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Methodologies to Develop, Frame, Evaluate, and Disseminate Nutrition Education

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A special issue of Nutrients (ISSN 2072-6643). This special issue belongs to the section "Nutritional Policies and Education for Health Promotion".

Deadline for manuscript submissions: closed (30 June 2020) | Viewed by 36925

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Special Issue Editors

Prof. Dr. Barbara Lohse

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Guest Editor

Rochester Institute of Technology Wegmans School of Health and Nutrition, Rochester, NY 14623, USA
Interests: nutrition education; nutrition behavior; eating behavior; survey development; health education; technology; digitalization

Prof. Dr. Leslie D. Cunningham-Sabo

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Guest Editor

Colorado State Univ, Dept Food Sci & Human Nutr, Ft Collins, CO 80523 USA
Interests: nutrition education; culinary education; school-age youth; nutrition intervention

Special Issue Information

Dear Colleagues,

Effective nutrition education benefits from innovative approaches to intervention design and development, evaluation, and dissemination. Innovation can take many forms such as new analytic methods to view or manage data or define constructs, utilization of data visualization software, incorporation of technology or a digital presence, unique, broad reaching dissemination strategies, and trans-discipline concept integration. Rather than focus on a nutrition education program’s specific outcomes or impact, this special issue of Nutrients places the spotlight on novel methods that operationalize, examine, and articulate nutrition education strategies to convey and extend the results.

Have you used technology, a unique method or statistical approach to design a nutrition intervention, evaluate outcomes and impact, or disseminate your findings? If so, please consider submitting your work for this special Nutrients supplement:

Prof. Dr. Barbara Lohse
Prof. Dr. Leslie D. Cunningham-Sabo
Guest Editors

Manuscript Submission Information

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Keywords

Nutrition education
research methodology
nutrition intervention
nutrition technology
nutrition behavior

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Published Papers (7 papers)

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Research

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18 pages, 1043 KiB

Open AccessArticle

A Definition of “Regular Meals” Driven by Dietary Quality Supports a Pragmatic Schedule

by Barbara Lohse, Kathryn Faulring, Diane C. Mitchell and Leslie Cunningham-Sabo

Nutrients 2020, 12(9), 2667; https://doi.org/10.3390/nu12092667 - 1 Sep 2020

Cited by 8 | Viewed by 4187

Abstract

Public health guidelines advise eating regular meals without defining “regular.” This study constructed a meaning for “regular” meals congruent with dietary quality. Parents of 4th grade youth in a school-based intervention (Clinicaltrials.gov NCT02491294) completed three, ASA24 online 24-h dietary recalls. Differences in time of intake across days for breakfasts, lunches, dinners were categorized with consistency denoted as always, often/sometimes or rarely/never and assigned values of 3, 2 or 1, respectively. Meal-specific values were summed to form mealtime regularity scores (mReg) ranging from 3 (low) to 9. Healthy eating index (HEI) scores were compared to mReg controlling for weekday/weekend recall pattern. Linear regression predicted HEI scores from mReg. Parents (n = 142) were non-Hispanic white (92%), female (88%) and educated (73%). One mReg version, mReg1 was significantly associated with total HEI, total fruit, whole fruit, tended to correlate with total protein, seafood/plant protein subcomponents. mReg1 predicted total HEI (p = 0.001) and was inversely related to BMI (p = 0.04). A score of three (always) was awarded to breakfasts, lunches or dinners with day-to-day differences of 0–60 min; also, lunches/dinners with one interval of 60–120 min when two meals were ≤60 min apart. More rigid mReg versions were not associated with dietary quality. Full article

(This article belongs to the Special Issue Methodologies to Develop, Frame, Evaluate, and Disseminate Nutrition Education)

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16 pages, 273 KiB

Open AccessArticle

Expanding and Enhancing Food and Nutrition Education in New York City Public Schools: An Examination of Program Characteristics and Distribution

by Pamela Koch, Julia McCarthy, Claire Raffel, Heewon L. Gray and Laura A. Guerra

