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Nutrition and aging: development and evaluation of a learning moduleRichardson, Suzanne January 1979 (has links)
M. S.
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Nutrition and aging: development and evaluation of a learning moduleJanuary 1979 (has links)
M. S.
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Dine right with MENu insight : a nutrition education program for menFreeh, Colleen B. 01 June 1994 (has links)
The purpose of this study was to develop and evaluate a nutrition
education program for men on healthy eating when dining out. The
Health Belief Model provided the basic framework to identify factors that
would potentially motivate men over 40 to change their dietary behavior
to reduce heart disease risk.
Roundtable discussions were held to identify nutrition needs. A 10
minute "Dine Right with MENu Insight" slide program on low-fat eating
away from home was developed. Three educational messages were the
key concepts of the program: 1) relationship between diet and health, 2)
proportionality, variety and moderation as themes of the Food Guide
Pyramid and 3) low-fat food choices at home and away. A four page
handout was developed to supplement the slide show presentation.
Four programs were presented to a total of 148 people (136 males,
12 females) at Rotary and Kiwanis groups in Corvallis and Albany,
Oregon in January and February, 1994. Each program included a pretest,
the "Dine Right with MENu Insight" slide presentation and a group discussion. Of the 136 males, forty-eight volunteered (aged 40-60 years)
and completed the 10-15 minute follow-up phone post-test 3-4 weeks
after attending the program.
Pre-test responses showed limited knowledge of the Food Guide
Pyramid, with 65% of the men incorrectly selecting the vegetable group as
the base of the Pyramid. Knowledge of low-fat menu choices was high
with an average score of 4.7+1.1 (out of a possible 5 points) and a range
of 0-5 prior to the education program. An attitude score measuring
awareness of healthy dietary practices underlying the Pyramid (eg,
variety, proportionality and moderation) had a mean of 5.3+1.7 (out of a
possible 15) with a range of 3-8. These pre-test data suggested that
participants were aware of the relationship between diet and health.
In the post-test, 98% of the men correctly selected the bread group
as the Food Guide Pyramid food group that should be eaten in the largest
amount. This was a significant increase (p<.001) from pre-test scores.
Half of the men had heard of the Pyramid prior to the program. A
reassessment of healthy dietary practices awareness showed a significant
increase in positive attitudes (p [less than or equal to] .001) with a mean of 3.6+.93 (out of a
possible 15 points) and a range of 5-7. Seventy-three percent of the men
reported that their diet could be "somewhat healthier". In the past year,
69% reported increasing their consumption of foods (eg, vegetables,
grains) to reduce heart disease; 79% reported decreased consumption (eg,
red meat). Seventy-five percent reported that they "sometimes" try to
select lower fat foods when eating out. Personal preference (65%), menu
selection (80%) and the restaurant (27%) influenced lower fat food
selection decisions.
Many participants indicated awareness of the relationship between
proper food selection and optimal health before the program. However,
awareness did increase as a result of the program. There was a
significant positive (p [less than or equal to] .005) change in attitudes toward the importance of
watching fat in the diet in order to stay healthy between pre and posttests.
In addition, a positive (r=.36, p [less than or equal to] .05) correlation was reported
between knowing that the amount of dietary fat affects the chance of
heart disease and watching fat in the diet in order to stay healthy. These
data suggest that the Dine Right program conveyed a tie between diet
and optimum health.
Significant changes in participants' knowledge about the Food
Guide Pyramid and underlying concepts also suggest that the program
had an impact on participants. These data suggest that knowledge of
nutritious food choices at home and away from home increased or was
reinforced by the program.
The majority (79%) of men learned "some new things" from the
program. As a result of the program, 65% planned on making changes in
their diets when eating out (eg, by increasing grains, fruits, vegetables).
Thirty-five percent planned to make changes at home. Eighty-three
percent reported showing the Dine Right handout to someone else and
85% talked about the program with their spouse, family member,
coworker or friend.
