Статті в журналах: "Nutrition education programs"

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TOUGER-DECKER, RIVA, JANE M. BENEDICT BARRACATO, and JULIE O'SULLIVAN-MAILLET. "Nutrition Education in Health Professions Programs." Journal of the American Dietetic Association 101, no. 1 (January 2001): 63–69. http://dx.doi.org/10.1016/s0002-8223(01)00017-7.

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Chapman-Novakofski, Karen. "Physical Activity and Nutrition Education Programs." Journal of Nutrition Education and Behavior 50, no. 10 (November 2018): 958. http://dx.doi.org/10.1016/j.jneb.2018.09.011.

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Jardí, Cristina, Byron David Casanova, and Victoria Arija. "Nutrition Education Programs Aimed at African Mothers of Infant Children: A Systematic Review." International Journal of Environmental Research and Public Health 18, no. 14 (July 20, 2021): 7709. http://dx.doi.org/10.3390/ijerph18147709.

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Background: Child malnutrition is a major epidemiological problem in developing countries, especially in African countries. Nutrition education for mothers can alleviate this malnutrition in their young children. The objective of this study was to make a systematic review to assess the effect of intervention programs in nutrition education for African mothers on the nutritional status of their infants. Methods: A bibliographic search was carried out in the PubMed database for clinical trials between November 2012 and 2021. The studies should contain educational programs to evaluate the impact on the infant’s nutritional indicators in children under 5 years (food consumption, anthropometry and/or knowledge of nutrition in caretakers). Results: A total of 20 articles were selected, of which 53% evaluated infant’s food consumption, 82% anthropometric measurements and 30% nutritional knowledge. In general, nutritional education programs are accredited with some significant improvements in food and nutrient consumption, knowledge and dietary practices in complementary feeding, but only those studies that implemented strategies in agriculture, educational workshops and supplementation obtained reductions in chronic malnutrition figures. Limitations: There is high heterogeneity in the articles included, since the intervention programs have different approaches. Conclusions: Programs that implemented actions of national agriculture or nutritional supplementation reap the greatest benefits in curbing infant malnutrition.

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Khalid, Sayed Mohammad Naim. "How is nutrition linked to agriculture and education?" Turkish Journal of Agriculture - Food Science and Technology 4, no. 2 (February 19, 2016): 107. http://dx.doi.org/10.24925/turjaf.v4i2.107-112.508.

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Agricultural development is now expected to proceed in a way that maximizes opportunities to improve health and nutrition. Accordingly, the term “nutrition-education-agriculture linkages” describes the set of relationships that shows the mutual dependence of nutrition, education and agriculture. Changes in nutrition or education status are expected to affect agricultural production; conversely changes in the agricultural sector can have significant effects on individual health and nutritional status. Professionals in are trained in nutrition or agriculture, but very few will be trained in both. It is therefore difficult to begin discussions on nutrition-focused agricultural programs and policies. How do we begin to identify these linked outcomes? And how do we begin to think about ways to impact factors that are outside of our sector of expertise? This paper provides a simple framework for thinking critically about nutrition, education and agriculture linkages. The purpose is to help readers identify the linkages of greatest importance to their goals and to begin thinking about how to take steps toward integrating programs more effectively.

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Chang, Y. F., Y. C. Yu, and J. Tsai Lai. "The Impacts of Nutrition Education Programs on Cancer Survivors' Nutritional Status." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 173s. http://dx.doi.org/10.1200/jgo.18.53800.

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Background and context: Since 1982, cancer has been the leading cause of death in Taiwan, claiming more than 40,000 lives each year. This not only caused huge medical expenses, but also affected the quality of life of patients and their families. However, many cancer survivors and their caregivers do not fully understand lifestyle advice, including nutrition and dietary behaviors, to lower the progression of the disease. Due to cancer and painstaking treatment, cancer patients often suffer from inadequate calories intake and serious body weight (BW) loss, which is highly related to malnutrition or cancer cachexia. After they leave the hospital, they still need nutritional guidance; therefore, the importance of providing nutrition services in the community should be emphasized. Aim: To help cancer survivors achieve better nutritional status by teaching them how to have adequate calories intakes and maintain BW that they're supposed to have better quality of life. Strategy/Tactics: (1) Cancer survivors with nutritional needs were referred from 66 cooperative cancer resources centers of hospitals nationwide. (2) Dietitians assess their nutritional conditions and provide nutritional guidance. (3) Deliver free nutritional supplements to the cancer survivors who are financially disadvantaged or have dysphagia problems. Program/Policy process: The registered dietitians conducted nutritional education through nutrition counseling and guidance. For those who are financially disadvantaged or have dysphagia problems, the 24-hour dietary recall and PG-SGA scale were used to assess the survivors' nutritional status, including BW and calories intake, then free nutritional supplements according to their needs and a regular follow-up to collect their BW and nutritional information changes after our interventions were done. Outcomes: From 2016 to 2017, a total of 434 of cancer survivors who have financial difficulties or dysphagia problems accepted the free nutritional supplements and nutritional guidance services. 178 survivors completed follow-up and collected nutritional information. 40.4% of them are head and neck cancers, 38.2% are digestive system-related cancers that were in poor eating conditions. After our interventions, 70.2% of these survivors can maintain or increase their BW with average BW 57.9 ± 12.8 kg; and 77.0% can maintain or increase the calories intake, which average increased from 1798 ± 252.5 kcal/day to 1541.6 ± 347.9 kcal/day. What was learned: We can effectively help cancer survivors achieve adequate calories intakes and maintain BW to prevent the occurrence of malnutrition by providing the services of nutritional supplements and nutritional guidance.

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Horacek, Tanya M., Nancy M. Betts, and Joy Rutar. "Peer Nutrition Education Programs on College Campuses." Journal of Nutrition Education 28, no. 6 (November 1996): 353–57. http://dx.doi.org/10.1016/s0022-3182(96)70125-5.

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Latimer, L. L., and N. L. Canolty. "Multi-Media Computer Programs in Nutrition Education." Journal of the American Dietetic Association 97, no. 9 (September 1997): A110. http://dx.doi.org/10.1016/s0002-8223(97)00698-6.

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Sterne, B. C. "On food assistance programs and nutrition education." American Journal of Public Health 78, no. 1 (January 1988): 98. http://dx.doi.org/10.2105/ajph.78.1.98-a.

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Hertzler, Ann A. "Review of nutrition education programs for preschoolers." TOPICS IN CLINICAL NUTRITION 5, no. 4 (October 1990): 35–46. http://dx.doi.org/10.1097/00008486-199010000-00004.

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LaChausse, Robert G., and Emma Sandoval. "Differences in Health Education Competencies Among Obesity Prevention and Nutrition Education Professionals." Health Promotion Practice 21, no. 1 (August 3, 2018): 114–22. http://dx.doi.org/10.1177/1524839918786234.