Nutrients 2020, 12(8), 2423; https://doi.org/10.3390/nu12082423 - 12 Aug 2020

Cited by 3 | Viewed by 4065

Abstract

To expand their capacity, many schools partner with food and nutrition education programs (FNPs). Public policies and funding can support FNPs, but comprehensive data on the organizations that run FNPs, their program characteristics, or distribution across schools did not exist in NYC. This study aims to help local education and health agencies assess the characteristics of food and nutrition education in schools, as well as to measure progress implementing school policies and practices. A cross-sectional study on NYC FNPs was conducted during the 2016–2017 school year. Survey data on organizations and the FNPs they operate were collected. Data on schools in which FNPs operate were gathered. To determine distribution of FNPs across schools and by school demographics, the database of FNPs in schools was combined with a publicly available database of NYC schools. In 2016–2017, 40 organizations operated 101 FNPs in 56% of NYC public schools. These FNPs varied by goals, content, activities, location, and populations served. Information on these variations can help policymakers, advocates, funders, and schools expand school-based food and nutrition education. To ensure equitable access, more coordination, investment, and collaboration are needed. Full article

(This article belongs to the Special Issue Methodologies to Develop, Frame, Evaluate, and Disseminate Nutrition Education)

16 pages, 654 KiB

Open AccessArticle

Evaluation of Glycemic Index Education in People Living with Type 2 Diabetes: Participant Satisfaction, Knowledge Uptake, and Application

by Shannan M. Grant, Andrea J. Glenn, Thomas M. S. Wolever, Robert G. Josse, Deborah L. O’Connor, Alexandra Thompson, Rebecca D. Noseworthy, Maxine Seider, Melissa Sobie, Gurita Bhatti, Julianne Cavanagh, Emily Jones and Pauline B. Darling

Nutrients 2020, 12(8), 2416; https://doi.org/10.3390/nu12082416 - 12 Aug 2020

Cited by 6 | Viewed by 4385

Abstract

The glycemic index (GI) has been included in the Canadian clinical practice guidelines for type 2 diabetes (T2D) management since 2003, and even longer in other parts of the world (e.g., Australia). Despite this, dietitians have reported that GI is “too difficult for patients to understand and apply.” They have called for diverse GI-utility data and evidence-informed education materials. To address these concerns, we developed and evaluated a GI education workshop and supporting materials, using the Kirkpatrick Model, for a T2D population. Participants (n = 29) with T2D attended a dietitian-facilitated workshop and received education materials. A mixed-form questionnaire (GIQ) and 3-day-diet-record were used to capture patient demographics, satisfaction, knowledge, and application, prior to and immediately after the workshop, 1-week, and 4-weeks post-education. Dietary GI was significantly lower at 1 and 4 weeks post-education (mean ± SEM; both 54 ± 1), compared to pre-education (58 ± 1; p ≤ 0.001). Participants (28/29) were satisfied with the intervention. The GI knowledge score was significantly higher post-education at baseline (83.5 ± 3.4%; p ≤ 0.001), week one (87.5 ± 2.6%; p = 0.035), and week four (87.6 ± 3.8%; p = 0.011) when compared to pre-education (53.6 ± 5.1%). A significant reduction in dietary GI was achieved by participants living with T2D, after completing the workshop, and they were able to acquire and apply GI knowledge in a relatively short period. Full article

(This article belongs to the Special Issue Methodologies to Develop, Frame, Evaluate, and Disseminate Nutrition Education)

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15 pages, 919 KiB

Open AccessArticle

Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education

by Gerardo Gómez-García, José Antonio Marín-Marín, José-María Romero-Rodríguez, Magdalena Ramos Navas-Parejo and Carmen Rodríguez Jiménez

