published_or_final_version / Education / Master / Master of Education

Food is a fundamental necessity of life. However, millions of Americans do not have access to adequate food and are considered to be "food insecure." Research has shown that low-income individuals have limited food preparation skills and low levels of self-efficacy to prepare healthy meals, further complicating their food situations. The purpose of this pilot study was to determine the effectiveness of a community cooking demonstration at increasing self-efficacy to prepare healthy meals with limited resources. Twenty-three low-income adults participated in the intervention and completed a pre- and post-test assessment to measure changes in self-efficacy to cook, as well as changes in general food and nutrition knowledge. Results indicated that although there were no significant improvements in participants’ self-efficacy to prepare healthy meals (39.3 ± 11.3 vs. 44.5 ± 9.1; t=1.76, p=0.25), subjects did experience significant gains in knowledge related to the MyPlate food guide (1.2 ± 0.5 vs. 1.8 ± 0.8; t=2.82, p=0.01) and basic food safety (0.7 ± 0.9 vs. 2.5 ± 1.0: t=6.05, p<0.001). Increased knowledge is a critical building block toward behavior change and increased self-efficacy. / Department of Family and Consumer Sciences

This study was conducted to examine the food perceptions, purchasing, preparation, and consumption behaviors of female SNAP participants in East Central Indiana. Twenty participants were interviewed, and interviews were transcribed and compiled in order to identify patterns. Participants were primarily white, had at least a high school education, were food-secure, and 85% were either overweight or obese. Results indicated that the participants interviewed in this study had limited opportunities to participate in food and nutrition education courses unless approached by community agencies. Participants indicated they purchased a large variety of healthy and unhealthy food items from a wide array of grocers. A portion of the participants participated in EFNEP courses (n=4), WIC education (n=7), or conducted self-research (n=9). These participants indicated they retained knowledge by participating in these methods of education. Although participants expressed the desire to exhibit healthy eating behaviors, such as examining food labels, they also indicated they did not understand how to utilize the information to make healthy food choices. Results indicated all participants in SNAP would benefit from food and nutrition education courses that focus on SNAP benefit budgeting, meal planning that includes more fruits and vegetables, low-fat food items, and leaner cuts of meat, and physical activity. Practitioners and SNAP officials should be encouraged to coordinate efforts to make participants aware of educational opportunities in order to improve overall health outcomes. / Department of Family and Consumer Sciences

Acompanha: Avaliação das habilidades e competências gerais das diretrizes curriculares em nutrição no estágio supervisionado / Promulgada em 2001 pelo Conselho Nacional de Educação, as Diretrizes Curriculares de Nutrição (DCN), visam alinhar a organização curricular, bem como elencar os princípios, fundamentos, condições e procedimentos da formação do nutricionista. O problema em que a pesquisa se estruturou foi: As habilidades e competências gerais determinadas pelas Diretrizes Curriculares Nacionais são desenvolvidas durante a prática do estágio supervisionado de alunos de Nutrição? Com o intuito de responder a esse questionamento traçou-se o objetivo geral (i) avaliar a inserção das habilidades e competências gerais estabelecidos pelas Diretrizes Curriculares Nacionais na prática do Estágio Supervisionado em Nutrição. Pretende-se, nesse estudo, avaliar se as competências estabelecidas em relação à prática profissional do aluno em formação final de Nutrição, com avaliação das competências e habilidades gerais das DCN: (a) atenção à saúde; (b) tomada de decisão; (c) comunicação; (d) liderança; (e) administração e gerenciamento; (f) educação permanente. Para tanto propõe-se o desenvolvimento de uma ferramenta avaliativa denominada de Análise Metodológica das Competências dos Formando do Curso de Nutrição (AMCFCN) que pretende avaliar as habilidades e competências das DCN, através de um questionário estruturado, utilizando o conceito de escala de valores para a apreciação dos conceitos, variando de 1 a 6, sendo 1 o de menor apreciação e 6 o de maior apreciação. O respondente deverá apontar a ordem prioritária de 1 a 6, dependendo de sua percepção, em cada assertiva, correlacionando com cada uma das habilidade e competências das Diretrizes Curriculares de Nutrição. Para elaboração das questões utilizou-se a Resolução CNE/CES Nº5 (2001) que aborda as Diretrizes Curriculares Nacionais do Curso de Graduação em Nutrição, sendo utilizado o Art. 4º, as habilidades e competências gerais. Para o teste do instrumento teste participaram do estudo, 20 pesquisados, todos matriculados na disciplina de Estágio Supervisionado do sétimo e oitavo períodos de Nutrição. A metodologia criada se mostrou eficiente e efetiva, capaz de avaliar as habilidades e competências de cada participante. Os 20 participantes foram avaliados individualmente, traçando um perfil de habilidades e competências único, porém de forma coletiva, o grupo possui um perfil de habilidade e competência voltado predominantemente para Liderança e Administração e Gerenciamento. A metodologia, baseado na análise dos dados, e no uso do gabarito, foi capaz de traçar o perfil de habilidades e competências individuais de todos os pesquisados. / It was enacted in 2001 by the National Council of Education, the Curricular Guidelines for Nutrition (CGN) which aim to align the curricular organization as well as list the principles, fundamentals, conditions and procedures of formation of the nutritionist. The problem which the research has been structured on was: Are general skills and competencies determined by the National Curricular Guidelines developed during the practice of supervised internship Nutrition students? With the intent of answer this question it was drawn up the overall goal (i) evaluate the inclusion of the six general skills and competencies established by the National Curricular Guidelines in the practice of supervised internship in Nutrition. The aim in this study is to assess whether the skills established in relation to the professional practice of the student in the final formation of Nutrition, with assessment of skills and general skills CGN: (a) health care; (b) decision making; (c) communication; (d) leadership; (e) administration and management; (f) ongoing education. To this end it is proposed the development of an evaluation tool that aims to assess skills and competencies of Methodology Analysis of Competence Forming of Nutrition Course, through a structured questionnaire, using the concept of scale of values for the assessment of the concepts, ranging from 1 to 6, with 1 being the less appreciation and 6 the highest appreciation. The respondent must point the priority order 1to 6, depending on his or her perception, in each statement, correlating with each of the skill and competencies of the Curricular Guidelines for Nutrition. For the preparation of the questions it was used the Resolution CNE/CES #5 (2001), which addresses the National Curricular Guidelines for Undergraduate in Nutrition course, being used in Art. 4, the skills and general competencies. The methodology created was efficient and effective, able to assess the skills and competencies of each participant. The 20 participants were evaluated individually, drawing a profile unique skills and competencies, but collectively, the group has a skill profile and competence geared predominantly to the Leadership and Administration and Management. The methodology, based on analysis of data, and the use of template, was able to profile individual skills and competencies of all respondents.

