scholarly journals Successes and Challenges of Using a Peer Mentor Model for Nutrition Education within a Food Pantry: A Qualitative Study

2020 ◽  
Author(s):  
Tracy Lynn Oliver ◽  
Amy McKeever ◽  
Rebecca Shenkman ◽  
Lisa K. Diewald
Keyword(s):  
Nutrition Education ◽  
Underserved Populations ◽  
Qualitative Content Analysis ◽  
Peer Mentors ◽  
Peer Mentor ◽  
Food Pantry ◽  
Nutrition Assistance ◽  
The Impact ◽  
Successes And Challenges ◽  
Mentor Model

Abstract Background: Delivering nutrition education within an emergency food pantry (EFP) is a valuable and sustainable approach to target food insecure and underserved populations. However, little is known about using a peer mentor model, “ Community Cooks,” as a modality to deliver nutrition education within this setting. This research aimed to identify the successes and challenges of using a peer mentor model within an EFP to better understand the best approaches to deliver nutrition education among community residents. Methods: In spring 2018, semi-structured interviews were conducted with eleven peer mentors after they delivered a series of nutrition workshops to community members of the EFP. Interviews were audio-recorded and transcribed verbatim. Qualitative content analysis was used to analyze the data. Results: All peer mentors were women over 40 years-of-age, were recruited from the EFP community; most were high school graduates and currently received some form of federal nutrition assistance. All peer mentors reported that the “Community Cooks” nutrition education program offered many benefits. Key successes of the program included serving in the role as a peer mentor was an empowering experience which gave them a sense of community, purpose, and camaraderie; 2) the nutrition education was appropriately tailored towards those living with food insecurity; 3) the recipes required minimal cooking skills and included low-cost easily accessible foods available at the EFP. Key challenges of the program were the lack of community member engagement in the nutrition education workshops. Conclusion: Challenges continue to exist when delivering nutrition education within a community EFP setting. While the use of peer mentors to deliver nutrition education messages is promising, more research is needed to quantify the impact of using a peer mentor model in underserved and food insecure communities.

scholarly journals Successes and Challenges of Using a Peer Mentor Model for Nutrition Education within a Food Pantry: A Qualitative Study

2020 ◽  
Author(s):  
Tracy Lynn Oliver ◽  
Amy McKeever ◽  
Rebecca Shenkman ◽  
Lisa K. Diewald
Keyword(s):  
Nutrition Education ◽  
Underserved Populations ◽  
Qualitative Content Analysis ◽  
Peer Mentors ◽  
Peer Mentor ◽  
Food Pantry ◽  
Nutrition Assistance ◽  
The Impact ◽  
Successes And Challenges ◽  
Mentor Model

Abstract Background: Delivering nutrition education within an emergency food pantry (EFP) provides an opportunity to reach many food insecure households and underserved populations. However, little is known about using a peer mentor model, “Community Cooks,” as a modality to deliver nutrition education within this setting. This research aimed to identify the successes and challenges of using a peer mentor model within an EFP to better understand the best approaches to deliver nutrition education among community residents.Methods: In spring 2018, semi-structured interviews were conducted with eleven peer mentors after they delivered a series of nutrition workshops to community members of the EFP. Interviews were audio-recorded and transcribed verbatim. Qualitative content analysis was used to analyze the data.Results: All peer mentors were women over 40 years-of-age, were recruited from the EFP community; most were high school graduates and currently received some form of federal nutrition assistance. All peer mentors reported that the “Community Cooks” nutrition education program offered many benefits. Key successes of the program included serving in the role as a peer mentor was an empowering experience which gave them a sense of community, purpose, and camaraderie; 2) the nutrition education was appropriately tailored towards those living with food insecurity; 3) the recipes required minimal cooking skills and included low-cost easily accessible foods available at the EFP. Key challenges of the program were the lack of community member engagement in the nutrition education workshops. Conclusion: Challenges continue to exist when delivering nutrition education within a community EFP setting. While the use of peer mentors to deliver nutrition education messages is promising, more research is needed to quantify the impact of using a peer mentor model in underserved and food insecure communities.

scholarly journals A Novel Peer Mentor Model for Nutrition Education within a Food Pantry