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The study purpose was to examine perceived health education competencies among those responsible for planning, implementing, and evaluating health education programs. A total of 172 obesity prevention and nutrition education professionals in the United States completed a survey measuring their perceived competency to plan, implement, and evaluate nutrition education/obesity prevention education programs based on the National Commission for Health Education Credentialing health education competencies and their endorsement of various health education approaches. Using a series of multiple hierarchical regression models, we found that those trained in health education had greater perceived competency in assessing needs ( B = 1.19, t = 2.11, p = .03), planning health education programs ( B = 1.63, t = 2.96, p = .004), implementing health education programs ( B = 1.00, t = 2.22, p = .03), evaluating health education programs ( B = 4.85, t = 3.54, p = .001), and managing health education programs ( B = 1.70, t = 2.21, p = .03) than those trained in nutrition or dietetics. Additionally, those trained in health education were more likely to endorse the use of a skill-based approach to obesity prevention ( B = 0.25, t = 2.53, p = .01) and less likely to endorse teaching facts and information ( B = 0.24, t = 1.99, p = .05) than those trained in nutrition or dietetics. These results have implications for improving the effectiveness of health education and promotion programs and the professional preparation of health educators and dietitians alike.

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Eliot, Kathrin A., Mardell Wilson, Anthony P. Breitbach, and Maria Chushak-Polevska. "Incorporation of Interprofessional Education in Nutrition and Dietetics Education Programs." Topics in Clinical Nutrition 32, no. 3 (2017): 184–92. http://dx.doi.org/10.1097/tin.0000000000000106.

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Sims, Laura S., and jane voichick. "Our Perspective: Nutrition Education Enhances Food Assistance Programs." Journal of Nutrition Education 28, no. 2 (March 1996): 83–85. http://dx.doi.org/10.1016/s0022-3182(96)70032-8.

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Medeiros, Maria Angélica Tavares de, Ligia Amparo-Santos, and Semíramis Martins Álvares Domene. "Education of dietitian's in Brazil: Minimum clock hours of instruction for a bachelor's degree in nutrition." Revista de Nutrição 26, no. 5 (October 2013): 583–93. http://dx.doi.org/10.1590/s1415-52732013000500009.

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This essay aims to debate the minimum clock hours of instruction necessary for obtaining a bachelor's degree in nutrition considering the challenges to educate health professionals. Official documents on the minimum clock hours of instruction required by undergraduate nutrition programs were analyzed to investigate compliance with the curriculum guidelines for the area, the law that regulates the profession of dietitian, and the necessary education for the Sistema Único de Saúde (Unified Health Care System). Compared with other health programs, nutrition presented the smallest increase in the minimum clock hours of instruction required for the degree. The changes that occurred in the epidemiological, demographic, and nutritional profile of the population and scientific advances require specific nutrition actions. Since Sistema Único de Saúde focuses on comprehensiveness in the three levels of care, on humanization, and on health care, the theoretical and methodological concepts given in undergraduate programs need to be improved for the dietitians education to meet the Sistema Único de Saúde needs. Incorporation of the knowledge needed for working with food and nutritional phenomena, including its social and cultural dimensions, management of public policies, quantity cooking, and food and nutritional surveillance requires a higher minimum clock hours of instruction. In conclusion, dietitians need a minimum clock hours of instruction of 4,000 to acquire a proper education, integrate into the university life, and coordinate interdisciplinary experiences of the triad teaching/research/extension.

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Bundy, Donald. "School Health and Nutrition: Policy and Programs." Food and Nutrition Bulletin 26, no. 2_suppl2 (June 2005): S186—S192. http://dx.doi.org/10.1177/15648265050262s209.

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This paper argues that there is now reliable evidence that ill health and malnutrition affect education access, participation, completion, and achievement, and that school-based health and nutrition programs can provide a cost-effective and low-cost solution. International coordination around this issue has been helped by a consensus framework to “Focus Resources on Effective School Health (FRESH),” developed jointly by UNESCO, WHO, UNICEF, Education International, and the World Bank, and launched at the World Education Forum in Dakar in April 2000 as part of the global effort to achieve the goal of Education for All (EFA). The need for school health and nutrition programs as part of EFA actions is now recognized by both countries and development partners, and examples of successful practical sector programs that have gone to scale are presented for both low- and middle-income countries. This paper argues that, despite this progress, there are two key unresolved issues related to the targeting of nutrition interventions toward school-age children. The first concerns the role of food as an incentive for participation in education, and the second concerns the appropriate target age group for nutrition interventions. It is suggested that finding clear answers to these key policy questions in nutrition could profoundly influence the impact of future school health and nutrition programs.

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Fredericks, Lynn, Pamela A. Koch, Ao (Alicia) Liu, Leah Galitzdorfer, Alyssa Costa, and Jennifer Utter. "Experiential Features of Culinary Nutrition Education That Drive Behavior Change: Frameworks for Research and Practice." Health Promotion Practice 21, no. 3 (February 3, 2020): 331–35. http://dx.doi.org/10.1177/1524839919896787.

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Evidence of the benefits of culinary nutrition education is growing in the literature. Culinary nutrition education programs are naturally experiential, social, skills-based, and effective in improving nutrition-related beliefs, knowledge, and behaviors. In this article, we explore a set of motivational experiences in culinary nutrition education that have been identified as “drivers” of behavior change. These drivers emerged from 20 years of implementation and evaluation of hands-on cooking programs across the life span in more than 30 states within the United States. From these drivers, we developed a framework to guide both new and existing programs that can be best designed to motivate behavior change. These frameworks add value to the work of culinary nutrition educators and will inform and support future culinary nutrition education programs. In future research, health educators implementing skills-based health promotion programs in diverse settings can test the application of this framework to determine its relevance in broader areas.

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Pogozheva, Alla V., and Elena A. Smirnova. "Educational programs for the population in the field of the healthy nutrition is the basis for the prevention of non-communicable diseases." Hygiene and sanitation 99, no. 12 (January 25, 2021): 1426–30. http://dx.doi.org/10.47470/0016-9900-2020-99-12-1426-1430.

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Healthy nutrition is an essential component of a person’s quality of life, mental, physical, and social functioning. Russians’ diet is not enough vegetables and fruits, dairy products, excess sugar, salt, products containing animal fat, and TRANS fats. Violations of nutrition structure and nutritional status lead to the development of alimentary-dependent diseases (cardiovascular, oncological, diabetes, obesity, gout, osteoporosis, etc.) - the leading causes of death in the population. All this indicates a low level of knowledge of the people about the principles of healthy nutrition. 49.2% of Russians have almost no idea about the rules of healthy eating. It is imperative to eliminate the existing gap in the education of the population on healthy nutrition by introducing training programs. For this purpose, training (educational) programs on healthy food have been developed for target groups of the population (preschool and school-age children; adults of all ages, including pregnant and nursing women, people older than working age; people with an increased level of physical activity; working in difficult and harmful working conditions; living in territories with unique features in terms of the impact of environmental factors). On the basis Federal Research Centre of Nutrition, Biotechnology and Food Safety created scientific-methodical and educational centers on issues of healthy nutrition for the development of training (education) programs, Center for hygienic education of the population”, issued an Order from Rospotrebnadzor 24.03.2020, № 186 “On approval of the concept of creating a training (educational) programs on healthy nutrition”.

