- Email: [email protected]
P112 Can Food-Based Learning Activities Improve Head Start Preschool Children's Vegetable Intake?
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Poster Abstracts
Journal of Nutrition Education and Behavior Volume 51, Number 7S, 2019
P110 (continued) Use of Theory or Research: Earning a D, F, W, or I in a course has a negative effect on a student’s progression towards completion of a degree. While enrollment in online courses continues to increase, student retention rates continue to decrease. One strategy suggested to increase retention, and by extension decrease DFWI rates, is using an electronic textbook with computer-based learning resources and activities that promote active learning. Target Audience: Undergraduate students enrolled in an online introductory nutrition course at a Midwestern urban university from August 2012-December 2018. Program Description: From Fall 2012-Spring 2017, students used a hard copy textbook (HCT). Beginning Fall 2017, students used an interactive electronic textbook (ET) with inclusive (anytime/anywhere) access that included integrated videos, online ability to highlight/ take notes, and online adaptive learning-by-doing activities (study guides, diet analysis, meal planning, etc). All semesters used publisher PowerPoint presentations and test bank. Evaluation Methods: The data set, with prior approval from the university Institutional Research, Assessment and Testing team, was generated using university DFWI reports. Grade and academic level data from 1034 undergraduate introductory nutrition course students (n = 810; HCT, n = 224; ET) were examined. Results: Students in the ET course had statistically significant lower DFWI rates (9.4 § 2.0%; range 6.1-11.3%) than HCT students (19.8 § 8.2%; range 9.9-35.1%), P < .05. There was no significant difference in the academic level between HCT and ET students. Conclusions: Electronic textbooks with inclusive (anytime/anywhere) access on multiple digital platforms facilitate incorporating adaptive learning experiences into courses. Nutrition educators should consider this strategy to foster active student engagement in mastering basic food and nutrition knowledge with the added benefit of decreasing DFWI rates. Funding: None.
P111 Australian Nutrition and Dietetic Students’ Familiarity with Dimensions of Sustainability Sarah Burkhart, PhD, [email protected], University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, Queensland 4556 Australia; Maher Judith, PhD, University of the Sunshine Coast; Michele Verdonck, PhD, University of the Sunshine Coast; Theresa Ashford, PhD, University of the Sunshine Coast Background: There is increased focus on integrating sustainability in University level nutrition and dietetic curriculum, however developing relevant learning activities and assessment can be challenging due to varied experiences and views of this topic. Understanding the student perspective can provide interesting and important insights which may identify current curriculum needs and student knowledge gaps.
Objective: To describe a cohort of Australian nutrition and dietetic (N&D) students’ familiarity with dimensions of sustainability. Study Design, Settings, Participants: An observational cross-sectional study was undertaken using a selfadministered online survey completed by 95 N&D students enrolled in a nutrition or dietetic undergraduate course at a regional Australian University. Measurable Outcome/Analysis: Familiarity with sustainability and related concepts of social development, environmental integrity, economic resilience and crosscutting issues (relating to social, economic and environmental sustainability), were measured on a five-point Likert scale (1: very familiar - 5: not at all familiar). Descriptive statistics were calculated. Results: Most students reported being very familiar (28%), quite familiar (45%), or familiar (23%) with the term sustainability. A greater proportion of students were very or quite familiar with the term environmental sustainability (75%), compared to economic (47%) and social (22%) sustainability. The sustainability related issue of widespread availability of highly processed foods (environmental integrity concept) and secure livelihoods (economic resilience concept) had the highest level of familiarity (90.5% and 80% very or quite familiar respectively), while least reported familiarity was living conditions of farm labourers (social development concept) and the use of food and agricultural policies (cross-cutting concept) (41% somewhat or not at all familiar respectively). Conclusions: Students reported varying levels of familiarity with terminology and concepts of sustainability. Identification of gaps and areas of student interest may assist with the design of curriculum and associated learning, teaching and assessment resources. Funding: University of the Sunshine Coast.
