scholarly journals Veggies4myHeart—a digital game to promote vegetable consumption in preschool children

2021 ◽  
Vol 31 (Supplement_2) ◽  
Author(s):  
Cátia Braga-Pontes ◽  
Sara Simões-Dias ◽  
Marlene Lages ◽  
Maria Pedro Guarino ◽  
Pedro Graça
Keyword(s):  
Preschool Children ◽  
Nutrition Education ◽  
Cardiovascular Health ◽  
Vegetable Intake ◽  
Vegetable Consumption ◽  
Positive Impact ◽  
Digital Game ◽  
Post Test ◽  
The Impact

Abstract Background Vegetable consumption is particularly low in childhood and is one of the main concerns about diet in this age range. Vegetable consumption is associated with better cardiovascular health and the prevention of other chronic non-communicable diseases. Therefore, it is important to find strategies to promote vegetable consumption at early ages, since eating habits established in childhood tend to persist into adulthood. The purpose of this study is to evaluate the impact of using a digital game on knowledge about vegetables and his consumption, in preschool children. Methods This is an experimental study conducted in a Portuguese preschool, with children from 3 to 6 years (n = 39). A pre- and post-test were conducted to determine vegetable intake (carrot, lettuce, cucumber, tomato and purple cabbage) and knowledge about vegetables. The intervention consisted of 20-minutes educational sessions with the digital game Veggies4myHeart, once a week for five weeks. A 6-month follow-up was realized. Results There was a statistically significant increase in the consumption of all vegetables from the pre- test to the post-test. Intake at follow-up was higher than pre-test for the five vegetables and the intake of cucumber and tomato was higher in the follow-up than in post-test. In the knowledge assessment, a higher number of correct answers were obtained in the post-test. Conclusions The use of the digital game ‘Veggies4myHeart’ had a positive impact on the consumption and knowledge about vegetables in preschool children. The use of digital games could be a useful tool for conducting nutrition education with preschool children.

scholarly journals The impact on adolescents of a Transtheoretical Model-based programme on fruit and vegetable consumption

2019 ◽  
Vol 22 (13) ◽  
pp. 2500-2508 ◽  
Author(s):  
Kamer Gur ◽  
Saime Erol ◽  
Hasibe Kadioglu ◽  
Ayse Ergun ◽  
Rukiye Boluktas
Keyword(s):  
Stages Of Change ◽  
Transtheoretical Model ◽  
Vegetable Consumption ◽  
Daily Basis ◽  
Decisional Balance ◽  
Fruit And Vegetable ◽  
Model Based ◽  
Post Test ◽  
The Impact

AbstractObjective:The present study aimed to evaluate the impact of a Transtheoretical Model-based programme titled ‘Fruit & Vegetable-Friendly’ on the fruit and vegetable (F&V) consumption of adolescents.Design:A quasi-experimental study. The ‘Fruit & Vegetable-Friendly’, a multicomponent intervention based on the Transtheoretical Model, was completed in eight weeks. The data were collected one week before the intervention, one week after the completion of the intervention and six months after the post-test with an F&V intake questionnaire and the stages of change, processes of change (α = 0·91), situational self-efficacy (α = 0·91) and decisional balance (α = 0·90 for pros, α = 0·87 for cons) scales. Data were analysed with the Friedman, Wilcoxon and marginal homogeneity tests.Setting:A public secondary school in Istanbul, Turkey.Participants:Seven hundred and two adolescents.Results:The mean (sd) F&V intake of adolescents in the passive stages rose from the daily average at the time of the pre-test of 3·40 (1·79) portions to 5·45 (2·54) portions on the post-test and to 5·75 (2·70) portions on the follow-up test (P < 0·01). While the students in the passive stages represented 41·6 % of the participants prior to the programme, this rate fell to 23·7 % at the post-test and to 22·7 % at the follow-up. Students in the active stages first represented 58·5 % of the participants; this rate rose to 76·4 % at the post-test and to 77·2 % at the follow-up test.Conclusions:The programme was effective in increasing the amount of F&V the adolescents consumed on a daily basis.