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Raviv, Ayala, and Ester Aflalo. "The Effect of Nutrition Educational Programs on the Composition of Home Prepared Children’s Breakfasts." Athens Journal of Education 9, no. 4 (October 12, 2022): 699–710. http://dx.doi.org/10.30958/aje.9-4-9.

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The study aimed to examine the effectiveness of two intervention programs in improving dietary habits in two groups of preschool and fifth-grade students. The programs were tailored to the target age group. The composition of each of the children’s breakfasts that were brought from home was recorded both before and after the intervention program. Every food item received a score according to its nutritional quality, and each meal was summed accordingly. T-tests were performed in order to determine the significance of differences between the nutritional quality of the children’s breakfast items before and after the intervention. It was found that the nutritional quality of all breakfast components and its overall health quality improved significantly in both age groups. The study’s results indicate that the intervention program is effective for a range of young ages. It is recommended to conduct such programs starting in preschools, and subsequently in schools. Keywords: nutrition educational program, health education, meal components

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Colley, Paige, Bronia Myer, Jamie Seabrook, and Jason Gilliland. "The Impact of Canadian School Food Programs on Children’s Nutrition and Health: A Systematic Review." Canadian Journal of Dietetic Practice and Research 80, no. 2 (June 1, 2019): 79–86. http://dx.doi.org/10.3148/cjdpr-2018-037.

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The quality of children’s diets has declined over the past few decades, giving rise to a variety of health-related consequences. In response to this trend, school food programs have become an increasingly effective method to support nutrition and lifelong healthy eating habits. This systematic review synthesizes current academic literature pertaining to school nutrition programs in Canada to identify existing interventions and their impacts on children’s nutritional knowledge, dietary behaviour, and food intake. The review was conducted through a search of the following databases: ERIC, Education Source, CINAHL, PubMed, SagePub, SCOPUS, EMBASE, and CBCA. Information extracted from the articles included the program objectives, intervention design and components, research evaluation, and primary outcomes. A total of 11 articles evaluating Canadian school nutrition programs were identified. The programs incorporated a variety of intervention components including policy, education, family and community involvement, and/or food provision. These multi-component interventions were positively associated with children’s development of nutrition knowledge, dietary behaviour changes, and intake of healthy foods; however, barriers associated with intervention duration, intensity, and availability of resources may have influenced the extent to which these programs impacted children’s diets and overall health.

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Langellotto, Gail A., and Abha Gupta. "Gardening Increases Vegetable Consumption in School-aged Children: A Meta-analytical Synthesis." HortTechnology 22, no. 4 (August 2012): 430–45. http://dx.doi.org/10.21273/horttech.22.4.430.

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Although a handful of published reports suggest that garden-based nutrition education programs are effective in increasing fruit and vegetable consumption, many of these studies have low statistical power because of small sample sizes and lack of long-term data. In this study, we used meta-analytical techniques to examine the efficacy of garden-based nutrition education programs for increasing children’s nutrition knowledge, preference for fruit and vegetables, and/or consumption of fruit and vegetables. We confined our analysis to peer-reviewed studies that examined programs that were delivered to children in the United States. We looked at the relative impacts of garden-based nutrition education programs, compared with experimental controls (i.e., no nutrition education) and nutrition education programs without a gardening component. We compared the results of our meta-analysis with those of a vote counting analysis to illustrate the importance of repeated studies and quantitative analysis. In our vote counting analysis, the majority of the outcomes were nonsignificant in the control and nutrition education groups, but positive and significant for the gardening group. Our quantitative analysis of the impacts of gardening education programs on children’s nutrition knowledge, preference for fruit and vegetables, and/or consumption of fruit and vegetables was limited by the small number of studies that reported the full suite of descriptive statistics needed to conduct a meta-analysis. Nonetheless, one striking and robust result emerged: gardening increased vegetable consumption in children, whereas the impacts of nutrition education programs were marginal or nonsignificant. We suggest two nonmutually exclusive hypotheses to explain our results: gardening increases access to vegetables and gardening decreases children’s reluctance to try new foods. Our results suggest that gardening should be an integral component of wellness programs and policies. A historical lack of funding has impeded both the broader adoption of school gardens and rigorous research on the social, behavioral, and academic impacts of gardening on children. Recently, however, there has been an increase in federal support for gardening and garden-based research projects—a trend that we hope will continue and grow.

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Devine, Amanda, Ruth Wallace, Johnny Lo, Margaret Miller, Ros Sambell, Leesa Costello, Karen Lombardi, and Samantha Veurink. "Online programs build confidence and improve healthy eating messages in Early Years services." Australasian Journal of Early Childhood 44, no. 2 (March 17, 2019): 139–52. http://dx.doi.org/10.1177/1836939119833244.

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Building on the success of the SNAC (Supporting Nutrition Australian Childcare) community, a comprehensive online programme SNAC Plus provided professional development (PD) and resources to embed nutrition curriculum and supportive food environments in Early Childhood Education and Care (ECEC) services. Process and impact evaluation were conducted to determine the effectiveness of this intervention programme. Participants were recruited from nine long-day-care (LDC) centres and the current SNAC membership list. Resource access was monitored using web analytics. Changes in nutrition knowledge, attitudes, behaviours and food environment were measured using baseline (comparator group, n=100) and post-intervention surveys (intervention group, n=80), contextualised through open-ended questions. The majority of comparator participants perceived nutritious food provision as important yet lacked confidence about estimating serve sizes. Adjusting for years of experience, the intervention significantly influenced educators’ confidence about servings of grains ( p=0.034), dairy ( p=0.015), low fat meat ( p=0.014) and food group servings estimation knowledge ( p<0.001). Intervention participants accessed credible websites and health professionals for nutrition knowledge; reported SNAC Plus positively influenced changes to food service and role-modelling; and knowledge, attitudes and behaviours improved at organisational and individual levels. SNAC Plus provides online nutrition curriculum resources that positively impacted knowledge, attitudes and behaviours of ECEC staff and influenced systematic changes in food environments. Practice and policy implementation that includes all systems within the early years setting will help initiate and maintain healthy food environments.

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Verdonschot, Angeliek, Emely de Vet, Jolien van Rossum, Anouk Mesch, Clare E. Collins, Tamara Bucher, and Annemien Haveman-Nies. "Education or Provision? A Comparison of Two School-Based Fruit and Vegetable Nutrition Education Programs in the Netherlands." Nutrients 12, no. 11 (October 26, 2020): 3280. http://dx.doi.org/10.3390/nu12113280.

