DEVELOPMENT OF THE PRESCHOOL TEACHER NUTRITION EDUCATION SELF-EFFICACY SCALE: VA

2021 ◽  
Vol 6 (15) ◽  
pp. 2425-2455
Author(s):  
Duriye Esra Angın
Keyword(s):  
Nutrition Education ◽  
Self Efficacy ◽  
Preschool Teacher

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 Healthy Eating and Active Living for Diabetes-Glycemic Index (HEALD-GI): A Pragmatic Randomized Controlled Trial

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1289-1289
Author(s):  
Hayford Avedzi ◽  
Allison Soprovich ◽  
Stephanie Ramage ◽  
Abdulrhman Alghamdi ◽  
Kate Storey ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Glycemic Index ◽  
Self Efficacy ◽  
Text Messaging ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Dietary Intakes ◽  
Web Based ◽  
Phone Calls

Abstract Objectives Rigorous evidence is needed to support uptake of recommendations to include low glycemic index (GI) foods in daily meal planning as an effective dietary self-care strategy for people with type 2 diabetes (T2D). We evaluated the effectiveness of a 12-week web-based GI-targeted nutrition education intervention on dietary intakes and GI-related knowledge among adults with T2D. Methods Participants were randomized to a control group (n = 34) that received standard printed copies of Canada's Food Guide and Diabetes Canada's GI resources or an intervention group (n = 33) that received those same materials, plus an online platform with six self-directed learning modules and supplementary print material. Each module consisted of a customized video, links to reliable websites, chat rooms, and quizzes. Evidence-based GI concept information included GI values of foods and advice for low-GI shopping, recipes, and cooking tips by a Registered Dietitian. Preferred supports through email, text messaging, phone calls, or postal mail to reinforce participants’ learning were also provided. The primary outcome, average daily dietary GI intake, was assessed using 3-day food records. Additional measures including GI knowledge and self-efficacy, glycated hemoglobin A1c, lipids, systolic blood pressure, body mass index, waist circumference, and computer proficiency, were assessed at baseline and at three months post-intervention. Results Participants (N = 67) were 64% men; mean (standard deviation [SD]) age 69.5 (9.3) years, with mean diabetes duration of 19.0 (13.7) years, BMI 30.1 (5.7) kg/m2 and A1c 7.1 (1.2)% at baseline. Mean daily GI intake decreased in the intervention group by 2.79 (7.77) compared to a 0.76 (6.48) increase in the control group (adjusted mean difference [95% CI]; −3.77 [−6.95, −0.58]). Mean GI knowledge 2.14 [0.59, 3.69], understanding of GI concept 1.65 [0.85, 2.44] and self-efficacy for consuming low-GI foods 1.29 [0.51, 2.07] increased among the intervention group (P < 0.01) compared with the control group. Conclusions Web-based GI-targeted education program improved the quality of carbohydrate consumption among adults with T2D and may have been mediated through increases in knowledge and self-efficacy. Web-based nutrition education may be an effective alternative in this population. Funding Sources Canadian Foundation for Dietetic Research.

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.

Cooking Up Energy: A Culinary Education Program for Children with Parent Outreach

2020 ◽  
Vol 44 (5) ◽  
pp. 543-558
Author(s):  
Kathy K. Isoldi ◽  
Veronika Dolar
Keyword(s):  
Nutrition Education ◽  
Self Efficacy ◽  
Weight Status ◽  
Statistical Significance ◽  
Program Completion ◽  
Entire Group ◽  
Z Score ◽  
Meal Preparation ◽  
Program Evaluations ◽  
Matched Data

Objectives: Culinary interventions show promise in preventing obesity. The Cooking Up Energy (CUE) program aimed to improve weight status and attitudes held about healthy foods, as well as increase cooking self-efficacy and frequency of meal preparation, in children 6-12 years of age. Methods: We provided 10 one-hour long culinary and nutrition education sessions. We took pre- and post-program surveys along with height, weight, and waist circumference measurements. We invited parents to 2 evening sessions. We analyzed results for the entire group, and a subgroup of children who were overweight or obese at baseline. Results: We analyzed matched data (N = 65; 52% female; >60% minority; 43% overweight or obese). Mean BMI percentile and BMI z-score did not change significantly following program completion. However, BMI z-score in those who were overweight or obese, remained favorably constant, rather than rising. We found an increase in participation in meal preparation for all meals, along with robust attendance and favorable program evaluations. Participant cooking self-efficacy and attitudes remained largely unchanged. Conclusion: Favorable results for several factors were evident; however, they did not reach statistical significance. The program holds promise in influencing food-related behaviors that can buffer obesity risk in children; however these findings warrant further investigation.