scholarly journals The Positive Impact of Pharmacist Interventions Using Educational Video Technology on Patient Knowledge of and Satisfaction with Warfarin Therapy

2020 ◽  
Vol 11 (3) ◽  
pp. 2778-2789
Author(s):  
Sireen A. R. Shilbayeh ◽  
Abrar F. Al-Qarni ◽  
Malak M. Al-Turki ◽  
Meshael N. Al-Nuwisser ◽  
Ohud A. Al-Nuwaysir ◽  
...  
Keyword(s):  
Warfarin Therapy ◽  
Positive Impact ◽  
University Hospital ◽  
Knowledge Assessment ◽  
Patient Knowledge ◽  
Educational Video ◽  
Pharmacist Interventions ◽  
Post Test ◽  
The Impact

To assess the positive impact of pharmacist interventions via an educational video on patients’ knowledge of and satisfaction with warfarin therapy . This study used a prospective pre-test/post-test design that enrolled 91 patients from an anticoagulant clinic at King Khaled University Hospital in Riyadh, Saudi Arabia. All patients completed the Anticoagulation Knowledge Assessment (AKA) and Anti-Clot Treatment Satisfaction (ACTS) scales. Afterwards, the patients watched a 10-minute educational video containing basic information about warfarin and were given relevant informative booklets. The patients were reassessed after a mean follow-up period of approximately 52 days. In total, 85 patients completed the study. The impact of the intervention on patient knowledge was highly significant (mean difference=17.7%, 95% CI = 21.75-13.58, P.

scholarly journals The impact of nutrition education with and without a school garden on knowledge, vegetable intake and preferences and quality of school life among primary-school students

2010 ◽  
Vol 13 (11) ◽  
pp. 1931-1940 ◽  
Author(s):  
Philip J Morgan ◽  
Janet M Warren ◽  
David R Lubans ◽  
Kristen L Saunders ◽  
Garbrielle I Quick ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Vegetable Intake ◽  
Vegetable Consumption ◽  
Fruit And Vegetable ◽  
School Garden ◽  
School Life ◽  
School Students ◽  
Quality Of School Life ◽  
The Impact

AbstractObjectiveTo investigate the impact of school garden-enhanced nutrition education (NE) on children’s fruit and vegetable consumption, vegetable preferences, fruit and vegetable knowledge and quality of school life.DesignQuasi-experimental 10-week intervention with nutrition education and garden (NE&G), NE only and control groups. Fruit and vegetable knowledge, vegetable preferences (willingness to taste and taste ratings), fruit and vegetable consumption (24 h recall × 2) and quality of school life (QoSL) were measured at baseline and 4-month follow-up.SettingTwo primary schools in the Hunter Region, New South Wales, Australia.SubjectsA total of 127 students in Grades 5 and 6 (11–12 years old; 54 % boys).ResultsRelative to controls, significant between-group differences were found for NE&G and NE students for overall willingness to taste vegetables (P < 0·001) and overall taste ratings of vegetables (P < 0·001). A treatment effect was found for the NE&G group for: ability to identify vegetables (P < 0·001); willingness to taste capsicum (P = 0·04), broccoli (P = 0·01), tomato (P < 0·001) and pea (P = 0·02); and student preference to eat broccoli (P < 0·001) and pea (P < 0·001) as a snack. No group-by-time differences were found for vegetable intake (P = 0·22), fruit intake (P = 0·23) or QoSL (P = 0·98).ConclusionsSchool gardens can impact positively on primary-school students’ willingness to taste vegetables and their vegetable taste ratings, but given the complexity of dietary behaviour change, more comprehensive strategies are required to increase vegetable intake.