Nutrients 2020, 12(8), 2210; https://doi.org/10.3390/nu12082210 - 24 Jul 2020

Cited by 35 | Viewed by 6285

Abstract

Currently, there are several methodological models that have broken into different disciplines of knowledge with the aim of making the teaching/learning process more dynamic, active and participatory for students. This is the case of Flipped Classroom, which is based on a mixed approach between e-learning and face-to-face teaching, as well as gamification, which bases its didactic principles on the recreational components of the games. Within this context, the aim of this research is to observe what effect the application of Flipped Classroom and gamification has in the development of motivation, autonomy and self-regulation towards learning through a didactic unit on healthy habits and diet in 202 students of 6th grade of Primary School from four different schools (public and state-subsidized) in the city of Granada (Spain). For this purpose, a methodological design was used with pre-test and post-test to check the effects of the experience on the students. The findings obtained showed that the application of these methods promoted an increase in students’ motivation, as well as in their autonomy and self-regulation when facing the contents of the subject. For this reason, it is advocated that there is a need to continue promoting a quality and innovative educational practice according to the figure of the student today. Full article

(This article belongs to the Special Issue Methodologies to Develop, Frame, Evaluate, and Disseminate Nutrition Education)

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21 pages, 2242 KiB

Open AccessArticle

Development of the Home Cooking EnviRonment and Equipment Inventory Observation form (Home-CookERI^TM): An Assessment of Content Validity, Face Validity, and Inter-Rater Agreement

by Sonja Schönberg, Roberta Asher, Samantha Stewart, Matthew J. Fenwick, Lee Ashton, Tamara Bucher, Klazine Van der Horst, Christopher Oldmeadow, Clare E. Collins and Vanessa A. Shrewsbury

Nutrients 2020, 12(6), 1853; https://doi.org/10.3390/nu12061853 - 21 Jun 2020

Cited by 4 | Viewed by 6657

Abstract

Introduction: Quantifying Home Cooking EnviRonments has applications in nutrition epidemiology, health promotion, and nutrition interventions. This study aimed to develop a tool to quantify household cooking environments and establish its content validity, face validity, and inter-rater agreement. Methods: The Home Cooking EnviRonment and equipment Inventory observation form (Home-CookERI™) was developed as a 24-question (91-item) online survey. Items included domestic spaces and resources for storage, disposal, preparation, and cooking of food or non-alcoholic beverages. Home-CookERI^TM was piloted to assess content validity, face validity, and usability with six Australian experts (i.e., dietitians, nutrition researchers, chefs, a food technology teacher, and a kitchen designer) and 13 laypersons. Pilot participants provided feedback in a 10 min telephone interview. Home-CookERI™ was modified to an 89-item survey in line with the pilot findings. Inter-rater agreement was examined between two trained raters in 33 unique Australian households. Raters were required to observe each item before recording a response. Home occupants were instructed to only assist with locating items if asked. Raters were blinded to each other’s responses. Inter-rater agreement was calculated by Cohen’s Kappa coefficient (κ) for each item. To optimize κ, similar items were grouped together reducing the number of items to 81. Results: Home-CookERI^TM had excellent content and face validity with responding participants; all 24 questions were both clear and relevant (X² (1, n = 19; 19.0, p = 0.392)). Inter-rater agreement for the modified 81-item Home-CookERI™ was almost-perfect to perfect for 46% of kitchen items (n = 37 items, κ = 0.81–1), moderate to substantial for 28% (n = 23, κ = 0.51–0.8), slight to fair for 15% (n = 12, κ = 0.01–0.5), and chance or worse for 11% of items (n = 9, κ ≤ 0.0). Home-CookERI^TM was further optimized by reduction to a 77-item version, which is now available to researchers. Conclusion: Home-CookERI™ is a comprehensive tool for quantifying Australian household cooking environments. It has excellent face and content validity and moderate to perfect inter-rater agreement for almost three-quarters of included kitchen items. To expand Home-CookERI™ applications, a home occupant self-completion version is planned for validation. Full article

