Journal of nutrition education最新文献

The purpose of this research was to describe the context created by students as they worked in groups on a nutrition computer-assisted instruction (CAI) program. Students worked on the program in groups of three. Observational methods were used to collect data from students in two sixth-grade classrooms that were part of an experimental program designed to restructure the educational process. Thirty-two students, from 12 groups, were observed as they completed the program. The groups were assigned by the teachers according to standard principles of cooperative learning. Students completed “Ship to Shore,” a program designed specifically for this research. The program required three to five 50-minute classroom periods to complete. The objectives of the program were to change children's knowledge structure of basic nutrition concepts and to increase children's critical thinking skills related to nutrition concepts. We collected observational data focused on three domains: (1) student-computer interaction, (2) student-student interaction, and (3) students' thinking and learning skills. Grounded theory methods were used to analyze the data. Specifically, the constant-comparative method was used to develop open coding categories, defined by properties and described by dimensions. The open coding categories were in turn used in axial coding to differentiate students' learning styles. Five styles of student interaction were defined. These included (1) dominant directors (n = 6; 19%), (2) passive actors (n = 5; 16%), (3) action-oriented students (n = 7; 22%), (4) content-oriented students (n = 8; 25%), and (5) problem solvers (n = 5; 16%). The “student style” groups were somewhat gender specific. The dominant directors and passive actors were girls and the action-oriented and content-oriented students were boys. The problem solvers group was mixed gender. Children's responses to computer-based nutrition education are highly variable. Based on the results of this research, nutrition educators may recommend that nutrition CAI programs be implemented in mixed gender groups.

A multimedia touch-screen kiosk was used to assess food safety knowledge and convey food safety principles to 93 high school science teachers and 165 students. The kiosk program based on the FightBAC™ messages informed users of correct responses and reasons for the response. Teachers correctly answered more questions than students; however, for the areas of hand washing, sources of foodborne illness, and handling of leftover foods, at least 40% of both students and teachers provided incorrect answers.

Field gleaning, or harvesting crops after the commercial harvest, has been promoted as a way to increase food security; however, the effectiveness of gleaning programs is not well documented. The purpose of this research was to explore the impact of gleaning on individual gleaners and the community by documenting total amounts gleaned, individual uses of produce, and self-reported benefits and barriers to gleaning. During the 1997 season, ~50 gleaners participated in the Pierce County Expanded Food and Nutrition Education Program Gleaning Project; 29 participated in an intensive 4-week study to track use of produce by gleaners. Onsite weighing of gleaned produce revealed that of the 110,000 pounds gleaned by these 50 gleaners from Pierce County farms and orchards during 1997, 85,000 pounds (77%) were donated to local emergency food programs; 25,000 pounds (23%) were taken home by gleaners. Of the produce taken home by the 29 study participants, an estimated 9% was used fresh, 48% was preserved for later user, and 43% was shared with others. During a combination of telephone and in-person interviews, gleaners reported using more fresh produce and sharing knowledge about gardening and food preservation. The most important benefits of gleaning were “stretching my food budget” and “helping provide food for the community.” Detailed exploration of the impact of gleaned produce on dietary patterns and use of validated food security measures is warranted considering the volume of produce used fresh, preserved for later use, and given away by gleaning participants.

Books, curricula, audiovisuals, and other resources that nutrition professionals may use for reference, continuing education, or in a formal or informal education setting are designated “professional.” Books, handouts, diet plans, and other resources specified by authors as being written for general audiences are categorized as “consumer.” Inclusion of any material in this section does not imply endorsement by the Society for Nutrition Education. Evaluative comments contained in the reviews reflect the views of the authors. Prices quoted are those provided by the publishers at the time materials were submitted. They may no longer be current when the review is published.

This study was conducted to identify factors that influenced milk-drinking behaviors of elementary school children in North Texas. Ten focus groups with a total of 41 children aged 6 to 11 years were conducted using a grounded theory approach. Based on the principles of Social Learning Theory, milk preferences and health beliefs were identified as personal factors that influenced drinking. Cafeteria rules, milk flavor, product packaging, modeling by adults, and shared experiences were environmental factors. The data suggest that school cafeterias can capitalize on their unique position to offer milk-drinking opportunities that children can share to combine nutrition education with sensory experience.

An instrument was designed to determine relationships between constructs of the Expanded Health Belief Model and to identify characteristics of college students who successfully manage their diabetes. The Diabetes College Scale was developed to measure attitudes and behaviors pertinent to diabetes management and college life. It was tested for content validity, test–retest reliability, and internal consistency. Data were collected from college students using a cross-sectional design. Campus health care providers were invited via electronic mail to administer the survey to students with Type I diabetes. Ninety-eight questionnaires were mailed to interested providers, of which 86 (88%) were returned. Mean scores for attitude constructs, seven behaviors, and two outcomes were measured. Twenty-six experts established content validity. Instrument reliability was evaluated using paired t-tests, Cronbach's alpha, and correlation coefficients. Correlation coefficients and stepwise multiple regression analysis evaluated relationships among variables measured. Intention and emotional response were strong predictors of exercise, whereas health importance and intention were predictive of testing blood sugar. Situational factors and emotional response were substantial barriers to optimal diabetes self-care. College health care providers should address these areas in providing services to this population. Additional testing of the instrument is also recommended.