2019 ◽  
Author(s):  
Tracy Lynn Oliver ◽  
Amy McKeever ◽  
Rebecca Shenkman ◽  
Lisa K. Diewald
Keyword(s):  
Food Insecurity ◽  
Nutrition Education ◽  
Retention Rate ◽  
The United States ◽  
Social Determinant ◽  
High Rate ◽  
Peer Mentors ◽  
Community Members ◽  
Peer Mentor ◽  
Mentor Model

Abstract Background: Food insecurity disproportionately affects groups of Americans and is a social determinant of health that deems one at risk for comorbidities. Food insecurity is defined as reduced access to a sufficient quantity and quality of food, which limits the variety or desirability of one’s diet. Unfortunately, this hidden and silent epidemic in the United States continues to rise and is at an all-time high rate, with one in six children being affected, 13 million children and a total of 41.2 million Americans. As a result, emergency food pantries (EFPs) are challenged with the dual role of providing food to combat hunger, but also being conscious of the health concerns of their clients such as chronic illness and obesity. Methods: “Community Cooks” was a peer mentor model program implemented to deliver nutrition education, skills in basic cooking techniques, healthy eating principles, and easily prepared recipes relying on foods available within an EFP. Eleven peer mentors were recruited and trained over six months to deliver a series of live workshops open to all community members. Results: After six months, peer mentor retention rate was 85%, and qualitative focus group findings suggest that peer mentors had the desire to remain part of “Community Cooks” program. Conclusion: The use of a peer mentor model of delivering nutrition education within an EFP is a valuable and sustainable approach to target the food insecure and underserved population.

The Application of Peer Mentoring to Improve Fitness in Older Adults

2009 ◽  
Vol 17 (3) ◽  
pp. 344-361 ◽  
Author(s):  
Sandor Dorgo ◽  
George A. King ◽  
Gregory D. Brickey
Keyword(s):  
Older Adults ◽  
Peer Mentoring ◽  
Exercise Program ◽  
Peer Mentors ◽  
Participation Rates ◽  
Peer Mentor ◽  
Fitness Program ◽  
Student Mentors ◽  
Fitness Measures ◽  
Mentor Model

Purpose:To investigate the effectiveness of a peer-mentored exercise program, this study compared the program perception, retention and participation rates, and physical improvements of older adults trained by peer mentors (PMs) with those of a group trained by student mentors (SMs).Methods:After a 30-week peer-mentor preparation, 60 older adults (M±SDage: 68.7 ± 6.1 yr) were recruited and randomly assigned to either the PM or the SM group. Both groups completed an identical 14-week fitness program. Pre- and posttraining assessments of fitness were completed, and the efficacy of the PMs and SMs was surveyed.Results:High retention was observed in both groups, but the SM group had higher participation. Both groups improved their fitness significantly, with no significant posttest differences between the groups in most fitness measures or in program perception rates.Discussion:Findings suggest effectiveness of the peer-mentor model in an older adult exercise program.

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 Students as Partners in Peer Mentoring: Expectations, Experiences and Emotions

2021 ◽  
Author(s):  
Christina Seery ◽  
Andrea Andres ◽  
Niamh Moore-Cherry ◽  
Sara O’Sullivan
Keyword(s):  
Peer Mentoring ◽  
Critical Role ◽  
Mentoring Relationships ◽  
First Year ◽  
Peer Mentors ◽  
Peer Mentor ◽  
Roles And Responsibilities ◽  
Emotional Labour ◽  
Partnership Approach ◽  
The Impact

AbstractIncreasing emphasis in recent years has been placed on how faculty, staff and students in higher education can be drawn into more collaborative learning relationships through partnership working. The significant challenges in terms of negotiating shifting roles and responsibilities have been well documented. Less attention has been paid to the affective challenges, and particularly the emotional labour involved. This paper focuses on the adoption of a partnership approach to first year peer mentoring and orientation in a large Social Science programme. Peer mentors played a critical role as designers of the programme, as partners delivering the programme, and as co-researchers, offering a unique understanding and insight into aspects of the peer mentor experience that often remain hidden. Our findings draw attention to the need to consider and manage more carefully the impact of students on each other in mentoring relationships but also suggest an opportunity to harness the mentoring experience to embed a partnership culture more fully.