(This article belongs to the Special Issue Methodologies to Develop, Frame, Evaluate, and Disseminate Nutrition Education)

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12 pages, 655 KiB

Open AccessArticle

Rapid Dissemination of College Food Insecurity Findings in A Multi-Institutional Study Using the eB4CAST Approach

by Melissa D. Olfert, Rebecca L. Hagedorn, Ayron E. Walker and Rachel A. Wattick

Nutrients 2020, 12(6), 1646; https://doi.org/10.3390/nu12061646 - 2 Jun 2020

Cited by 3 | Viewed by 3306

Abstract

The sharing of college food insecurity data with higher education administrators and stakeholders is essential to increase awareness of campus-specific food insecurity outcomes. This study utilized the evidence-Based forecast C-capture, A-assemble, S-sustain, T-timelessness (eB4CAST) approach to develop campus-specific food insecurity reports for researchers involved in a multi-institutional food insecurity study. eB4CAST reports were developed for each higher education institution (n = 22). The reports were four pages of visual data that included details of the eB4CAST approach and the multi-institutional food insecurity study, campus demographics, an overview of college food insecurity, food insecurity prevalence estimates at all participating institutions, and student use and awareness of campus resources, as well as the campus-specific resources that are available. The interpretation and forecasted use of the reports were evaluated through a 17-item online survey. The survey was completed by 26 content experts and showed a favorable perception of the eB4CAST institutional report. A majority of participants strongly agreed that the eB4CAST food insecurity report was clear to understand (72%), it was easy to read (64%), the statistics were easy to interpret (80%), it shared valuable information (92%), and it was impactful to their work (80%). Further, 84% of participants found the overall information of the report to be relevant and sharable. Participants forecasted disseminating the reports primarily to administration (77%) and with other faculty and staff (85%). These findings highlight the projected usability of the visualized data eB4CAST report across many sectors of college food insecurity research, which may help disseminate rapid findings on this emerging issue and increase awareness. Full article

(This article belongs to the Special Issue Methodologies to Develop, Frame, Evaluate, and Disseminate Nutrition Education)

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Review

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14 pages, 2052 KiB

Open AccessReview

Extended Reality Technologies in Nutrition Education and Behavior: Comprehensive Scoping Review and Future Directions

by Jared T. McGuirt, Natalie K. Cooke, Marissa Burgermaster, Basheerah Enahora, Grace Huebner, Yu Meng, Gina Tripicchio, Omari Dyson, Virginia C. Stage and Siew Sun Wong

Nutrients 2020, 12(9), 2899; https://doi.org/10.3390/nu12092899 - 22 Sep 2020

Cited by 30 | Viewed by 7140

Abstract

The use of Extended Reality (XR) (i.e. Virtual and Augmented Reality) for nutrition education and behavior change has not been comprehensively reviewed. This paper presents findings from a scoping review of current published research. Articles (n = 92) were extracted from PubMed and Scopus using a structured search strategy and selection approach. Pertinent study information was extracted using a standardized data collection form. Each article was independently reviewed and coded by two members of the research team, who then met to resolve any coding discrepancies. There is an increasing trend in publication in this area, mostly regarding Virtual Reality. Most studies used developmental testing in a lab setting, employed descriptive or observational methods, and focused on momentary behavior change like food selection rather than education. The growth and diversity of XR studies suggest the potential of this approach. There is a need and opportunity for more XR technology focused on children and other foundational theoretical determinants of behavior change to be addressed within nutrition education. Our findings suggest that XR technology is a burgeoning approach in the field of nutrition, but important gaps remain, including inadequate methodological rigor, community application, and assessment of the impact on dietary behaviors. Full article

(This article belongs to the Special Issue Methodologies to Develop, Frame, Evaluate, and Disseminate Nutrition Education)

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