P112 Can Food-Based Learning Activities Improve Head Start Preschool Children’s Vegetable Intake? Jocelyn Bayles, Department of Nutrition Science, East Carolina University; Sarah Burkholder, BS, East Carolina University; Stephanie Jilcott Pitts, DPH, Department of Public Health, Brody School of Medicine, East Carolina University; Archana Hedge, PhD, BK, Department of Human Development & Family Studies, East Carolina University; Virginia Stage, PhD, LDN, RD, [email protected], East Carolina University, College of Allied Health Sciences, 2150 W 5th St, Greenville, NC 27834 Background: Low vegetable consumption is often observed among low-resource families who are also at risk for overweight/obesity. Repeated exposure to vegetables in the preschool setting has been shown to increase vegetable intake and decrease neophobia among children. Objective: The purpose of this study was to examine the effect of hands-on, food-based learning activities on Head Start (HS) children’s (aged 3-5) vegetable intake as meaContinued on page S83
Journal of Nutrition Education and Behavior Volume 51, Number 7S, 2019 P112 (continued) sured by skin carotenoid levels (reflection spectroscopy (RSL)). Study Design, Settings, Participants: Eleven HS classrooms located in Eastern North Carolina participated in this quasi-experimental study. Intervention children were exposed to seven hands-on food-based activities (Oct-Jan) designed to expose them to 10 target vegetables high in beta-carotene. The sample included 87 HS children (Intervention (I) = 33; Control (C) = 49). Children were 58.5% male, Black (81.7%), and 3.80 (SD = .61) years. Measurable Outcome/Analysis: Researchers collected demographics and RSL data from at baseline and postintervention. Descriptives and multiple linear regression were used to analyze data. Dependent variable = change in RSL levels; independent variables = gender, age, baseline BMI, and intervention versus control. Results: No significant differences were observed between groups at baseline. No significant changes in RSL were observed between groups at post-intervention. RSL in both groups declined (I = 3.54%; C = 12.73%) with a smaller decline observed in the intervention group. Results revealed that only age (F(4,81) = 1.83; Adjusted R2 = .05; 3 years P = .02; 4 years P = .04) was predictive of change in RSL levels. Larger changes in skin carotenoids were observed among 5-year-olds. Conclusion: Food-based learning approaches that increase exposure to healthy foods has been shown to positively impact children’s dietary intake. Our findings indicated preschooler’s age group may be a significant predictor of the effectiveness of food-based learning on vegetable intake. More research is to explore the impact of food-based learning in different age groups on preschool children’s dietary intake in a larger sample. Funding: East Carolina University.
P113 Diet Quality Assessment in Early Care and Education Centers: A Comparison of Three Common Methods Elizabeth Kroeger, MS, RDN, [email protected], University of Alabama at Birmingham, Department of Nutrition Sciences, Webb 550 1720 2nd Ave S, Birmingham, AL 35294; Brenda Bertrand, PhD, RDN, University of Alabama at Birmingham, Department of Nutrition Sciences; Jose Fernandez, PhD, University of Alabama at Birmingham, Department of Nutrition Sciences Background: Children in Early Care and Education (ECE) centers are not meeting Dietary Guidelines (DG), which could contribute to the onset of diet-related diseases. ECE center diet quality has been assessed using either what is listed on the menu, what children are served and/or what was consumed for the lunch meal. However, it is unclear whether diet quality differs among the three measures, which may be useful to understand patterns that inform nutrition education messaging. Objective: Identify if diet quality differs among the menu, served and consumed lunch measures. Diet quality
Poster Abstracts
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will be assessed using Healthy Eating Index-2015 (HEI) scores, which represent how closely DG are met. Study Design, Settings, Participants: ECE centers were located within one southern state, and included rural and urban communities. For each center, three children from a 3-5 year old classroom, were randomly chosen and observed during one lunch meal, per a published protocol. The type and amount of food/beverage served to or by the child (SERVED) and the amount consumed (CONSUMED) was visually estimated and recorded. The menu from the observed lunch (MENU) was collected. For each center, a mean HEI score was calculated for SERVED, CONSUMED and MENU. Measurable Outcome/Analysis: Non-parametric ANOVA and Duncan’s post-hoc were used to identify statistically significant differences among SERVED, CONSUMED, and MENU HEI scores. Results: Lunch observations were completed within 28 ECE centers. The total HEI score was significantly higher (x2 = 11.7, P = .003) among MENUS, compared to SERVED and CONSUMED. Total HEI scores among SERVED and CONSUMED were not significantly different. Conclusion: Diet quality was higher among menus, compared to served and consumed measures. Nutrition education messaging may encourage ECE employees to serve the food/beverage items listed on the lunch menu, in order to improve diet quality. Understanding why diet quality differences exist among lunch measures, is warranted. Funding: Nestle S.A. Grant.
