Journal of Nutrition Education and Behavior最新文献

Objective: To describe children's experiences with the sensory characteristics of reformulated cereal products delivered by the School Breakfast Program (SBP) in Mexico following the implementation of package warning labeling regulations.

Methods: We conducted a basic descriptive qualitative study involving focus groups of 40 SBP beneficiary children from rural schools recruited through convenience sampling. The data were transcribed verbatim and analyzed using qualitative content analysis.

Results: Children presented positive experiences regarding the visual (eg, animal shapes), textural (eg, nonsticky texture), and taste (eg, peanut and amaranth combination) characteristics of reformulated SBP products. As the SBP products had no labels or warning legends, they were considered nutritious and healthy.

Conclusions and implications: The results provide preliminary evidence that children accept food products reformulated to be healthier without warning labels or legends. Understanding children's sensory experiences is crucial for identifying gaps and opportunities to ensure SBP operations.

Objective: (1) To examine pediatric residents' knowledge, practices, and confidence in the management of infant formula; and (2) to assess whether a targeted educational intervention improves knowledge, practices, and confidence in infant formula management using a posteducation survey.

Methods: A pilot educational intervention study was conducted using preeducation and posteducation questionnaires. Differences in means between variables were evaluated using Student's t tests, and differences in medians were evaluated using Mann-Whitney tests.

Results: A total of 17 and 18 residents completed surveys before and after educational intervention, respectively. Resident knowledge significantly improved after the education (P = 0.002). Residents' lack of confidence improved in all categories, including infant formula preparation and safety guidelines (P < 0.001).

Conclusions and implications: This pilot study suggests that pediatric residents may have knowledge gaps regarding infant formula and lack confidence in its management. Nutrition education shows promise for improving knowledge and confidence, although it needs to be replicated with a larger sample size and a more rigorous research design.

Objective: To evaluate students' perceptions of school lunches served when they were offered free of charge to all students.

Design: Cross-sectional qualitative study using focus groups.

Setting: California students interviewed virtually.

Participants: Middle school (n = 36) and high school (n = 31) students from a racially and economically diverse sample.

Main outcome measure: Students' perceptions of school lunch.

Analysis: Thematic analysis using immersion-crystallization methodology.

Results: Students desire fresh and healthy school lunches. Students defined fresh as food prepared on-site, from scratch, and not prepackaged or frozen, and healthy as food that contains fruits and vegetables. Many students perceived the main entrees to be the least healthy and fresh part of school lunch and fruits and vegetables to be the most healthy and fresh; however, some students reported the fruits and vegetables were not always fresh or palatable.

Conclusions and implications: Students value fresh and healthy free school lunches, but they have somewhat limited definitions of what constitutes healthy. Schools can better meet student preferences for fresh and healthy foods to ensure that meals served free of charge are nourishing and palatable to all students while improving nutrition education such that students understand the components of a healthy meal.

Objective: To describe the development and testing of an electronic HEalthy EnviROnments study mobile application (app) with parents of preschoolers using a user-centered design approach.

Design: An iterative, multiphase approach comprising formative research, intervention mapping, app development and testing, and pilot testing.

Setting: Online.

Participants: Families with limited resources who have a preschooler enrolled in Head Start in the 2 states.

Intervention: Twelve-week digital intervention embedded within the social ecological model and employing the ecocultural family theory and Social Cognitive Theory.

Main outcome measures: Formative research provided insights into parents' use of digital devices and potential intervention features. The findings will inform intervention mapping and wireframe (app schematic) testing to examine the app's functionality, usability, and user experience. A pilot study (n = 30) will be conducted to assess the feasibility, acceptability, and usability of the electronic HEalthy EnviROnments study mobile app, along with theoretical mediators, as well as behavioral and implementation outcomes.

Analysis: The results will be interpreted iteratively to inform subsequent study phases. Quantitative and qualitative analyses will be used to assess the feasibility of a digital parent intervention to enhance parents' feeding and activity parenting practices and mindful parenting, with the long-term goal of improving preschoolers' eating and activity behaviors in their home environment.

