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.