P114 Do Parents Promote Healthy Behaviors in Young Children: An Examination of Parenting Practices and Influence of Head Start Dara Forrest, BS, East Carolina University; Amy Lee, MS, BA, University of North Carolina at Greensboro; Archana Hedge, PhD, BK, East Carolina University; Virginia Stage, PhD, LDN, RD, [email protected], East Carolina University, College of Allied Health Sciences, 2150 W 5th St, Greenville, NC 28934 Background: While parents acknowledge the importance of promoting healthy behaviors among their preschool-aged children (3-5 years), many low-income families lack the knowledge/skills needed to effectively encourage these behaviors. Research is needed to understand the challenges parents face when promoting healthy choices to their children. Objective: The purpose of this study was to explore Head Start (HS) parents’ experiences with: promoting positive dietary and physical activity (PA) choices among their preschoolers; and HS-based health-focused resources. Study Design, Settings, and Participants: Researchers conducted 13 in-depth, semi-structured telephone interviews. Participants were parents of preschoolers (4-5 years) enrolled in HS. All interviews were audio recorded and transcribed verbatim. Measurable Outcome/Analysis: Phenomenology was used to guide study design and analysis. Researchers idenContinued on page S84
Poster Abstracts
Journal of Nutrition Education and Behavior Volume 51, Number 7S, 2019
P110 (continued) Use of Theory or Research: Earning a D, F, W, or I in a course has a negative effect on a student’s progression towards completion of a degree. While enrollment in online courses continues to increase, student retention rates continue to decrease. One strategy suggested to increase retention, and by extension decrease DFWI rates, is using an electronic textbook with computer-based learning resources and activities that promote active learning. Target Audience: Undergraduate students enrolled in an online introductory nutrition course at a Midwestern urban university from August 2012-December 2018. Program Description: From Fall 2012-Spring 2017, students used a hard copy textbook (HCT). Beginning Fall 2017, students used an interactive electronic textbook (ET) with inclusive (anytime/anywhere) access that included integrated videos, online ability to highlight/ take notes, and online adaptive learning-by-doing activities (study guides, diet analysis, meal planning, etc). All semesters used publisher PowerPoint presentations and test bank. Evaluation Methods: The data set, with prior approval from the university Institutional Research, Assessment and Testing team, was generated using university DFWI reports. Grade and academic level data from 1034 undergraduate introductory nutrition course students (n = 810; HCT, n = 224; ET) were examined. Results: Students in the ET course had statistically significant lower DFWI rates (9.4 § 2.0%; range 6.1-11.3%) than HCT students (19.8 § 8.2%; range 9.9-35.1%), P < .05. There was no significant difference in the academic level between HCT and ET students. Conclusions: Electronic textbooks with inclusive (anytime/anywhere) access on multiple digital platforms facilitate incorporating adaptive learning experiences into courses. Nutrition educators should consider this strategy to foster active student engagement in mastering basic food and nutrition knowledge with the added benefit of decreasing DFWI rates. Funding: None.