scholarly journals THE EFFECTIVENESS OF NUTRITION EDUCATION THROUGH SOCIO-DRAMATIC METHOD TO VEGETABLE & FRUIT KNOWLEDGE AND CONSUMPTION IN 5-6 YEARS OLD CHILDREN

2021 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Luluk Hidayatul Maghfiroh ◽  
A Fahmy Arif Tsani ◽  
Fillah Fithra Dieny ◽  
Etisa Adi Murbawani ◽  
Rachma Purwanti
Keyword(s):  
Treatment Group ◽  
Nutrition Education ◽  
Vegetable Intake ◽  
Vegetable Consumption ◽  
Kindergarten Children ◽  
Control Group ◽  
Food Record ◽  
Research Subjects ◽  
Control Group Design ◽  
Post Test

Low consumption of vegetable and fruit in children was still commonly found. Appropriate and effective nutrition education methods are needed to increase knowledge and consumption of vegetable and fruit in children. This study aimed to know the effectiveness of nutrition education through socio-dramatic method of vegetable and fruit knowledge and consumption in children 5-6 years old.This study was a quasi-experiment with pre-test and post-test control group design. Research subjects were 36 Taman Putra Kindergarten children who were divided into treatment group who were given nutrition education with socio-dramatic method, and control group who were given nothing. The improvement of nutrition knowledge was assessed by pre-test and post-test with pictured form, while vegetable and fruit consumption were assessed by 3 Days Food Record instrument. A total of 15 subjects had low fruit vegetable knowledge, and more than 50% of subjects had less fi ber intake, types of vegetable consumption <7 types, the amount of vegetable intake <250 grams, and fruit <150 grams. The provision of nutritional education through sociodrama method was effective in increasing knowledge of fruit vegetables in pre-school children (p <0.001), as seen from the increase in average knowledge of treatment group compared to control group. But unfortunately, nutrition education through sociodrama method has not been able to signifi cantly increase fruit vegetable consumption in terms of both quantity and type (p> 0.05).

scholarly journals Changes in Dietary Intake During COVID-19 Among Youth in Urban Communities: Insights From the COACHES Study

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 184-184
Author(s):  
Christine St Pierre ◽  
Win Guan ◽  
Jamison Merrill ◽  
Katherine Rawlings ◽  
Jerita Mitchell ◽  
...  
Keyword(s):  
At Risk ◽  
Dietary Intake ◽  
Nutrition Education ◽  
Urban Youth ◽  
Vegetable Intake ◽  
Vegetable Consumption ◽  
Fruit And Vegetable Intake ◽  
Dietary Quality ◽  
Fruit And Vegetable ◽  
The Impact

Abstract Objectives Disruption to nutrition education and school meal programs and widespread reports of increased food insecurity due to COVID-19 have raised concerns about the potential effect on the dietary quality of youth. Accordingly, this study sought to examine the impact of the pandemic on the dietary intake of youth participating in the Creating Opportunities for Adolescents through Coaching, Healthy Eating, and Sports (COACHES) program, an intervention using coaches trained in trauma-informed coaching strategies to improve health of youth from at-risk communities. Methods The COACHES program recruited 6th and 7th grade students from five schools in New Orleans, LA. Students (n = 67) completed an adapted version of the CoRonavIrus Health Impact Survey (CRISIS) for Youth (V0.3) to assess dietary intake and perception of health during the pandemic. Descriptive statistics were used to examine self-reported impact of the pandemic on eating behaviors. Results Among the students who completed the CRISIS questionnaire (n = 67, 11.7+/−0.73 yrs, 55.2% female, 41.8% overweight/obese), 49.3% reported an overall physical health decrease during the pandemic, 65.6% were not meeting recommendations for daily fruit and vegetable intake, and 72.7% consumed sugary beverages two or more times daily. However, more than one-third actually reported increasing fruit and vegetable consumption during the pandemic, and more than one-quarter reduced their sugary beverage intake. Boys were more likely than girls to report increased fruit and vegetable intake, and youth who were overweight or obese were more likely to report maintaining or improving their overall diet, though results were only significant at the 90% level (P = 0.065). Conclusions Despite challenges due to COVID-19, urban youth report improved dietary intake during the pandemic. These results highlight the importance of school-based intervention programs in meeting the nutrition needs of at-risk youth. Funding Sources Department of Health and Human Services, Office of Minority Health.

