Typescript. / Digitized by Kansas Correctional Industries

One hundred forty-nine hospitality and culinary programs located in the U.S. and 49 hospitality and culinary programs located in other countries were examined to identify the differences of nutrition topics taught and teaching methods/resources used in undergraduate hospitality management and culinary programs.

This research is concerned with dietitians' experiences of education and practice, which together constitute dietitian identity. The author, herself a dietitian and dietetic educator, recruited twelve female dietitians to participate in individual interviews and collaborative workshops where they shared their ' experiences and reflections on the themes of the research. This dissertation is arranged in three panels to achieve multiple perspectives on the research findings. The first panel explores the potential of using reflexive autoethnography as a research method. The second panel enacts an autoethnographic tale emphasizing the complexities of dietetic education and practice. The third panel is an academic rendering of the research that posits a theory of dietitian performativity. Arranging the findings as a textual triptych protracts the complex interplay of the research themes. In particular, participants enter the profession sustained by promises of being able to make a difference in the lives of others with respect to nutritional health. Dietetic practice comes to be understood as performative through a series of uncontested, repetitive acts. In the mode of dietitian performativity, dietitians' lived realities are sometimes found to be discontinuous from promises of professionalism. Dietetic education, while not considered solely responsible for generating these promises, might operate to sustain or amplify their effects. Dietitians' passion for dietetics is open to question when performativities are found discrepant from promises. Profoundly melancholic expressions are associated with dietitians' inability to engage in liberatory practice, despite believing such practices were achievable. Melancholia instigated dietitians' desire to leave the profession. An imagined, embodied curriculum depicting what might result if dietetic students, educators, and practitioners acknowledge the relationality, emotionality, and promises of their profession is offered in response. The author calls for a renegotiation of what counts as knowledge in dietetic education through the asking of "Who am I?" In posing this question, the dietitian engages in a reflexive turn towards self-recognition such that 'doing' (performativity) emerges from 'being' (identity) and potentially nutrition discourse expands. Dietitian performativity initiated through critical social discourse begs the question of what it means to be human while endeavouring to embrace the joys, complexities, and contradictions that are dietetic education and practice. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this experimental pilot study was to examine the relationship of nutrition knowledge, dietary habits, and nutrition behavior of collegiate men and women athletes at a Midwestern University (Ball State University) in Indiana. Other variables examined included demographic information. To evaluate and improve the nutrition knowledge and dietary practices among men and women Division I athletes, a series of four nutrition education classes was designed to increase nutrition knowledge and bring awareness of the specific nutritional concerns facing athletes. Subjects consisted of eighteen collegiate men and women swimmers at Ball State University in Indiana. Results indicated a four point increase (p≤0.001) in knowledge between pre and post nutrition education from 22.5 to 26.8 correct points out of 31 questions in both men and women subjects. A significant behavior change was seen in all eighteen athletes for five out of the six questions when pre and post nutrition education behavior change was measured. Nutrition education positively affected dietary habits among subjects when assessing protein and fat in men; and calcium and vegetable intake for both men and women. These specific findings suggest the effectiveness of nutrition education among collegiate athletes. / Department of Family and Consumer Sciences

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.

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. / M