P111 Australian Nutrition and Dietetic Students’ Familiarity with Dimensions of Sustainability Sarah Burkhart, PhD, [email protected], University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, Queensland 4556 Australia; Maher Judith, PhD, University of the Sunshine Coast; Michele Verdonck, PhD, University of the Sunshine Coast; Theresa Ashford, PhD, University of the Sunshine Coast Background: There is increased focus on integrating sustainability in University level nutrition and dietetic curriculum, however developing relevant learning activities and assessment can be challenging due to varied experiences and views of this topic. Understanding the student perspective can provide interesting and important insights which may identify current curriculum needs and student knowledge gaps.
Objective: To describe a cohort of Australian nutrition and dietetic (N&D) students’ familiarity with dimensions of sustainability. Study Design, Settings, Participants: An observational cross-sectional study was undertaken using a selfadministered online survey completed by 95 N&D students enrolled in a nutrition or dietetic undergraduate course at a regional Australian University. Measurable Outcome/Analysis: Familiarity with sustainability and related concepts of social development, environmental integrity, economic resilience and crosscutting issues (relating to social, economic and environmental sustainability), were measured on a five-point Likert scale (1: very familiar - 5: not at all familiar). Descriptive statistics were calculated. Results: Most students reported being very familiar (28%), quite familiar (45%), or familiar (23%) with the term sustainability. A greater proportion of students were very or quite familiar with the term environmental sustainability (75%), compared to economic (47%) and social (22%) sustainability. The sustainability related issue of widespread availability of highly processed foods (environmental integrity concept) and secure livelihoods (economic resilience concept) had the highest level of familiarity (90.5% and 80% very or quite familiar respectively), while least reported familiarity was living conditions of farm labourers (social development concept) and the use of food and agricultural policies (cross-cutting concept) (41% somewhat or not at all familiar respectively). Conclusions: Students reported varying levels of familiarity with terminology and concepts of sustainability. Identification of gaps and areas of student interest may assist with the design of curriculum and associated learning, teaching and assessment resources. Funding: University of the Sunshine Coast.
P112 Can Food-Based Learning Activities Improve Head Start Preschool Children’s Vegetable Intake? Jocelyn Bayles, Department of Nutrition Science, East Carolina University; Sarah Burkholder, BS, East Carolina University; Stephanie Jilcott Pitts, DPH, Department of Public Health, Brody School of Medicine, East Carolina University; Archana Hedge, PhD, BK, Department of Human Development & Family Studies, East Carolina University; Virginia Stage, PhD, LDN, RD, [email protected], East Carolina University, College of Allied Health Sciences, 2150 W 5th St, Greenville, NC 27834 Background: Low vegetable consumption is often observed among low-resource families who are also at risk for overweight/obesity. Repeated exposure to vegetables in the preschool setting has been shown to increase vegetable intake and decrease neophobia among children. Objective: The purpose of this study was to examine the effect of hands-on, food-based learning activities on Head Start (HS) children’s (aged 3-5) vegetable intake as meaContinued on page S83
Journal of Nutrition Education and Behavior Volume 51, Number 7S, 2019 P112 (continued) sured by skin carotenoid levels (reflection spectroscopy (RSL)). Study Design, Settings, Participants: Eleven HS classrooms located in Eastern North Carolina participated in this quasi-experimental study. Intervention children were exposed to seven hands-on food-based activities (Oct-Jan) designed to expose them to 10 target vegetables high in beta-carotene. The sample included 87 HS children (Intervention (I) = 33; Control (C) = 49). Children were 58.5% male, Black (81.7%), and 3.80 (SD = .61) years. Measurable Outcome/Analysis: Researchers collected demographics and RSL data from at baseline and postintervention. Descriptives and multiple linear regression were used to analyze data. Dependent variable = change in RSL levels; independent variables = gender, age, baseline BMI, and intervention versus control. Results: No significant differences were observed between groups at baseline. No significant changes in RSL were observed between groups at post-intervention. RSL in both groups declined (I = 3.54%; C = 12.73%) with a smaller decline observed in the intervention group. Results revealed that only age (F(4,81) = 1.83; Adjusted R2 = .05; 3 years P = .02; 4 years P = .04) was predictive of change in RSL levels. Larger changes in skin carotenoids were observed among 5-year-olds. Conclusion: Food-based learning approaches that increase exposure to healthy foods has been shown to positively impact children’s dietary intake. Our findings indicated preschooler’s age group may be a significant predictor of the effectiveness of food-based learning on vegetable intake. More research is to explore the impact of food-based learning in different age groups on preschool children’s dietary intake in a larger sample. Funding: East Carolina University.