Culinary nutrition education for undergraduate nutrition dietetics students

2017 ◽  
Vol 119 (5) ◽  
pp. 1045-1051 ◽  
Author(s):  
Dorothy Adair Kerrison ◽  
Margaret Depsky Condrasky ◽  
Julia L. Sharp
Keyword(s):  
Nutrition Education ◽  
Self Efficacy ◽  
Average Score ◽  
Future Health ◽  
Content Type ◽  
Entry Level ◽  
Positive Effects ◽  
Nutrition Training ◽  
Meal Planning ◽  
And Control

Purpose The purpose of this paper is to determine the effectiveness of a combined budget-tailored culinary nutrition program for undergraduate nutrition-related majors on knowledge, attitudes, and self-efficacy and applicability to everyday life and future health careers. Design/methodology/approach A wait-list control (n=54) completed a six-week cooking with chef and shopping healthy on a budget cooking matters at the store program. Assessment questionnaires evaluated participants’ knowledge and program applicability. Data analysis included response frequency and statistical differences within and between treatment and control groups. Findings Significant differences identified at (<0.001) for cooking self-efficacy, self-efficacy for using basic cooking techniques, self-efficacy for using fruits, vegetables, seasonings, and the ability to use economical methods to purchase produce. Average score noted at 89 percent for knowledge of shopping healthy on a budget. Research limitations/implications Findings support positive effects of combining culinary nutrition training with food budget information. Concepts enhance self-efficacy in meal planning and preparation for entry level nutrition related graduates. Originality/value Combining culinary arts experience with applied human nutrition concepts training provide a basis for enhanced confidence for entry nutrition dietetics healthcare.

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 Dietary Changes Among First Year University Students: The Peer-to-Peer (P2P!) Nutrition Project

2015 ◽  
Vol 9 (1) ◽  
pp. 22-27 ◽  
Author(s):  
April Tallant ◽  
Brenda Marques ◽  
Nicole Martinez
Keyword(s):  
Motivational Interviewing ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Saturated Fat ◽  
Peer To Peer ◽  
First Year ◽  
Education Group ◽  
Post Measure ◽  
Total Fat ◽  
First Year University

Research is lacking in whether college nutrition courses lead to dietary improvements. Literature indicates that behavioral theory-based interventions can lead to nutritional improvements and that motivational interviewing and peer teaching can be effective for student-learning, but interventions combining these findings is scarcely reported in the literature. The purpose of this study was to evaluate dietary and nutrition self-efficacy changes among first year students (n=35) throughout a semester enrolled in a first-year university personal nutrition seminar course; and to assess whether intervention method (motivational interviewing versus traditional nutrition education) delivered by peers, impacted kilocalories, total fat, saturated fat and nutrition self-efficacy as reported at the end of the semester. Students completed pre-and post-measures including three-day food records, diet analyses, and surveys, and were randomly assigned to meet with peer nutrition counselors (upper division nutrition majors) who conducted sessions using either motivational interviewing or traditional nutrition education. Paired t-tests showed decreases in kcals, total fat, and saturated fat for the motivational interviewing group from pre-to-post-measure, but differences were not statistically significant (P>.05). The traditional nutrition education group showed statistically significant decreases in kcals, total fat, and saturated fat (P<.05) from pre-to-post-measure. Differences in nutrition self-efficacy for the motivational interviewing group was statistically significant (P<.05), but was not for the traditional nutrition education group (P>.05) from pre-to-post-measure. When comparing statistically significant changes in diet and nutrition self-efficacy between the two intervention techniques, analysis of covariance showed no statistically significant differences in kilocalories, total fat, saturated fat or nutrition self-efficacy at post-measure (P>.05), therefore, intervention technique did not impact dietary or nutrition self-efficacy changes. Additionally, student perceptions of the peer-to-peer intervention used to attempt dietary change was evaluated. Positive perceptions of the peer-to-peer nutrition project indicated that the project is a viable teaching methodology and may be used by registered dietitians employed in various settings, particularly in other universities teaching similar types of nutrition courses. Results showed that incorporating peer-to-peer nutrition education in university courses may be effective in facilitating dietary changes and improved nutrition self-efficacy in college freshman.

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