The results of this research indicate that men respond to nutrition
education programs. Therefore nutrition and health campaigns to reach
the American male are merited. Men's health and nutrition programs
such as "Dine Right with MENu Insight" could be followed by additional
education programs utilizing a theoretical framework.
Future research should test each of the components of the Health
Belief Model on men's dietary behavior. Also extensions to other samples
of men (such as those with lower educational levels) is warranted in order
to better understand how to target nutrition education programs to this
important audience. / Graduation date: 1995
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EFFECTS OF A NUTRITION EDUCATION TRAINING PROGRAM FOR CHILD CARE CENTER TEACHERS AND FOODSERVICE WORKERS.Leiner, Lynne Alva. January 1981 (has links)
No description available.
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A Comparison of Nutrition Topics and Teaching Methods in Hospitality Management Programs in the United States and International SchoolsChen, Fei, 1965- 08 1900 (has links)
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.
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Distance education in undergraduate dietetic educationKing, Carrie 25 April 2002 (has links)
The purpose of this study was to assess the usage of distance education in
undergraduate dietetics programs. Additionally, the possibility of obtaining an
undergraduate degree in dietetics via distance education was examined. The population
receiving the survey research was all directors (279) of Commission on Accreditation for
Dietetics Education (CADE) approved/accredited undergraduate programs listed in the
2001-2002 Directory of Dietetics Programs. This included the Didactic Programs in
Dietetics and Coordinated Programs. A database of the 54% survey respondents was
compiled and a numerical summary was done. Frequencies of the responses were
determined. Cross-tabulations using chi-square tests were done with Minitab Statistical
Software (version 13.1) to determine demographic influence as it related to key
responses, p <.05. The findings of the survey were compared with demographic
information to look for relationships between the characteristics of the higher education
institutions and their likelihood of offering distance education.
The dietetics program directors indicated that 32% (n=150) of undergraduate
dietetics programs offer distance education courses in some format. Land grant
universities were significantly more likely to offer dietetics distance education courses,
but less likely to offer non-dietetics distance education courses. Institutions that accept
transfer dietetics distance education courses from accredited institutions were more likely
to offer dietetics distance education courses. Institutions that offer non-dietetics courses
by distance education were more likely to offer dietetics courses by distance education.
The most common distance education format utilized in dietetics was 100% Internet
courses (48%). The majority of dietetics programs that offer distance education offer a basic or introductory nutrition course (31%). Perceived barriers to distance education in
dietetics most frequently included faculty time constraints (34%), lack of resources (17%)
and lack of student and faculty demand or interest (11%). Suggestions for encouraging
the development of dietetics distance education courses included give faculty more
preparation or release time, or hire more staff (32%), acquire adequate resources (17%)
and faculty training (12%). From the data of courses offered or permitted to be
transferred, it would not be possible for a student to complete a four-year undergraduate
degree in dietetics solely via distance education methodologies. / Graduation date: 2002
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Development and evaluation of an interactive multimedia program on teaching nutrient composition of food: vitamin A and ironMeadows, Monica Roseman 28 August 2008 (has links)
Not available / text
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Mother's problem solving in relation to child nutrition in the PhilippinesTicao, Cynthia J. January 1994 (has links)
This study examined Filipino mothers' problem solving on issues related to child feeding, using a dyadic, peer-help approach. The participants were mothers of children under 6 years of age from the town of Camaligan, in the southern Philippines, where malnutrition among children is prevalent. Two studies were conducted: one using a controlled experimental session and the second using a multi-session nutrition education format. In the first study, mothers were paired with a mutual or unilateral friend to discuss a feeding problem to which they initially gave similar solutions and one to which they gave different solutions. Their post-discussion solutions were better in quality and number than the pre-discussion solutions; also mothers paired with a mutual friend gave more and better finaL solutions to the initially-agreed problem than other mothers. Mothers' final solutions were more likely to come from their own than their partner's discussed solutions, suggesting that the partner's role was to facilitate the mother's own problem-solving process. In the second study, mothers paired with a mutual or unilateral friend were compared with an unpaired control group, after pacing themselves through four problem-based nutrition education sessions. For all three groups, mothers' nutrition knowledge and target child's weight-for-age and height-for-age improved from before to after the sessions. In conclusion, mothers show improvements in the number and quality of solutions they generate and the nutrition knowledge they acquire as a result of a problem-solving approach to nutrition education.
