summer JMG group increased (P < 0.10), whereas that of the fall JMG group decreased (P < 0.05). Further investigations should examine the activities of gardening occurring at different times throughout the growing season, and the role that seasons have on the outcomes due to a garden-enhanced nutrition program. In addition, researchers should examine the amount of classroom time vs. gardening time that is needed to make a garden-enhanced nutrition program more effective in an out-of-school learning setting.

Nutrition education intervention by teachers may promote fruit and vegetable consumption in Italian students

2007 ◽  
Vol 27 (9) ◽  
pp. 524-528 ◽  
Author(s):  
Michele F. Panunzio ◽  
Antonietta Antoniciello ◽  
Alessandra Pisano ◽  
Sharron Dalton
Keyword(s):  
Nutrition Education ◽  
Vegetable Consumption ◽  
Fruit And Vegetable Consumption ◽  
Education Intervention ◽  
Fruit And Vegetable

A Pilot Fruit and Vegetable Prescription (FVRx) Program Improves Local Fruit and Vegetable Consumption, Nutrition Knowledge, and Food Purchasing Practices

2021 ◽  
pp. 152483992110181
Author(s):  
Nicholas Slagel ◽  
Taylor Newman ◽  
Laurel Sanville ◽  
Jennifer Jo Thompson ◽  
Jackie Dallas ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Low Income ◽  
Fruits And Vegetables ◽  
Vegetable Consumption ◽  
Safety Net ◽  
Nutrition Knowledge ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
Farmers Market ◽  
Food Purchasing

Fruit and Vegetable Prescription (FVRx) programs rely on diverse community and clinic partnerships to improve food security and fruit and vegetable consumption among medically underserved patient populations. Despite the growth in these programs, little is known about the feasibility or effectiveness of the unique partnerships developed to implement FVRx programs conducted in both community and free safety-net clinic settings. A 6-month nonrandomized controlled trial of an FVRx program was pilot tested with 54 Supplemental Nutrition Assistance Program (SNAP)–eligible adults with diet-related chronic conditions. The intervention combined monthly produce prescriptions for local produce at a farmers market, SNAP-Ed direct nutrition education, and health screenings for low-income adults. Process and outcome evaluations were conducted with respective samples using administrative program data (recruitment, retention, and prescription redemption) and self-administered pre- and postintervention surveys with validated measures on dietary intake, nutrition knowledge and behavior, and food purchasing practices. Descriptive statistical analyses were conducted. The FVRx program retained 77.3% of participants who spent nearly 90% of their prescription dollars. After the intervention, the FVRx group reported significantly increased total intake of fruits and vegetables, knowledge of fresh fruit and vegetable preparation, purchase of fresh fruits and vegetables from a farmers market, and significantly altered food purchasing practices compared with the control group. Community-based nutrition education organizations enhance the feasibility and effectiveness of community and clinic-based FVRx programs for improving low-income adults’ ability to enhance food and nutrition-related behaviors.

Behavioural effects of a short school-based fruit and vegetable promotion programme

2016 ◽  
Vol 116 (3) ◽  
pp. 222-237 ◽  
Author(s):  
Silke Mittmann ◽  
Anja Austel ◽  
Thomas Ellrott
Keyword(s):  
Nutrition Education ◽  
Vegetable Intake ◽  
Vegetable Consumption ◽  
Daily Intake ◽  
Fruit And Vegetable Consumption ◽  
Rank Test ◽  
Fruit And Vegetable ◽  
Cancer Society ◽  
Content Type ◽  
School Based

Purpose – The purpose of this paper is to investigate the effects of the Cancer Society of Lower Saxony’s school-based nutrition education programme “5-a-day for kids”, designed to increase children’s fruit and vegetable consumption. Intervention: the programme included three parts (each 45 minutes): education-based classroom session; food knowledge in a local supermarket; and practical vegetable snack preparation. Additional promoting information materials for parents were provided. Design/methodology/approach – A pre-/post-test research design was used for the evaluation. In total, 1,376 pupils (age 7-14, 51 per cent female), their parents and 69 teachers of 35 schools in Lower Saxony participated in the study. The fruit and vegetable intake was measured with the KiGGS-Food Frequency Questionnaire. Findings – A Wilcoxon signed-rank test was used to determine the change in fruit and vegetable consumption over three measurements (baseline, one month, three months). No significant positive effect of the intervention was observed with the applied method for the daily intake of fruit and vegetables, neither at month 1 nor at month 3. Research limitations/implications – A 135 min school-based intervention does not seem to increase children’s fruit and vegetable consumption. To enhance its effectiveness, the programme may be improved by adding a longitudinal classroom component, extensive parental involvement and/or distribution of free fruit/vegetables every day. Originality/value – This is the first evaluation of a 5-a-day-intervention in Germany.

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