scholarly journals Body composition outcomes of Healthy Fit and the role of acculturation among low-income Hispanics on the US-Mexico border

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Diane I. Lopez ◽  
Lauren Chacon ◽  
Denise Vasquez ◽  
Louis D. Brown
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Nutrition Education ◽  
Low Income ◽  
Vegetable Consumption ◽  
Overweight And Obesity ◽  
Foreign Born ◽  
Exercise Interventions ◽  
Mexico Border

Abstract Background Hispanic immigrants continue to experience higher rates of overweight and obesity compared to their non-Hispanic counterparts. Acculturation may contribute to unhealthy weight gain among immigrant populations by shifting dietary patterns from high fruit and vegetable consumption to unhealthier high fat diets. Healthy Fit, a culturally tailored community health worker (CHW) intervention, aims to reduce obesity related outcomes by providing physical activity and nutrition education and resources in a low-income Hispanic population. This study aims to evaluate outcomes of Healthy Fit participants and examine changes in body composition in relation to level of acculturation at baseline and follow-up. Method In this longitudinal observational study, CHWs recruited 514 participants from community events and agencies serving low-income Hispanic populations in El Paso, Texas from 2015 to 2016. Following an in-person health screening, eligible participants received nutrition and physical activity education guided by fotonovelas, comic-like educational books. Telephone follow-ups made at 1, 3, and 6 months by CHWs encouraged follow-through on referrals. 288 participants completed the screening again during the 12-month follow-up. Results The sample was predominantly Hispanic (96%), female (82%), uninsured (79%), had a household income of less than $19,999 (70%), foreign-born (79%), preferred Spanish (86%) and few rated themselves as good or excellent for English proficiency (27%). Overall, Healthy Fit participants significantly improved (i.e., decreased) BFP by 0.71% (t = 2.47, p = 0.01) but not BMI (b = .01, t = − 0.14, p = .89). Contrary to expectations, acculturation was not associated with lower BMI (b = 0.09, p = 0.84) or BFP (b = 0.13, p = 0.85) at baseline. However, acculturation predicted changes in both BMI (b = 0.30, p = 0.03) and BFP (b = 1.33, p = 0 .01) from baseline to follow-up. Specifically, the low acculturation group improved in body composition measures over time and the high acculturation group did not improve in either measure. Conclusion Findings suggest Healthy Fit was most effective among less acculturated individuals. The influence of acculturation on the efficacy of nutrition and exercise interventions suggests that Hispanics should not be treated as a homogenous subgroup.

Abstract P186: A Randomized Preschool Trial To Promote Cardiovascular Health In Colombia: 18 Month Follow Up.

Circulation ◽  
2012 ◽  
Vol 125 (suppl_10) ◽  
Author(s):  
Jaime Céspedes ◽  
German Briceño ◽  
Michael Farkouh ◽  
Rajesh Vedanthan ◽  
Martha Leal ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Cardiovascular Health ◽  
Controlled Trial ◽  
Intervention Group ◽  
Educational Programs ◽  
Control Group ◽  
Active Lifestyle ◽  
And Control ◽  
The Impact