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A healthy diet is important for optimal child growth and development. School-based opportunities to encourage children to achieve healthy eating behaviors should be explored. Nutrition education programs can provide school children with classroom-based nutrition education and access to fruits and vegetables (FV). However, the effectiveness of specific program components implemented separately has not yet been comprehensively evaluated. The current study examined effectiveness of individual components of two programs targeting primary school children (n = 1460, n = 37 schools) aged 7–12 years. Nutrition knowledge and FV consumption were measured using a student questionnaire, and presence of school food policies was measured in the teachers’ questionnaire. A quasi-experimental design with three arms compared: (1) schools that implemented both programs: FV provision + education (n = 15), (2) schools that implemented the FV provision program only (n = 12), (3) schools that did not implement either program (n = 10). Outcomes were assessed pre-intervention (T0), during the intervention (T1), and 6 months post-intervention (T2). Results indicated a significant increase in nutrition knowledge for children attending schools that had participated in both programs, compared to control schools (p < 0.01), but no significant increase in FV intake. In schools without food policies, FV provision alone contributed to an increase in child FV intake (p < 0.05).

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Kohm, Kevin, Nurgul Fitzgerald, and David Cohen. "Abstract #1132881: Nutrition Education in US Endocrinology Fellowship Programs." Endocrine Practice 28, no. 5 (May 2022): S55. http://dx.doi.org/10.1016/j.eprac.2022.03.141.

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Sullivan, Sandra Young. "Nutrition Education in Physician Assistant Programs: A National Survey." Journal of Physician Assistant Education 11, no. 1 (2000): 18–24. http://dx.doi.org/10.1097/01367895-200011010-00002.

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Porter, Kathleen J., Pamela A. Koch, and Isobel R. Contento. "Why and How Schools Make Nutrition Education Programs “Work”." Journal of School Health 88, no. 1 (December 10, 2017): 23–33. http://dx.doi.org/10.1111/josh.12577.

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Edwards, Patricia Klobus, Rebecca M. Mullis, and Barbara Clarke. "A comprehensive model for evaluating innovative nutrition education programs." Journal of Nutrition Education 18, no. 1 (February 1986): 10–15. http://dx.doi.org/10.1016/s0022-3182(86)80258-8.

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Dirige, Ofelia V., Allan C. Oglesby, Michael Peddecord, and Ann Prendergast. "Nutrition education in maternal and child health training programs." Journal of Nutrition Education 23, no. 4 (July 1991): 176–82. http://dx.doi.org/10.1016/s0022-3182(12)81195-2.

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Browne, Jennifer, Karen Adams, Petah Atkinson, Deborah Gleeson, and Rick Hayes. "Food and nutrition programs for Aboriginal and Torres Strait Islander Australians: an overview of systematic reviews." Australian Health Review 42, no. 6 (2018): 689. http://dx.doi.org/10.1071/ah17082.

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Objective To provide an overview of previous reviews of programs that aimed to improve nutritional status or diet-related health outcomes for Aboriginal and Torres Strait Islander peoples, in order to determine what programs are effective and why. Methods A systematic search of databases and relevant websites was undertaken to identify reviews of nutrition interventions for Aboriginal and Torres Strait Islander Australians. Pairs of reviewers undertook study selection and data extraction and performed quality assessment using a validated tool. Results Twelve papers reporting 11 reviews were identified. Two reviews were rated high quality, three were rated medium and six were rated low quality. The reviews demonstrated that a positive effect on nutrition and chronic disease indicators can be a result of: 1) incorporating nutrition and breastfeeding advice into maternal and child health care services; and 2) multifaceted community nutrition programs. The evidence suggests that the most important factor determining the success of Aboriginal and Torres Strait Islander food and nutrition programs is community involvement in (and, ideally, control of) program development and implementation. Conclusions Community-directed food and nutrition programs, especially those with multiple components that address the underlying causes of nutrition issues, can be effective in improving nutrition-related outcomes. What is known about the topic? More effective action is urgently required in order to reduce the unacceptable health inequalities between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians. Food insecurity and nutrition-related chronic conditions are responsible for a large proportion of the ill health experienced by Australia’s First Peoples. What does this paper add? This narrative overview of 11 reviews published between 2005 and 2015 provides a synthesis of the current evidence for improving Aboriginal and Torres Strait Islander nutrition across the lifespan. The findings suggest that community-based and community-controlled programs, especially those with multiple components that address the underlying causes of nutrition issues, have the greatest potential to improve nutrition-related health outcomes. What are the implications for practitioners? Food and nutrition programs that are initiated and designed by local Aboriginal and Torres Strait Islander people are most likely to be effective. Nutrition and breastfeeding education and advice should be consistently incorporated into maternal and child healthcare services. Nutrition issues should be addressed through multifaceted approaches that address improving individual knowledge and skills, as well as strategies that increase access to nutritious food and provide a healthy food environment.

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Sutanto, Luciana, Widjaja Lukito, and Ray Wagiu Basrowi. "Nutrition Interventions for Healthy Ageing in Indonesia." Amerta Nutrition 4, no. 1SP (February 5, 2021): 1. http://dx.doi.org/10.20473/amnt.v4i1sp.2020.1-5.

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Background: Including Indonesia, the elderly population worldwide is on the rise. This situation is closely related to the increase in the incidence and prevalence of non-communicable diseases. Eating behavior is related to the risk of non- communicable the risk of NCDs in the elderly. Therefore, nutrition intervention should be carried out from old age.Objectives: The purpose of this study is to review potential nutritional interventions to prepare for a healthy ageing process in an Indonesian context.Discusion: This review uses social cognition theory to emphasize the importance of nutrition education, the development of nutritional products with biologically active compounds, and practical guidelines that influence individual dietary behavior. Nutritional interventions should take into account Indonesia’s existing food-based balanced nutrition diet guidelines and the dietary patterns of adults and the elderly. Indonesia has a large population, ethnic and cultural diversity, which together affect people’s daily consumption of various foods.Conclusions: Customized nutrition education programs and the development of functional foods are appropriate interventions that can be implemented in Indonesia.

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Elbon, S. M., M. A. Johnson, and J. G. Fischer. "Nutrition for older adults' health: A web-basedresource of nutrition education materials for elderly nutrition programs." Journal of the American Dietetic Association 101, no. 9 (September 2001): A—80. http://dx.doi.org/10.1016/s0002-8223(01)80270-4.

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Musaiger, Aboulrahman O. "Evaluation of a Nutrition Education Program in Oman: A Case Study." International Quarterly of Community Health Education 17, no. 1 (April 1997): 57–64. http://dx.doi.org/10.2190/uf68-8cth-qtq2-mxwn.

