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 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.

A School-Based Mental Health Counseling Intervention with Students in Title I Elementary Schools

2019 ◽  
Vol 41 (3) ◽  
pp. 161-168 ◽  
Author(s):  
Glenn W Lambie ◽  
Coralis Solomon ◽  
J Richelle Joe ◽  
Viki P Kelchner ◽  
Mary K Perleoni
Keyword(s):  
Mental Health ◽  
Elementary Schools ◽  
Title I ◽  
School Attendance ◽  
Mental Health Counseling ◽  
Health Counseling ◽  
Counseling Intervention ◽  
School Based ◽  
Title I Elementary Schools ◽  
Over Time

Abstract The present study investigated the influence of a school-based mental health counseling intervention (SBMHCI) on elementary school students’ (N = 49) behavioral and emotional problems and school attendance at two Title I elementary schools. The study used a single-group, pretest–posttest design to examine change in the participants’ scores after participating in the five-week SBMHCI. The results identified that participants’ internalizing and total problem scores exhibited significant improvement over time, per parent report. In addition, participants’ school attendance significantly improved over time, from the previous academic year, following the SBMHCI.

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

Are parents eating their greens? Fruit and vegetable consumption during a school intervention

2014 ◽  
Vol 116 (4) ◽  
pp. 585-597 ◽  
Author(s):  
Jessica Aschemann-Witzel ◽  
Tino Bech-Larsen ◽  
Alice Grønhøj
Keyword(s):  
Healthy Eating ◽  
Self Efficacy ◽  
Vegetable Consumption ◽  
Self Regulation ◽  
School Intervention ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
Positive Interaction ◽  
Content Type ◽  
School Based

Purpose – The aim of this paper is to study the extent of change in parents' fruit and vegetable consumption during a period when their children participate in a school-based healthy eating intervention. Design/methodology/approach – A total of 256 12-year-old Danish schoolchildren took part in a text-message feedback intervention promoting fruit and vegetable consumption. One parent of each child filled out self-administered questionnaires at three points during the 40-week study period. In the questionnaire, stated consumption, perceived influence factors on their consumption and self-efficacy and self-regulation were measured. Findings – Only half of the parents stated that they met the “five a day” target. These parents reported good availability of fruit and vegetables in their household, high consumption among their friends and frequent exercise and they were characterised by high self-efficacy levels. Stated consumption increased during the period of the intervention targeted at their children. Parents that reported an increase had, at the start of the intervention, reported low levels of consumption, lack of encouragement to eat healthy at their workplace and lower autonomous self-regulation. Research limitations/implications – The consumption data is limited to self-report. Practical implications – The results indicate that parents can be influenced indirectly by school-based interventions targeted at their children. Future interventions should include the family with the intent to support positive interaction that might further promote and sustain healthy eating habits. Originality/value – The study considers the possible effects school interventions targeting children may have on the immediate family, an aspect generally overlooked in school-based health initiatives.

scholarly journals Evaluation of a computer-based nutrition education tool

2004 ◽  
Vol 7 (2) ◽  
pp. 271-277 ◽  
Author(s):  
Katrin Kreisel
Keyword(s):  
Student Teachers ◽  
Nutrition Education ◽  
Repeated Measures ◽  
Nutrition Knowledge ◽  
Primary School Children ◽  
Teaching Tool ◽  
School Based ◽  
Computer Based ◽  
Dependent Samples

AbstractObjective:To evaluate the efficacy and feasibility of using a computer-based teaching tool (http://www.coolfoodplanet.org) for nutrition and lifestyle education developed for primary school children.Design:This was a 2-week school-based intervention in third and fourth grades. The study design was multi-factorial with repeated measures of nutrition knowledge, at three points in time, of dependent samples from control and intervention groups. Control schools (n=7) used ‘traditional’ nutrition education materials and intervention schools (n=8) additionally used the computer-based educational tool. Qualitative information was collected in focus group discussions with student teachers and pupils, and by observing the nutrition lessons.Setting/subjects:Pupils aged 8–11 years (n=271) from participating schools in Vienna, Austria.Results:Nutrition knowledge increased significantly in both intervention and control schools, irrespective of the teaching tool used (P<0.001). The significant effect was maintained at 3 months' follow-up. There was no detectable difference in nutrition knowledge post intervention or at follow-up between the two study groups. In intervention schools, younger pupils (8–9 years) had better nutrition knowledge than older pupils (10–11 years) (P=0.011).Conclusion:This computer-based tool increases the possibilities of school-based nutrition education. If the tool's weaknesses identified during the formative evaluation are eliminated, it has the potential to make learning about nutrition more enjoyable, exciting and effective. This is of great importance considering that ‘healthy’ nutrition is not necessarily a topic that easily attracts pupils' attention and in view of the potential long-term health benefits of early and effective nutrition education.

scholarly journals RE-AIM Analysis of a School-Based Nutrition Education Intervention in Kindergarteners

2016 ◽  
Vol 87 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Andrew L. Larsen ◽  
Yue Liao ◽  
Janel Alberts ◽  
Jimi Huh ◽  
Trina Robertson ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Education Intervention ◽  
Aim Analysis ◽  
School Based

Effectiveness of an Individualized Computer-Driven Online Math K-5 Course in Eight California Title I Elementary Schools

2013 ◽  
Vol 18 (3) ◽  
pp. 162-181 ◽  
Author(s):  
Patrick Suppes ◽  
Paul W. Holland ◽  
Yuanan Hu ◽  
Minh-thien Vu
Keyword(s):  
Elementary Schools ◽  
Title I ◽  
Title I Elementary Schools
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