P113 Diet Quality Assessment in Early Care and Education Centers: A Comparison of Three Common Methods Elizabeth Kroeger, MS, RDN, [email protected], University of Alabama at Birmingham, Department of Nutrition Sciences, Webb 550 1720 2nd Ave S, Birmingham, AL 35294; Brenda Bertrand, PhD, RDN, University of Alabama at Birmingham, Department of Nutrition Sciences; Jose Fernandez, PhD, University of Alabama at Birmingham, Department of Nutrition Sciences Background: Children in Early Care and Education (ECE) centers are not meeting Dietary Guidelines (DG), which could contribute to the onset of diet-related diseases. ECE center diet quality has been assessed using either what is listed on the menu, what children are served and/or what was consumed for the lunch meal. However, it is unclear whether diet quality differs among the three measures, which may be useful to understand patterns that inform nutrition education messaging. Objective: Identify if diet quality differs among the menu, served and consumed lunch measures. Diet quality
Poster Abstracts
S83
will be assessed using Healthy Eating Index-2015 (HEI) scores, which represent how closely DG are met. Study Design, Settings, Participants: ECE centers were located within one southern state, and included rural and urban communities. For each center, three children from a 3-5 year old classroom, were randomly chosen and observed during one lunch meal, per a published protocol. The type and amount of food/beverage served to or by the child (SERVED) and the amount consumed (CONSUMED) was visually estimated and recorded. The menu from the observed lunch (MENU) was collected. For each center, a mean HEI score was calculated for SERVED, CONSUMED and MENU. Measurable Outcome/Analysis: Non-parametric ANOVA and Duncan’s post-hoc were used to identify statistically significant differences among SERVED, CONSUMED, and MENU HEI scores. Results: Lunch observations were completed within 28 ECE centers. The total HEI score was significantly higher (x2 = 11.7, P = .003) among MENUS, compared to SERVED and CONSUMED. Total HEI scores among SERVED and CONSUMED were not significantly different. Conclusion: Diet quality was higher among menus, compared to served and consumed measures. Nutrition education messaging may encourage ECE employees to serve the food/beverage items listed on the lunch menu, in order to improve diet quality. Understanding why diet quality differences exist among lunch measures, is warranted. Funding: Nestle S.A. Grant.
P114 Do Parents Promote Healthy Behaviors in Young Children: An Examination of Parenting Practices and Influence of Head Start Dara Forrest, BS, East Carolina University; Amy Lee, MS, BA, University of North Carolina at Greensboro; Archana Hedge, PhD, BK, East Carolina University; Virginia Stage, PhD, LDN, RD, [email protected], East Carolina University, College of Allied Health Sciences, 2150 W 5th St, Greenville, NC 28934 Background: While parents acknowledge the importance of promoting healthy behaviors among their preschool-aged children (3-5 years), many low-income families lack the knowledge/skills needed to effectively encourage these behaviors. Research is needed to understand the challenges parents face when promoting healthy choices to their children. Objective: The purpose of this study was to explore Head Start (HS) parents’ experiences with: promoting positive dietary and physical activity (PA) choices among their preschoolers; and HS-based health-focused resources. Study Design, Settings, and Participants: Researchers conducted 13 in-depth, semi-structured telephone interviews. Participants were parents of preschoolers (4-5 years) enrolled in HS. All interviews were audio recorded and transcribed verbatim. Measurable Outcome/Analysis: Phenomenology was used to guide study design and analysis. Researchers idenContinued on page S84