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The aim of this article is to evaluate the nutrition education program for women in Oman. The multisectorial program used various methods of education especially television spots, radio programs, booklets, and posters. A sample of 1024 mothers aged fifteen to fifty years were selected from all geographical regions of Oman, and asked about radio listening and television watching behavior as well as their understanding of nutrition messages. The findings revealed that ownership of televisions was higher than radios (95% and 85%, respectively). Of mothers, 61 percent watched the health and nutrition program on television compared to 41 percent who listened to these programs on radio. Three posters were tested for their understanding by mothers. The percentage of mothers who gave the right explanation of the message in these posters ranged from 28 percent to 70 percent. Although many mothers were exposed to the nutrition education messages, it is difficult to say that the mothers changed their nutrition behavior. Mothers (or target group) should be involved in planning the educational materials and these materials should be pretested. The role of television as the most important educational tool is discussed. Suggestions to improve nutrition education programs in Oman are given.

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Clark, Kristine Larson. "Working with College Athletes, Coaches, and Trainers at a Major University." International Journal of Sport Nutrition 4, no. 2 (June 1994): 135–41. http://dx.doi.org/10.1123/ijsn.4.2.135.

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Athletic departments in colleges and universities are beginning to recognize the role a sports nutrition professional plays in providing both clinical nutrition services to athletes and nutrition education programs to teams, coaches, and trainers. Traditionally, sports nutritionists have been viewed as capable of counseling athletes toward improved nutrition behaviors for improved performance outcomes. More globally, a sports nutritionist at a major university can develop and implement nutrition education programs for athletes that can be implemented in alternative situations to effect the greater student body. Menu changes in dining facilities, expanded dining hours, and campus workshops on eating disorders, weight gain, or weight loss are examples of programs created by a university sports nutritionist.

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Khandelwal, Stutee, Sarah E. Zemore, and Anke Hemmerling. "Nutrition Education in Internal Medicine Residency Programs and Predictors of Residents’ Dietary Counseling Practices." Journal of Medical Education and Curricular Development 5 (January 1, 2018): 238212051876336. http://dx.doi.org/10.1177/2382120518763360.

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Background: Although physicians are expected to provide dietary counseling for patients with cardiovascular (CV) risk factors such as hypertension, hyperlipidemia, diabetes, and obesity, nutrition education in graduate medical education remains limited. Few studies have recently examined nutrition education and dietary counseling practices in Internal Medicine (IM) residency training. Objectives: To conduct a contemporary assessment of outpatient nutrition education in IM residency programs in the United States, identify predictors of residents’ dietary counseling practices for CV risk factors, and identify barriers for educators in providing nutrition education and barriers for residents in counseling patients. Design: Cross-sectional anonymous surveys were completed by IM program directors (PDs) and residents throughout the United States. Linear regression was used to examine the association between the amount of nutrition education received and the number of instruction methods used by the residents and frequency of residents’ dietary counseling for patients with CV risk factors. Key Results: A total of 40 educators (PDs and ambulatory/primary care PDs) and 133 residents across the United States responded to the survey. About 61% of residents reported having very little or no training in nutrition. Nutrition education in residency, both the amount of education (β = 0.20, P = .05) and the number of instruction methods used (β = 0.26, P = .02), predicted frequency of residents’ dietary counseling practices independent of nutrition education in medical school, which was also significantly associated with counseling (β = 0.20, P = .03). Residents’ total fruit and vegetable intake likewise predicted frequency of counseling (β = 0.24, P < .001). Low perceived faculty expertise was a major barrier for educators and was associated with lower level of provided nutrition education ( r = −.33, P = .04). Low resident and low perceived clinic preceptors’ interests in nutrition were also associated with lower frequency of residents’ dietary counseling ( r = −.19, P = .04; r = −.18, P = .05). Conclusions: The provision of nutrition education in IM residency programs and IM residents’ dietary counseling for patients need to be systematically assessed nationally. This study’s preliminary findings suggest that multimodal nutrition education in IM residency and better resident dietary habits are associated with higher frequency of dietary counseling for patients. Lack of faculty expertise and low faculty and resident interests in patient counseling need to be addressed perhaps by mandating nutrition education in graduate and continuing medical education.

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Olivares, Sonia, Isabel Zacarías, Margarita Andrade, Juliana Kain, Lydia Lera, Fernando Vio, and Cecilio Morón. "Nutrition Education in Chilean Primary Schools." Food and Nutrition Bulletin 26, no. 2_suppl2 (June 2005): S179—S185. http://dx.doi.org/10.1177/15648265050262s208.

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The purpose of this study was to incorporate nutrition education in Chilean primary schools. The baseline information included nutritional status, food consumption and physical activity of 1,701 children from 3rd to 7th grade in ten urban and rural schools. Main results showed a high prevalence of obesity (15.4%) and overweight (19.6%), low consumption of vegetables, fruits, and dairy products, high intake of snacks and a low level of physical activity, especially in girls. Because the Ministry of Education does not allow the incorporation of new programs into the curriculum, the educational strategy was based on the development of a text book, a teacher's guide, five practical guides for students from third to eighth grade and a CD-Rom. These materials were validated by 36 teachers in six schools through an educational intervention. Teachers and students considered the educational materials useful, motivational and easy to understand. This program is being implemented in 57 schools.

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Claro, Maísa de Lima, Artemízia Francisca de Sousa, Roseanne de Sousa Nobre, and Luísa Helena de Oliveira Lima. "Child development as an intermediate element of food and nutrition in public policies." Revista Brasileira de Saúde Materno Infantil 22, no. 3 (July 2022): 715–20. http://dx.doi.org/10.1590/1806-9304202200030016.

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Abstract Objectives: to carry out a reflection in relation between food and nutrition along with child development. Methods: a bibliographic survey of Brazilian public policies on food and nutrition, followed by a descriptive-reflexive analysis about its nuances facing child development. Results: food and nutritional policies, although they do not bring the theme as the central axis of their actions, contemplating as an intermediate element dealing with the promotion of adequate and healthy food for the Brazilian population and the control and prevention of nutritional deficiencies, through food and nutritional education actions, national supplementation programs, addressed to the maternal and child population and the mandatory fortification of food. Conclusions: despite the emphasis on food and nutritional programs, it is imperative to draw attention to the necessary integration along with other areas related to child development promoting them entirety.

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Diddana, Tona Zema, Gezahegn Nigusse Kelkay, Amanuel Nana Dola, and Abinet Arega Sadore. "Effect of Nutrition Education Based on Health Belief Model on Nutritional Knowledge and Dietary Practice of Pregnant Women in Dessie Town, Northeast Ethiopia: A Cluster Randomized Control Trial." Journal of Nutrition and Metabolism 2018 (June 21, 2018): 1–10. http://dx.doi.org/10.1155/2018/6731815.