Objective: To characterize the nutrition education landscape among Gus Schumacher Nutrition Incentive Program (GusNIP) projects to inform future evaluations of GusNIP.

Methods: Nutrition education activities provided by GusNIP-affiliated project sites were collected through annual data reports submitted via a secure web portal. A descriptive analysis was used to calculate frequencies and percentages for all variables (e.g., project site, nutrition education activities) to explore and compare nutrition education provided by GusNIP projects and sites (n = 93).

Results: Gus Schumacher Nutrition Incentive Program projects employed diverse nutrition education opportunities, including various venues, unique partnerships, and educational strategies, which differed across project and site types.

Conclusions and implications: This paper characterizes the frequency and intensity of nutrition education offered within GusNIP and is an important step toward understanding, improving, and expanding nutrition education opportunities. Findings inform a future comprehensive evaluation across projects to understand the impact of reach, dose, and participant engagement in nutrition education and reveal important opportunities for program improvement.

Objective: Despite growing evidence of distinct nutrition-related experiences and disparities, transgender and gender-diverse (TGD) youth and young adults are an underrepresented population in nutrition research. This paper describes the methods and study design from Project Gender NutriScope, a study that will explore the nutritional needs of TGD youth and young adults.

Design: Parallel convergent cross-sectional mixed methods; community-engaged.

Setting: A purposive sample will be recruited in a Midwest city through clinics, youth organizations, and a large state university.

Participants: Transgender and gender-diverse youth and young adults aged 13-24 years.

Intervention: Findings from this formative study will be used to inform future intervention development.

Main outcome measures: Dietary intake, eating patterns, disordered eating patterns, food security status, perceptions of relationship with food, and nutrition-related concerns.

Analysis: Quantitative data will be analyzed using descriptive summary statistics. Qualitative data will be analyzed by reflexive thematic analysis. The 2 databases will be integrated iteratively.

Objective: To identify food outlets in Montevideo, Uruguay and to compare the types of outlets selling different food groups across areas of the city with different socioeconomic status (SES).

Design: Cross-sectional field survey of outlets selling foods and beverages conducted between September, 2023 and February, 2024.

Setting: A sample of 106 census tracts was obtained using probability proportional to size sampling.

Participants: All outlets selling foods and beverages within the census tracts.

Main outcome measure: Number, density, and distribution of food outlets selling different food groups.

Analysis: Kruskal-Wallis, Fisher exact test, and chi-square test of independence were used to compare outcome measures in census tracts with different SES.

Results: A total of 1,217 food outlets were identified. Small stores corresponded to a relevant share of the outlets selling unprocessed foods, whereas ultraprocessed products were ubiquitous. The proportion and density of food outlets selling fruits and vegetables and fresh meat were significantly higher (P < 0.05) in low SES tracts. The distribution of outlets selling different food groups significantly (P < 0.01) differed across tracts.

Conclusions and implications: Results highlight the importance of capturing the local food sources that shape the availability of healthy and unhealthy foods in the majority world.

Objective: To modify the Supplemental Nutrition Assistance Program-Education curriculum based on formative research conducted at a homeless resource center.

Methods: Researchers interviewed 4 administrators/staff and 5 transitional housing residents. We used a content analysis approach to independently code transcripts, reconcile differences, and identify themes. We adapted the Create Better Health curriculum using these data.

Results: Curriculum adaptations included incorporating microwave-friendly recipes because of limited cooking facilities, providing strategies for making healthy food choices at facility-provided meals and convenience/dollar stores frequented by residents, and encouraging residents to exercise at their comfort levels because of common physical limitations. Classes located outside transitional housing units were planned for 60 minutes before and after mealtimes.

Conclusions and implications: Adapting the Supplemental Nutrition Assistance Program-Education curriculum to meet the unique needs of transitional housing residents may enable healthy behavioral changes. Further research is required to evaluate the feasibility and efficacy of this revised curriculum.