D. Novotny, Stephanie Mitchell Urich, Hillary L. Roberts
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Effectiveness of a Teaching Kitchen Intervention on Dietary Intake, Cooking Self-Efficacy, and Psychosocial Health
ABSTRACT Background The consumption of fruits, vegetables, and whole grains (FVWG) has been associated with decreased risk of chronic disease, yet over 80% of U.S. adults do not meet dietary recommendations for FVWG. Purpose This study explored the effectiveness of a teaching kitchen intervention upon consumption of FVWG and overall dietary patterns. Cooking self-efficacy, comfort in the kitchen, and elements of psychosocial health were also assessed. Methods Participants were recruited to the 5-week Complete Health Improvement Program–Teaching Kitchen (CHIP-TK) through a worksite wellness initiative. The program, based upon elements of the social cognitive theory, included cooking classes, health education, and horticulture activities. Pre- and post-surveys were administered and evaluated. Results CHIP-TK led to significant increases in FVWG intake. Cooking self-efficacy, comfort in the kitchen, and general well-being scores also improved, with medium-to-large effect sizes. Participant feedback indicated weekly meetings, hands-on cooking classes, facilitator expertise, and group camaraderie were keys to success in the program. Discussion Teaching kitchens are well-received within a worksite setting and have the potential to improve dietary intake patterns and psychosocial health.Translation to Health Education Practice: Health educators should design and implement integrative, theory-driven programs to improve nutritional status, well-being, and overall health.
期刊介绍:
AJHE is sponsored by the American Association for Health Education of the American Alliance for Health, Physical Education, Recreation and Dance. The mission of the American Association for Health Education(AAHE) is to advance the profession by serving health educators and others who strive to promote the health of all people through education and other systematic strategies.AAHE addresses the following priorities •Develop and promulgate standards, resources and services regarding health education to professionals and non-professionals •Foster the development of national research priorities in health education and promotion. Provide mechanisms for the translation and interaction between theory, research and practice.