Acompanha: Avaliação das habilidades e competências gerais das diretrizes curriculares em nutrição no estágio supervisionado / Promulgada em 2001 pelo Conselho Nacional de Educação, as Diretrizes Curriculares de Nutrição (DCN), visam alinhar a organização curricular, bem como elencar os princípios, fundamentos, condições e procedimentos da formação do nutricionista. O problema em que a pesquisa se estruturou foi: As habilidades e competências gerais determinadas pelas Diretrizes Curriculares Nacionais são desenvolvidas durante a prática do estágio supervisionado de alunos de Nutrição? Com o intuito de responder a esse questionamento traçou-se o objetivo geral (i) avaliar a inserção das habilidades e competências gerais estabelecidos pelas Diretrizes Curriculares Nacionais na prática do Estágio Supervisionado em Nutrição. Pretende-se, nesse estudo, avaliar se as competências estabelecidas em relação à prática profissional do aluno em formação final de Nutrição, com avaliação das competências e habilidades gerais das DCN: (a) atenção à saúde; (b) tomada de decisão; (c) comunicação; (d) liderança; (e) administração e gerenciamento; (f) educação permanente. Para tanto propõe-se o desenvolvimento de uma ferramenta avaliativa denominada de Análise Metodológica das Competências dos Formando do Curso de Nutrição (AMCFCN) que pretende avaliar as habilidades e competências das DCN, através de um questionário estruturado, utilizando o conceito de escala de valores para a apreciação dos conceitos, variando de 1 a 6, sendo 1 o de menor apreciação e 6 o de maior apreciação. O respondente deverá apontar a ordem prioritária de 1 a 6, dependendo de sua percepção, em cada assertiva, correlacionando com cada uma das habilidade e competências das Diretrizes Curriculares de Nutrição. Para elaboração das questões utilizou-se a Resolução CNE/CES Nº5 (2001) que aborda as Diretrizes Curriculares Nacionais do Curso de Graduação em Nutrição, sendo utilizado o Art. 4º, as habilidades e competências gerais. Para o teste do instrumento teste participaram do estudo, 20 pesquisados, todos matriculados na disciplina de Estágio Supervisionado do sétimo e oitavo períodos de Nutrição. A metodologia criada se mostrou eficiente e efetiva, capaz de avaliar as habilidades e competências de cada participante. Os 20 participantes foram avaliados individualmente, traçando um perfil de habilidades e competências único, porém de forma coletiva, o grupo possui um perfil de habilidade e competência voltado predominantemente para Liderança e Administração e Gerenciamento. A metodologia, baseado na análise dos dados, e no uso do gabarito, foi capaz de traçar o perfil de habilidades e competências individuais de todos os pesquisados. / It was enacted in 2001 by the National Council of Education, the Curricular Guidelines for Nutrition (CGN) which aim to align the curricular organization as well as list the principles, fundamentals, conditions and procedures of formation of the nutritionist. The problem which the research has been structured on was: Are general skills and competencies determined by the National Curricular Guidelines developed during the practice of supervised internship Nutrition students? With the intent of answer this question it was drawn up the overall goal (i) evaluate the inclusion of the six general skills and competencies established by the National Curricular Guidelines in the practice of supervised internship in Nutrition. The aim in this study is to assess whether the skills established in relation to the professional practice of the student in the final formation of Nutrition, with assessment of skills and general skills CGN: (a) health care; (b) decision making; (c) communication; (d) leadership; (e) administration and management; (f) ongoing education. To this end it is proposed the development of an evaluation tool that aims to assess skills and competencies of Methodology Analysis of Competence Forming of Nutrition Course, through a structured questionnaire, using the concept of scale of values for the assessment of the concepts, ranging from 1 to 6, with 1 being the less appreciation and 6 the highest appreciation. The respondent must point the priority order 1to 6, depending on his or her perception, in each statement, correlating with each of the skill and competencies of the Curricular Guidelines for Nutrition. For the preparation of the questions it was used the Resolution CNE/CES #5 (2001), which addresses the National Curricular Guidelines for Undergraduate in Nutrition course, being used in Art. 4, the skills and general competencies. The methodology created was efficient and effective, able to assess the skills and competencies of each participant. The 20 participants were evaluated individually, drawing a profile unique skills and competencies, but collectively, the group has a skill profile and competence geared predominantly to the Leadership and Administration and Management. The methodology, based on analysis of data, and the use of template, was able to profile individual skills and competencies of all respondents.