Introduction: Educational programs for children can increase uptake of healthy lifestyle behaviors. However, the impact of educational programs in preschool-aged children in low- and middle-income countries is not known. We conducted a five month educational intervention in preschool facilities (PF) in Bogota, Colombia, to assess changes in preschooler’s knowledge, attitudes and habits (KAH) towards healthy eating and living an active lifestyle. Methods: We conducted a cluster, randomized, controlled trial, and randomly assigned 14 PF in Bogota to a five-month educational intervention (7 PF) or to usual curriculum (7 PF). The intervention included classroom activities and use of printed material and videos. A total of 1216 pre-school children, 928 parents, and 120 teachers participated. A structured survey was used to evaluate changes in KAH with a weighted total score (WTS). The primary outcome was change in children's WTS, and the secondary outcomes were change in parents’ and teachers' WTS. The control PF were provided the intervention after the initial evaluation. To assess sustainability, we evaluated both intervention and control groups at 18 months. Results: At 6 months, children in the intervention group showed 10.9% increase in WTS vs. 5.3% in controls, p<0.001, after adjustment for cluster, sex, age and teachers' educational level. Among parents, the equivalent results were 8.9% and 3.1%, respectively, p< 0.001, and among teachers 9.4% and 2.5%, p=0.06. At the 18-month extended follow-up, both the intervention and control children showed a significant further increase in WTS, p<0.001 (Figure 1). In parents and teachers in the intervened group, there was no significant increase in WTS, p=0.7417, and p=0.1197. In the control group, there was an increase in WTS in teachers but not in parents, p=0.001, and p=0.4239. Conclusion: A preschool based intervention, aimed at changing KAH related to healthy diet and active lifestyle, is feasible, efficacious and sustainable up to 18 months in very young children in Colombia.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners&rsquo; grammar and to examine students&rsquo; perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students&rsquo; understanding and usage of English grammar. Students&rsquo; perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research.&nbsp;

Establishing Early Foundations to Promote Emotional Competence in Preschool Children

2021 ◽  
pp. 193672442110543
Author(s):  
Jasleen Kaur ◽  
Anupam Sharma
Keyword(s):  
Preschool Children ◽  
Structural Equation ◽  
Emotional Competence ◽  
Positive Impact ◽  
Primary Objective ◽  
Equation Modeling ◽  
Social Emotional ◽  
Home Learning ◽  
Role Of Parents ◽  
The Impact

The primary objective of this paper is to design the framework for enhancing the emotional competence of preschool children by examining the perspective of parents’ involvement with children staying at home. The paper also discusses (1) the concept of social-emotional competence and its importance for preschool children; (2) the concept of emotional competence, happiness, home learning, and sharing among children; and (3) the role of parents in promoting emotional competence in preschool children. The paper examined the impact of home learning, happiness, and sharing habits on the emotional competence of preschool children by using Partial Least Squares-Structural Equation Modeling (PLS-SEM) 2.0. The respondents included 358 randomly selected parents in two districts of Punjab state of India who have children aged 3 to 6 years. The results showed that happiness and home learning had a significant positive impact on the emotional competence of preschool children. However, sharing habits did not impact emotional competence to a significant extent in the current study.

Digital Divide

2016 ◽  
pp. 94-101
Author(s):  
Geoff Kaufman ◽  
Mary Flanagan
Keyword(s):  
Public Health ◽  
Systems Thinking ◽  
Cognitive Processes ◽  
Digital Game ◽  
Digital Platforms ◽  
Digital Version ◽  
Digital Format ◽  
Growing Body ◽  
The Impact

With a growing body of work demonstrating the power of games to transform players' attitudes, behaviors, and cognitions, it is crucial to understand the potentially divergent experiences and outcomes afforded by digital and non-digital platforms. In a recent study, we found that transferring a public health game from a non-digital to a digital format profoundly impacted players' behaviors and the game's impact. Specifically, players of the digital version of the game, despite it being a nearly identical translation, exhibited a more rapid play pace and discussed strategies and consequences less frequently and with less depth. As a result of this discrepancy, players of the non-digital version of the game exhibited significantly higher post-game systems thinking performance and more positive valuations of vaccination, whereas players of the digital game did not. We propose several explanations for this finding, including follow-up work demonstrating the impact of platform on basic cognitive processes, that elucidate critical distinctions between digital and non-digital experiences.

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