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Background. In Ethiopia, poor dietary practice among pregnant women ranges from 39.3 to 66.1%. Limited nutritional knowledge and wrong perception towards dietary behaviours were underlying factors. Hence, this study was aimed to determine the effect of nutrition education based on Health Belief Model on nutritional knowledge and dietary practice of pregnant women in Dissie town, northeast Ethiopia, 2017 GC. Methods. Community-based cluster randomized control trial was employed. A total of 138 pregnant women participated. Nutrition education was given using Health Belief Model (HBM) theory and general nutrition education for intervention and control group, respectively. The baseline and endline nutrition knowledge and dietary practice was assessed using knowledge and dietary practice questions. HBM construct was assessed using five-point likert scale. Data were analyzed using SPSS version 20. Student’s t-tests and chi-square tests were used. At 95% confidence level, P<0.05 was considered statistically significant. Result. The mean pre- and postintervention nutritional knowledge was 6.9 and 13.4, and good dietary practice was 56.5% and 84.1% in intervention group, respectively. The increase in mean nutritional knowledge was statistically significant (P<0.001). In control group, the pre- and postintervention mean nutritional knowledge was 7.4 and 9.8, and good dietary practice was 60.9% and 72.5%, respectively. There was significant difference (P<0.05) in mean nutritional knowledge and proportion of good dietary practices between two groups at endline, but the difference was not significant (P>0.05) at baseline. There was significant (P<0.001) improvement in the scores of HBM constructs in intervention group. Conclusion and Recommendations. Providing nutrition education based on Health Belief Model improves nutritional knowledge and dietary practices of pregnant women. Hence, governmental, nongovernmental organization, health extension workers, and other health-care provider should include Health Belief Model construct into existing nutrition education programs. Moreover, government should incorporate HBM theory into national nutrition education guidelines.

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Lambert, Victoria, Aaron Carbuhn, Amy Culp, Jennifer Ketterly, Becci Twombley, and Dana White. "Interassociation Consensus Statement on Sports Nutrition Models for the Provision of Nutrition Services From Registered Dietitian Nutritionists in Collegiate Athletics." Journal of Athletic Training 57, no. 8 (August 1, 2022): 717–32. http://dx.doi.org/10.4085/1062-6050-0157.22.

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Collegiate athletic programs are increasingly adding nutrition services to interdisciplinary sports medicine and sports performance departments in response to scientific evidence highlighting nutrition's integral role in supporting athletic performance and overall health. Registered Dietitian Nutritionists (RDNs) specializing in sports dietetics (ie, sports RDNs) and credentialed Board-certified Specialists in Sports Dietetics (CSSDs) are the preferred nutrition service providers for these programs. Their extensive training and proficiency in medical nutrition therapy, education and behavioral counseling, food-service management, exercise physiology, physical performance, and administration, as defined by the “Standards of Practice and “Standards of Professional Performance” for Registered Dietitian Nutritionists in Sports Nutrition and Human Performance,” make these practitioners uniquely qualified to deliver the breadth of care required in the collegiate setting. Therefore, this document, guided by a multidisciplinary panel, introduces 4 sports nutrition models through which any collegiate athletic program can deliver sports RDN-directed nutrition services. In each model, the most effective staffing and scope of service are indicated and reviewed. In addition, recommended organizational structures for sports RDNs are provided that best support the delivery of the model's nutrition services in a variety of collegiate athletic programs and organizational settings. Lastly, future research initiatives and nutrition interventions to help improve the standard of care through these sport nutrition models are explored.

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Novikova, Irina Igorevna, Sergey Pavlovich Romanenko, Maria Aleksandrovna Lobkis, Stepan Mikhailovich Gavrish, Maria Viacheslavovna Semenikhina, Alexandra Vasilievna Sorokina, and Irina Gennadyevna Shevkun. "Assessment of risk factors for overweight and obesity in schoolchildren for the development of effective prevention programs." Science for Education Today 12, no. 3 (June 30, 2022): 132–48. http://dx.doi.org/10.15293/2658-6762.2203.07.

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Introduction. This article presents the results of a large-scale research on monitoring the nutrition of students in educational institutions. Nutrition is one of the leading factors determining the health and harmony in the processes of growth and development of the child population. One of the most common consequences of unhealthy eating behavior is overweight and obesity. The study and early detection of risk factors is necessary for the prevention of overweight and obesity, which are an acute problem of modern science and education. The purpose of the study is to assess risk factors for overweight and obesity in schoolchildren in order to develop effective programs for the prevention of childhood obesity and nutritional diseases. Materials and Methods. The research data were collected and processed via the following methods: a questionnaire, analytical and statistical methods using parametric and non-parametric methods of statistics and t-test (in the case of normal distribution of data) and Fisher (U). Differences were considered statistically significant at p<0.05. The STATISTICA-10.0 package and Microsoft Excel were used. Results. As part of the global monitoring of schoolchildren’s nutrition (the survey covered 43.9 thousand schoolchildren from 49 regions of the Russian Federation), the following key risk factors for nutrition-related health disorders in schoolchildren were identified: a violation of the structure of nutrition, unhealthy eating behavior and eating habits, violations in the organization of nutrition in educational institutions and at home. Statistically significant correlation coefficients were found between indicators of normal body weight and family income, between overweight and unhealthy eating habits, and eating behavior, the prevalence of diseases of the digestive system. Forecast indicators of a decrease in the prevalence of obesity with a decrease in the proportion of children with unhealthy eating habits have been established. Conclusions. The results of the study characterize the key risk factors for the development of overweight and obesity in children associated with nutrition. In the future, the results obtained can be used to predict the effectiveness of implemented preventive measures at the level of individual educational institutions and territories of the Russian Federation.

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Davis, G., E. L. Serrano, M. McFerren, J. Fournellier, R. Baral, K. F. Badirwang, S. Baker, et al. "Cost-Effectiveness of Nutrition Education Programs for Limited-Resource Youth." Journal of Nutrition Education and Behavior 44, no. 4 (July 2012): S91—S92. http://dx.doi.org/10.1016/j.jneb.2012.03.234.

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Davis, George, E. L. Serrano, M. McFerren, J. Fournellier, R. Baral, and K. F. Badirwang. "Cost Effectiveness of Nutrition Education Programs for Limited Resource Youth." Journal of Nutrition Education and Behavior 45, no. 4 (July 2013): S93. http://dx.doi.org/10.1016/j.jneb.2013.04.273.

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Singh, Harminder, and Donald R. Duerksen. "Survey of Clinical Nutrition Practices of Canadian Gastroenterologists." Canadian Journal of Gastroenterology 20, no. 8 (2006): 527–30. http://dx.doi.org/10.1155/2006/835462.