The purpose of this study was to evaluate the impact of 'Foodstyles: Perspectives on Food for People' (Foodstyles), on the teaching practices of secondary Home Economics educators in British Columbia. Foodstyles is a nutrition innovation intended for use in conjunction with the Foods and Nutrition section of the provincial Home Economics Curriculum. The design of the study was developed from curriculum evaluation literature. Research questions were derived from the concerns of program developers, workshop leaders and teachers. The questions investigated how teachers use Foodstyles, if teachers who use the program accept its rationale, what factors influence use of the program and in what ways Foodstyles is of value in nutrition education practice. Patterns of teacher use of Foodstyles were selected as the criteria for judging the impact of the innovation. Data were obtained by questionnaires and interviews. Questionnaires were mailed to teachers who had attended a Foodstyles workshop and who were teaching Home Economics in school districts that agreed to participate in the study. Of the 113 teachers who responded (51.8 percent), 75 taught Foods and Nutrition during 1980-81 and were included in the analyses. A sample of ten respondents were interviewed to obtain descriptions of their use of Foodstyles. Results of the analyses of questionnaire data together with descriptions from the interviews were used to construct "Profiles of Teacher Use of Foodstyles" for high, moderate and low-users. A panel of nutrition education experts used these three profiles to judge the value of the innovation. Results of the study indicated that teachers used individual activities from Foodstyles that were congruent with their own objectives. They most frequently used junior-level activities that were presented at workshops, were related to factors influencing food choice and were ready for immediate classroom use. Correlational analysis indicated a significant positive relationship between use of Foodstyles activities and selection of teaching strategies which reflect acceptance of the Foodstyles rationale. During interviews, high-users (18.7 percent) reported that they selected activities from Foodstyles to encourage students to choose food patterns consistent with their needs and lifestyles. High-users included Foodstyles in lessons as intended by program developers and as the panel believed it should be used. Low-users, (33.3 percent), reported using the innovation only to teach nutrition information. Program developers and members of the panel considered that this was not consistent with the intents of the innovation. Moderate users (48.0 percent) showed no distinguishing characteristics in their use of Foodstyles. Teachers were found to be more likely to use Foodstyles if they taught senior classes, taught only Foods and Nutrition courses, attended a workshop as a teacher rather than as a student-teacher, received the newsletter "In Touch" and had positive attitudes toward the program as measured by the questionnaire. The panel judged Foodstyles to represent a valuable approach to the teaching of nutrition. The results of the study, however, indicated that Foodstyles has had only a moderate impact on the teaching practices of secondary Home Economics teachers in British Columbia. Several implications related to nutrition education practice and to nutrition education research were inferred from the study. Specific recommendations for the review and modification of the Foodstyles program and workshop also emerged. Overall, the approach to evaluation used in this study permitted judgements to be made about the impact of the innovation in nutrition education practice. This approach is recommended for the evaluation of those innovations which are designed to complement existing provincial curricula. / Land and Food Systems, Faculty of / Graduate

No description available.