Trends in Dietary Intake of Vitamins A, C, and E in German Children and Adolescents – Results of the DONALD Study

2003 ◽  
Vol 73 (5) ◽  
pp. 335-342 ◽  
Author(s):  
Alexy ◽  
Kersting ◽  
Sichert-Hellert
Keyword(s):  
Vitamin E ◽  
Nutrition Education ◽  
Time Trends ◽  
Nutrient Intake ◽  
Age Groups ◽  
Food Groups ◽  
Fortified Food ◽  
Vitamin Intake ◽  
Dietary Records ◽  
The Impact

Intake of vitamins A, C, and E was evaluated and age and time trends were assessed on the basis of 3-day weighed dietary records (n = 5121) of 2- to 18-year old boys (n = 417) and girls (n = 425) enrolled in the DONALD Study (Dortmund Nutritional and Anthropometric Longitudinally Designed Study) 1986–2001. Intake of vitamin A remains stable over time, intake of vitamin C increases linearly, and intake of vitamin E follows a nonlinear trend. Age trends of vitamins A and C (per MJ) were nonlinear with a minimum at the beginning adolescence, while intake of vitamin E (per MJ) increased linearly. Girls had higher nutrient densities but lower intakes expressed as percent of reference values. Fortified food in total had a higher impact on time trends of nutrient intake than other single food groups defined here. Our results point to the impact of the food industry on long-term nutrient intake, but also underline the necessity of nutrition education even in young age groups to improve vitamin intake.

ADOLESCENTS' PERCEPTIONS OF STRESSORS CONTRIBUTING TO SUICIDAL BEHAVIOUR

2017 ◽  
Vol 26 (2) ◽  
pp. 192-213
Author(s):  
Henriëtte Van den Berg ◽  
Hester Tancred ◽  
Dap Louw
Keyword(s):  
South African ◽  
Family Environment ◽  
Family Relationships ◽  
Suicidal Behaviour ◽  
Stressful Life Events ◽  
Qualitative Content Analysis ◽  
Peer Group ◽  
Conservation Of Resources ◽  
Western Cape ◽  
The Impact

South African adolescents show increased levels of suicidal behaviour. This article explores the perceptions of adolescents at risk of suicide regarding the psychosocial stressors they believe contribute to suicidal behaviour among South African adolescents. This study was conducted on 214 adolescents from the Western Cape Province with a high suicide risk. The group was selected on the basis of their high scores on the Suicidal Ideation Questionnaire. A qualitative content analysis was performed with their responses on a question about the reasons for adolescent suicide. The analysis highlighted risk factors relating to substance abuse, negative emotional experiences, lack of self-esteem, problem-solving ability and hope for the future; negative family environment and conflict in family relationships; peer group and romantic relationships; stressful life events; and socioeconomic factors. Guided by the Conservation of Resources (COR) theory suggestions were made for adolescent resource development to counter-act the impact of the various stressors they experience.

Impact of an Amaranth-Sorghum Grains Product on Nutrient Intake of Children Aged 6-23 Months in Kiandutu Slums, Thika, Kenya

10.37512/700 ◽  
2020 ◽  
Keyword(s):  
Nutrition Education ◽  
Nutrient Intake ◽  
Controlled Trial ◽  
Poor Quality ◽  
Control Group ◽  
Composite Flour ◽  
Monthly Basis ◽  
Sorghum Flour ◽  
Baseline Characteristics ◽  
The Impact

Poor quality complementary foods contribute to undernutrition in children aged 6-23 months. Therefore, there is need to explore foods that will provide adequate nutrients for this age group. This study aimed at determining the impact of a sorghum-amaranth composite flour porridge on nutrient intake of children aged 6-23 months. A randomized controlled trial was conducted at Kiandutu slum, Thika, Kenya. Children in the control group (CG), received a maize-sorghum flour while those in the treatment group (TG) received an amaranth-sorghum flour. The sample size per study group was 73 mother-child pairs. The children in the TG received Kcal 1000 worth of porridge/day while those in the CG received Kcal 266.8/day. Mothers of children in both groups were given nutrition education at baseline, and monthly, for six months. Food intake data was taken at baseline, then monthly for six months. Descriptive statistics were used to describe nutrient intake. Chi square and Mann Whitney U test were was used to compare the baseline characteristics of the two groups and their nutrient intake, respectively. At baseline characteristics of the two groups were similar. On a monthly basis, nutrient intake in the TG was significantly higher for a majority of the nutrients than in the CG. The product can contribute to preventing under-nutrition in children aged 6-23 months.

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