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OBJECTIVE: Nutrition education is a required part of gastrointestinal training programs. The involvement of gastroenterologists in clinical nutrition once their training has been completed is unknown. The aim of the present study was to determine the practice pattern of gastroenterologists in clinical nutrition and their perceived adequacy of nutrition training during their gastroenterology (GI) fellowship.METHODS: The Canadian Association of Gastroenterology mailed a survey to all of its 463 Canadian clinician members and 88 trainee members. Components of the survey included knowledge of nutritional assessment and total parenteral nutrition, involvement in a nutrition support service, physician involvement in nutritional assessment and nutrition support teams, obesity management, insertion of gastrostomy (G) tubes and management of tube-related complications, and adequacy of training in clinical nutrition.RESULTS: Sixty per cent (n=279) of the Canadian Association of Gastroenterology clinicians and 38% (n=33) of the fellows responded. Of the clinicians, 80% were practicing adult gastroenterologists with the following demographics: those practicing full time in academic centres (42%), community practice (45%), completed training in the last 10 years (32%) and those that completed training in the United States (14%). Although only 6% had a primary focus of nutrition in their GI practices, 65% were involved in nutrition support (including total parenteral nutrition), 74% placed G tubes and 68% managed at least one of the major complications of G tube insertion. Respondents felt a gastroenterologist should be the physician’s consultant on nutrition support services (89%). Areas of potential inadequate training included nutritional assessment, indications for nutrition support, management of obesity and management of G tube-related complications. The majority of clinicians (67%) and trainees (73%) felt that nutrition training in their GI fellowship was underemphasized.CONCLUSIONS: The majority of Canadian gastroenterologists are involved in nutrition support. However, this survey demonstrated that nutritional training is underemphasized in most training programs. It is important for GI fellowship programs to develop standardized nutrition training that prepares trainees for their practice.

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Russell, Rebecca D., Lucinda J. Black, and Andrea Begley. "Nutrition Education Programs for Adults with Neurological Diseases Are Lacking: A Scoping Review." Nutrients 14, no. 8 (April 10, 2022): 1577. http://dx.doi.org/10.3390/nu14081577.

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The nutrition recommendation for most common neurological diseases is to follow national dietary guidelines. This is to mitigate malnutrition, reduce the risk of diet-related diseases, and to help manage some common symptoms, including constipation. Nutrition education programs can support people in adhering to guidelines; hence the aim of this scoping review was to explore what programs have been implemented for adults with neurological diseases. We conducted this review according to a published a priori protocol. From 2555 articles screened, 13 were included (dementia n = 6; multiple sclerosis n = 4; stroke survivors n = 2; Parkinson’s n = 1). There were no programs for epilepsy, Huntington’s, and motor neurone disease. Program duration and number of sessions varied widely; however, weekly delivery was most common. Just over half were delivered by dietitians. Most did not report using a behavior change theory. Commonly used behavior change techniques were instruction on how to perform a behavior, credible source, and behavioral practice/rehearsal. Evidence of nutrition education programs for adults with neurological diseases is lacking. Of those that are published, many do not meet best practice principles for nutrition education regarding delivery, educator characteristics, and evaluation. More programs aligning with best practice principles are needed to assess characteristics that lead to behavior change.

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Khandelwal, Shweta, Tanusree Paul, and Lawrence Haddad. "Postgraduate Nutrition Education in India." World Nutrition 8, no. 2 (December 8, 2017): 264. http://dx.doi.org/10.26596/wn.201782264-283.

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Background: Capacity building in nutrition has been viewed as an important strategy in accelerating undernutrition reduction in low and middle income countries. This paper investigates whether current nutrition programmes in India are aligned well enough to tackle the nutrition needs of the community. Objective: Nutrition curricula of postgraduate modules in India are analyzed to examine whether the current nutrition programs are in accord with the three pillars of nutrition (nutrition specific, nutrition sensitive and nutrition enabling environments). Methods: Combination of internet search, email and telephonic enquiries were used to collect the names of universities offering master’s degree in nutrition in India. The variables quantified include types of modules taught with respect to three nutrition pillars (nutrition specific, sensitive and enabling environment), quality of teaching materials, and reading lists and institutional attributes. Descriptive and bivariate analyses were used to accomplish the objectives of the study. Results: 116 universities in India offered 146 masters’ programmes in nutrition. Each program’s modules were listed (duplicates removed). Of these 680 modules, about two thirds were nutrition specific, 5% were underlying / basic and merely one tenth focused on public health nutrition. Further analysis of reading list available for 186 modules, suggests that of the total 2235 reading lists, only 4.2% were published in journals and 9.2% were recent publications. Conclusions: Nutrition curricula in Indian universities are dated, skewed towards the immediate determinants and over reliant on books. There is an urgent need to update and align readings to current thinking on how best to accelerate undernutrition.

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Frank, Gail C., Allene Vaden, and Josephine Martin. "School Health Promotion: Child Nutrition Programs." Journal of School Health 57, no. 10 (December 1987): 451–60. http://dx.doi.org/10.1111/j.1746-1561.1987.tb03193.x.

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Migang, Yena Wineini, Maria Julin Rarome, Marselinus Heriteluna, and M. Dawam. "Intervention of Specific Nutrition and Sensitive Nutrition with Nutritional Status of Under Two-Year Infants in Family Planning Village as Efforts to Face the Demographic Bonus." Jurnal Kesehatan Masyarakat 16, no. 1 (July 27, 2020): 101–10. http://dx.doi.org/10.15294/kemas.v16i1.23172.

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KB Village, through the family development program for children under five years (ttoddler) participated involved interventions of sensitive nutrition and specific nutrition. The purpose of this study is to see the role of the KB village in preventing stunting in toddlers (children under five years) and to find the dominant factors that influence it. The research design is cross sectional with 85 samples of under two-year infants (baduta), the mothers, 5 of KB Villages in Palangka Raya and 2 of KB Villages in East Barito Regency (Bartim). The study is conducted from June to October 2018. Statistical analysis using chi square (α = 5%) with the results of the test ρ 0.02 <α 0.05 that there is a relationship of intervention programs of sensitive nutrition and specific nutrition with the nutritional status of children under five years (toddler). The dominant factor in the nutritional status of under two-year infants (baduta) is exclusive breastfeeding with a value of ρ 0.012 <0.05, RR = 6.702 (95% CI 1.518-29.579), mother’s education ρ 0.001 <0.05, RR 5.281 (95% CI 1.970-14.158). There is a need for family development programs for children under five years and adolescence in implementing intervention programs of sensitive nutrition and specific nutrition, collaborating with the community, managing records and reporting based on success indicators, partnering with policy holders and community empowerment.

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Glanz, Karen, Glorian Sorensen, and Anna Farmer. "The Health Impact of Worksite Nutrition and Cholesterol Intervention Programs." American Journal of Health Promotion 10, no. 6 (July 1996): 453–70. http://dx.doi.org/10.4278/0890-1171-10.6.453.