Introduction: This dissertation investigates the critical components of school-based food and nutrition education (SBFNE) programs aimed at enhancing their impact on students’ dietary behaviors. Over the past century, significant shifts in the food landscape have altered dietary habits, with a rise in ultra-processed food (UPF) consumption and a decline in fruit and vegetable intake, particularly among children. This trend underscores the importance of SBFNE programs, which, akin to STEAM subjects, are vital for public health. Schools, where children spend much of their time, are ideal settings for implementing comprehensive, research-based SBFNE programs to reconnect students with healthy food sources and promote better eating habits. Research Questions: This three-paper dissertation addresses several key research questions: 1. What educational and programmatic components contribute to effective SBFNE programs? 2. How can these components be synthesized into a comprehensive theoretical framework and practical program evaluation tool? 3. What insights and recommendations can be gathered from a formative evaluation of these tools? Chapter 2 (Article 1): Objective: Identify educational and programmatic components from the research literature that make SBFNE effective in fostering positive dietary behavior among K-12 students. Methodology: An umbrella review of peer-reviewed literature reviews and government reviews on the effectiveness of SBFNE. All included reviews were assessed for methodological quality. Data Analysis: For each included review, a list was made of the components that contribute to the effectiveness of SBFNE to change dietary behavior. These components were compared across reviews. A final list of components contributing to effectiveness of SBFBE was created with their prevalence in the included reviews indicating whether the impact on effectiveness of SBFNE was positive, mixed or not assessed. Key Findings: This umbrella review identified 20 critical components essential for effective SBFNE programs from 44 reviews, encompassing 1,115 unique primary studies conducted between 1900 and 2022. These components, such as cultural inclusivity and connections to school meals, were integrated into a structured theoretical framework based on the Socioecological Model (SEM) with the components mapped to the first four of six SEM levels: individual, interpersonal, community, and organizational. Conclusions: This study is the first to identify and map research-based critical components into an SEM framework, that influence behaviors and outcomes and can be used to further SBFNE research. Chapter 3 (Article 2): Objective: Develop and pilot test a SBFNE program evaluation tool derived from 20 critical components that were integrated into an SEM framework. Methodology: The tool, developed in Google Sheets, employed a 0-3 scoring system to evaluate the integration of each component with an accompanying detailed rating guide. The pilot test involved component ranking exercises, concept mapping, and curriculum lesson reviews with SBFNE program developers (n=3). Data Analysis: Insights from the pilot test led to significant refinements in the tool and data collection protocol. Key Findings: Participants found the ranking exercise uncomfortable due to component interdependencies. They found the concept mapping exercise engaging and intuitive. The program developers found the curriculum review to be tedious and insufficient with only one lesson reviewed, but they thought this type of program review provided valuable guidance for revising and improving SBFNE programs. The interviews were long, usually more than two hours, and transcription was time-consuming. Conclusions: The pilot provided data to refine the program evaluation tool and to refine the data collection protocol for a formative evaluation of the program evaluation tool. Chapter 4 (Article 3): Objective: Conduct a formative, mixed-methods evaluation to refine the integrated SEM and program evaluation tool for SBFNE programs. Methodology: Recruited SBFNE program developers (n=9) who participated in an exercise to categorize 20 critical components for effectiveness of SBFNE, created a concept map on how the 20 components interact, underwent a program review in which programs were scored 0–3 for the 20 components, received recommendations for program improvement for components that scored less than a three, decided on which recommendations they would enact, and provided feedback on the experience. Data Analysis: Descriptive statistics and thematic analysis identified patterns and insights from qualitative responses, leading to revisions in the evaluation tool and a new practice-based tool. Key Findings: For the categorization exercise there was a range of agreement between program developers and the literature on the critical nature of the SBFNE components, with each of the nine participants rating between four and 17 out of the 20 components as essential. The concept maps the program developers created represented the interconnectedness of the components and led to the development of a practice-based logic model. The program review process showed that programs can be scored on how they are using the components, recommendations can be made for components that did not score a three, and program developers can implement the recommendations. The feedback process indicated that program developers found the activities they did for this research useful for refining and improving their programs, to make them more effective at dietary behavior change. Conclusions: The program evaluation tool and new practice-based model showed promise to be used in future research on SBFNE. Conclusions: This dissertation establishes a robust foundation for SBFNE, integrating critical educational and programmatic components with innovative evaluation tools. The integrated SEM and practical program evaluation tools can improve the quality of SBFNE programs, which can help to foster positive dietary behavior change among K-12 students, addressing the rise in UPF consumption and decline in fruit and vegetable intake. This research lays the groundwork for future initiatives aimed at nurturing healthier, informed, and empowered generations.

