Journal of Nutrition Education and Behavior最新文献

Objective: To explore dietary salt-related knowledge, attitudes, and behaviors of New Zealand (NZ) adults aged 18-65 years and assess differences by demographic subgroups.

Design: Cross-sectional online survey conducted between June 1, 2018 and August 31, 2018.

Setting: Participants were recruited in shopping malls, via social media, and a market research panel.

Participants: English-speaking adults residing in NZ.

Variables measured: An amended version of The Pan American and World Health Organization Knowledge, Attitudes, and Behaviors standardized survey tool was used. Demographic data (age, sex, ethnicity, and educational attainment) were also collected.

Analysis: Descriptive statistics reported. Chi-square test for independence to assess differences by demographics.

Results: The survey was completed by 1,131 adults (mean age 36 ± 15 years; n = 876 [78%] female; n = 661 [78%] NZ European/other; n = 210 [19%] Asian; n =164 [15%] Māori). In addition, 865 participants (83%) knew the primary dietary source of salt; 406 (40%) knew the recommended salt intake; 946 (95%) believed food manufacturers are responsible for sodium reduction; 563 (55%) supported government regulations; and 259 (26%) used food labels. Females and NZ European/other participants reported more favorable salt-reducing behaviors, such as avoiding fast-food and packaged, ready-to-eat foods (P < 0.001).

Conclusions and implications: Improving salt-related knowledge, attitudes, and behaviors in NZ is particularly important for men, underserved populations, and adults aged 45-65 years. A multicomponent, national NZ salt reduction program based on research addressing engagement and effectiveness for at-risk groups is warranted.

Objective: To assess the ability of trained university students to implement Cooking Matters for Kids, a hands-on nutrition and cooking education curriculum for third through fifth-grade children.

Methods: Process evaluation data were collected from 6 Cooking Matters for Kids courses led by university students in the fall of 2019 and spring of 2020 at 6 afterschool programs in Orange County, North Carolina. Trained research assistants observed lessons and reported whether key intervention components were implemented as planned, the level of participant engagement, what worked well, and what could be improved on.

Results: University students implemented the curriculum with high fidelity and kept most participants engaged during lessons. Dividing children into smaller groups and assigning instructor roles worked well. Limited completion of take-home challenge activities was an area to improve on.

Conclusions and implications: University students may be effective instructors for Cooking Matters for Kids and other related programs.

Objective: To explore the context, behaviors, strategies, and motivators of pregnant women who consume 5 servings of vegetables daily.

Methods: Positive deviance study involving Australian pregnant women (9 of 529) identified through a validated food frequency questionnaire. Semistructured interviews explored their strategies, behaviors, and motivators.

Results: Women valued vegetables for health benefits and disease management. Prioritizing vegetables in main meals and snacks was key, supported by planning, purchasing, and preparation. Social support and a positive environment facilitated regular vegetable consumption easier. Cooking skills and, in some cases, gardening were important enablers. Results provide practical strategies to address commonly reported challenges to vegetable consumption.

Conclusions and implications: Pregnant women's experiences of meeting vegetable intake recommendations offer valuable insights into practices that enhance dietary quality. Further research and testing in practice is warranted with pregnant women and their significant others to promote increased vegetable intake and better outcomes for families.

This article examines the recent implementation of Universal School Meals (USM) programs in several US states in the context of the increasing influence of neoliberalism in the public schooling system. By subverting a neoliberal paradigm, USM programs disrupt prevailing narratives of poverty and work to reclaim education's central place in the public sphere. A systems-thinking analysis of this issue reveals USM programs to be a powerful leverage point for change. Examining Vermont as a case study, this analysis explores how USM programs present an opportunity to reimagine the purpose of public schooling beyond the boundaries of a neoliberal paradigm.