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Purpose. To summarize and provide a critical review of worksite health promotion program evaluations published between 1980 and 1995 that address nutrition and hypercholesterolemia. The article discusses and critiques both intervention methods and research methodologies to identify the most effective strategies. Methods. Core articles are 26 original, data-based studies that report on measures of health status, behavior, attitudes, and knowledge as outcomes of worksite nutrition and cholesterol interventions. Only work published since 1980 that clearly describes nutrition or cholesterol interventions and that includes identifiable nutrition-related outcomes is reviewed. The main search method was the same one used for this special issue; supplementary sources included those found in earlier reviews or identified through backward searches or expert contact. Summary of Important Findings. Ten worksite nutrition education programs were reviewed and were categorized as group education, group education plus individual counseling/instruction, cafeteria-based programs, and group education plus cafeteria-based programs. Four of these were randomized studies, and one used the worksite as the unit of randomization and analysis. Sixteen worksite cholesterol programs were reviewed, in five categories: monitoring; individual counseling; group sessions or classes; mediated methods using print, audiovisual, telephone, and self-help kits; and combination approaches. Of these, eight were randomized controlled trials; most tested interventions for persons with elevated cholesterol levels, although four studies reported cholesterol education programs for the general employee population. Six large controlled trials of worksite nutrition and cholesterol interventions in progress are also described. Major Conclusions. The conclusions that can be drawn from this review are limited by the study designs used, which often lacked control groups, used nonrandomized designs, or relied on self-selected high-risk or volunteer participants. Our rating for the quality of the evidence in the literature as a whole lies between suggestive and indicative. It is clear that worksite nutrition and cholesterol programs are feasible and that participants benefit in the short-term. Conclusive evidence about a causal relationship between worksite nutrition and cholesterol programs and improved behavior or health is not yet available, although studies currently underway hold promise for providing more solid evidence about the potential efficacy of these interventions.

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Mitchell, Holly, Catherine Lucas, Karen Charlton, and Anne McMahon. "Models of nutrition-focused continuing education programs for nurses: a systematic review of the evidence." Australian Journal of Primary Health 24, no. 2 (2018): 101. http://dx.doi.org/10.1071/py17088.

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Nurses are well-positioned to provide basic nutrition education and reinforce nutrition messages to patients in hospital and primary care settings. Despite this, nurses may not receive adequate training to provide this service, and there is limited opportunity for nurses to engage in nutrition-focused continuing education (CE). The aim of this review was to determine whether nurse nutrition education results in improved knowledge and practices; and explore which models of CE for nutrition may be most acceptable and effective in practice. Web of Science and Scopus were searched for case-series studies published between 2000 and 2016 that investigated changes in nutrition knowledge of nurses and midwives. Only studies that could transcend to nurses providing patient nutrition education were included. Twelve articles met the eligibility criteria. Articles are explored in terms of mode of delivery, duration of intervention and educational strategies employed. Nutrition CE programs that are delivered face-to-face or by self-directed learning manuals, which utilise active learning strategies, are positively associated with improvements in nutrition knowledge. Web-based CE and self-directed learning may be favourable modes of delivery as they may assist in addressing resource and time contraints.

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Perikkou, Anastasia, Eleni Kokkinou, Demosthenes B. Panagiotakos, and Mary Yannakoulia. "Teachers’ Readiness to Implement Nutrition Education Programs: Beliefs, Attitudes, and Barriers." Journal of Research in Childhood Education 29, no. 2 (April 2015): 202–11. http://dx.doi.org/10.1080/02568543.2015.1009202.

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Monroe-Lord, Lillie, Hasti Ardekani, and Ana Vasquez. "SNAP-Ed Intervention to Improve the Nutritional Behavioral Habits in Preschoolers in Washington D.C." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 721. http://dx.doi.org/10.1093/cdn/nzaa051_018.

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Abstract Objectives The Supplemental Nutrition Assistance Program Education (SNAP-Ed) offers complementary education programs to improve public health through improving nutritional behavioral habits in preschoolers in Washington D.C. This study examines the influence of the SNAP-Ed program on changing a set of positive nutritional behaviors in preschoolers to encourage healthier eating habits. These nutritional behavioral changes include recognizing, choosing, and consuming nutritious and healthy foods. Methods The SNAP-Ed program implemented nutritional education in 37 preschools, schools, and community centers located in Washington D.C for Fiscal Year 2019. During the program, the nutritional behavior of 1679 children aged 2 to 5 years old was examined before and after educational interventions. Interventions focused on the types and the related benefits of different groups of foods including fruits, vegetables, dairy, and whole grains. Designed questionnaires were filled out by 130 teachers based on their observations of the children's nutritional behavioral habits. Teachers were asked if children had an increase in the amount of food consumption from different groups. Children were also observed for an increase in independently choosing healthier foods. Results The SNAP-Ed program observed a positive change in all questions in comparison to the beginning of the program. According to the questionnaires, there were 75%, 75%, 78%, and 75% increases in the amount of fruits, vegetables, dairy, and whole grains preschoolers consumed, respectively. After the educational interventions, 78% of preschoolers showcased healthy food choices, 76% of them selected fruits and vegetables in the cafeteria and 75% of them brought fruits and vegetables as a healthy snack. Conclusions SNAP-Ed nutrition education positively changed preschoolers’ nutritional knowledge and established healthier eating habits. Further research, done in multiple states, is essential to enhance the knowledge of preschoolers nationwide. More research can also be done to examine how effective nutritional education was between SNAP eligible and non-eligible preschoolers. Funding Sources Congress, through the Nutrition Education and Obesity Prevention Grant Program in the Healthy, Hunger-Free Kids Act of 2010.

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Clark, Nancy. "Nutrition Support Programs for Young Adult Athletes." International Journal of Sport Nutrition 8, no. 4 (December 1998): 416–25. http://dx.doi.org/10.1123/ijsn.8.4.416.

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After graduating from college and entering the work force, young adult athletes often struggle with the task of fueling themselves optimally for top performance and weight control. The stresses and time constraints of work, family, and social responsibilities often result in eating fast foods on the run. These young adults can benefit from nutrition education programs at the worksite, at health clubs, in the community, and via the media. Dietitians who specialize in sport nutrition have particular appeal to these athletes, who are struggling to eat well, exercise well, and stay lean yet put little time or effort into their food program. This article includes two case studies of young adults and the dietary recommendations that taught them how to make wise food choices, fuel themselves well for high energy, and control their weight.

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Branscum, Paul, and Gail Kaye. "Process Evaluations for a Multisite Nutrition Education Program." Californian Journal of Health Promotion 10, SI-Obesity (August 1, 2012): 34–39. http://dx.doi.org/10.32398/cjhp.v10isi-obesity.1469.

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Process evaluations are an often-overlooked component of evaluating health promotion interventions, but can be essential for interpreting program outcomes. The purpose of this study was to report the results of two types of process evaluations conducted for Food Fit, a nutrition education program implemented to 58 3rd through 5th grade children (67% Caucasian) in 5 YMCA after school programs. To evaluate program fidelity, a trained observer watched each lesson and recorded program adherence using a standardized checklist, outlining essential components of the intervention. Attendance was recorded by asking each child to complete a small task before and after each lesson. Results showed that program adherence was perfect in most cases and attendance rates varied, but were generally high. Attendance rates were not associated with improvement in nutrition behaviors. Implications and recommendations for future use of process evaluations are discussed.

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