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Impact of the Purdue Extension Professor Popcorn nutrition curriculum on third grade students' knowledge, attitudes, and self-reported consumption of fruits and vegetables : a five-month post-hoc analysisMiller, Jody L. January 2003 (has links)
The purpose of this study was to determine if completion of the Purdue Extension Professor Popcorn nutrition curriculum impacts third grade students' long-term knowledge about, attitude toward, and self-reported consumption of fruits and vegetables. A secondary purpose was to measure any carry-over of concepts learned, or to identify any food behaviors acquired, by surveying the students' parents.A total of 74 third-grade students and 66 parents/guardians participated in this study. Data was analyzed using SPSS, version 11.0. Descriptive analysis, frequency counts, and Pearson Chi Square were used to test 15 research hypotheses. Significant differences were found in students' attitude toward vegetables, how often they ate fruit, and how often people should eat fruits and vegetables. No differences were found in parent/guardian surveys. Results of this study provide modest support for the impact of Professor Popcorn on students. No carryover of concepts to the students' parents, however, was observed. / Department of Family and Consumer Sciences
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The effect of nutrition education on the nutrition knowledge and healthy food choices of fifth grade studentsJones, Charlotte A. January 1995 (has links)
The purpose of this study was to investigate the effect of a three week school-based nutrition education program on the nutrition knowledge and healthy food choices of elementary school children in the fifth grade. The nutrition education program consisted of nine, thirty minute lessons comprised of the following topics: the food pyramid guide, carbohydrates, fat, protein, vitamins (A and C), minerals (calcium, and iron), healthy snacks, and vegetarianism. Ninety-six subjects from four classes were obtained from two elementary public schools in the Muncie Community School District to participate in this study. A control group and an experimental group were assigned by the principal at each school according to the availability and interest of fifth grade teachers. Evaluation of nutrition knowledge was completed through a pre-test and post-test which consisted of twenty-five multiple choice questions. Questions on the test were developed by the researcher and the "Nutrition in a Changing World" (Contento, 1992) curriculum model. The test was found to be reliable on an Alpha Cronbach test for reliability (Alpha Coefficient = 0.71) and was validated by five registered dietitians.Results indicated that the nutrition education program significantly increased (p = .000) the nutrition knowledge of students. Mean scores for the experimental group increased significantly from 10.8 to 14.63 out of twenty-five questions, while mean scores for the control subjects increased only slightly from 10.11 to 10.74 out of twenty-five questions. Healthy food choices were defined as being in compliance with the guidelines for energy nutrients and in compliance with the guidelines for number of servings per food group. Evaluation of healthy food choices was conducted using a three-day dietary record analyzed by the Nutritionist IV computer software program prior to the nutrition education program and immediately following.Findings revealed that there was a statistically significant difference between the experimental and control groups in the mean change in compliance rate for the recommended number of servings for each food group from pre to post nutrition intervention (p = .000). The largest change that was observed in the experimental group from pre to post nutrition intervention was an 11.9% decrease in the mean number of servings for grains. There was no statistically significant difference in relation to the average change in compliance for the energy nutrients between the experimental and control groups nor was a statistical significance observed regarding compliance to the recommended number of servings per food group consumed daily. The primary investigator feels the educational program had a positive affect on the subjects and that a comprehensive nutrition education program needs to be developed to reinforce the concepts taught in order to make positive behavior changes. / Fisher Institute for Wellness
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