Submitted in fulfilment of the requirements of the degree of Master of Technology: Nursing, Durban University of Technology, 2014. / South Africa has a high prevalence of obesity, and many people live with diseases where dietary adaptations are part of the management of the disease. Nurses are important in the facilitation of people obtaining dietary advice. While nutrition education is part of the nursing curriculum, student nurses’ knowledge of nutrition was not known, nor was their dietary intake and nutritional health status. The purpose of the study was to assess the nutrition knowledge of students at a nursing college, and to assess their dietary diversity. A quantitative study was used, with random sampling chosen for selection of campuses and convenience sampling for student group selection. Students of the KwaZulu-Natal College of Nursing were invited to complete a General Nutrition Knowledge Questionnaire. A Food Frequency Questionnaire was completed to assess dietary diversity, and respondents’ anthropometric measurements were recorded to assess Body Mass Index and Waist to Height Ratio. The results showed that a significant percentage of student nurses were overweight or obese. While students had a satisfactory knowledge of dietary recommendations and sources of different nutrients, their ability to make correct food choices, as well as their knowledge of diet-disease relationships was poor. They displayed good dietary diversity in their food intake. There were no statistically significant correlations between the students’ Body Mass Index and their knowledge, which assumes that the individual’s knowledge of nutrition does not directly influence their own food intake. It is recommended that aspects of the content in the nutrition curriculum be emphasised during the training of nurses in order to increase nutrition awareness in areas where knowledge was found to be lacking.

Thesis (PhD (Interdisciplinary Health Sciences. Human Nutrition))--Stellenbosch University, 2008. / Various enabling factors are required to incorporate technology in teaching and learning, moving towards a more learner-centred approach. Although efforts are being made to address the situation, the effective incorporation of ICT is not yet the norm in African higher education institutions (HEI). Data is available regarding the situation in African HEI, but very little is known about the situation of nutrition training. This research programme was divided into three phases. Phase I, assessment of the current use, awareness, attitudes and practices of ICT in nutrition training followed a descriptive, cross-sectional approach. A convenience sample of six HEI in South Africa, Malawi, Zambia, Swaziland and Zimbabwe was included. Data were collected from students (N = 591) and lecturing staff (N = 29) in nutrition-related courses using a questionnaire on ICT awareness, attitude and practices. Phase II, development and validation of a purpose-designed e-learning nutrition module followed a descriptive, cross-sectional approach. An e-learning module on Nutrition and HIV/AIDS with eleven sub-modules was developed, using an e-learning platform taking the specific constraints of developing countries into account. It was validated by expert reviewers (N = 27) for content validity and students (N = 175) for face validity. Phase III, to determine the impact of the module on cognitive knowledge followed an experimental before-after approach and used a set of twenty True/False questions for eight of the sub-modules (N = 173). Although there is widespread accessibility to computers, less so to the internet, in nutrition-related courses at Southern African HEI, respondents still felt that more computers should be made available. Computers are not fast enough and lack of finances is the main barrier to home and internet access. Students rate their ICT skills as average to good. Institutional ICT policies and support seem to be lacking, but their attitude to ICT is positive and supportive. Respondents felt that ICT could add a new dimension to nutrition training and are in favour of application of ICT in different modes. Most indicate that the current use of ICT in nutrition training is inadequate. The Nutrition in HIV/AIDS module was validated and found to be useful as an educational tool, being user-friendly, interactive and self-paced. The majority of students reported that their ICT skills were sufficient to complete the e-learning activity. Although generally rated as at least as effective, or more effective than conventional lectures, clearly this mode of elearning should not replace traditional teaching. The content was found to be comprehensive and evidence-based. The depth of the content was sufficient, the level correct for undergraduates and the material relevant to the Southern African context. The interactivity was deemed important, helpful and effective. Most students indicated that they would recommend the Nutrition in HIV/AIDS module to other students, that they enjoyed the presentation and learnt something new. There was an improvement in knowledge scores and/or the number of questions being answered correctly in all but one sub-module. The results confirm previous studies indicating that well-designed elearning modules have the potential to increase the performance of students.