- Email: [email protected]
Sources of Mypyramid Intakes among School Children
TUESDAY, NOVEMBER 9
POSTER SESSION: WELLNESS AND PUBLIC HEALTH Integrating Literacy, Culture and Language in the Development of Nutrition Education Materials for Ethnic Minority Populations Author(s): M. Ip, B. Wan, S. G. Lu, D. H. Wong, R. Lee; Charles B. Wang Community Health Center, New York, NY Learning Outcome: Participants will be able to identify 3 strategies to tailor nutrition education materials to the literacy, culture and linguistic needs of low-income, ethnic minority populations, particularly Chinese Americans. The Asian American population is the fastest growing ethnic group in the United States; it also has the fastest growing rate of overweight and obesity in children. However, few Asian, particularly Chinese, Americans participate in nutrition education programs. Additionally, there is a paucity of nutrition education materials that are bilingual and culturally relevant for low-income Chinese Americans and written at an appropriate literacy level. The Charles B. Wang Community Health Center in New York City has created more than 130 bilingual health education brochures, including forty on nutrition topics. The material development process is undertaken by a multidisciplinary team and consists of the following stages: needs assessment, content development, content and clinical review, translation, and consumer review. Content development and review ensure that the content is written below an 8th grade reading level and includes culturally appropriate messages. Materials are translated by native Chinese speakers with medical and public health training. Brochures are utilized by health care providers and health educators in both clinical and community settings. Additionally, brochures are distributed to community organizations and made available at www.cbwchc.org. In January 2010, over 16,000 brochures were requested by clinical staff and community organizations for dissemination. Funding Disclosure: Partially funded by the United States Department of Health and Human Services, section 330 community health center grants
Development of an Organic Gardening Workshop for Registered Dietitians, Dietetic Technicians Registered, Students, and Community Members in Rural, Appalachian Ohio Author(s): K. A. Brown, D. H. Holben; Nutrition, Ohio University, Athens, OH Learning Outcome: After this presentation, the learner will be able to apply strategies discovered for the development of an organic gardening program for clients and/or community groups. Background: Personal gardening has many health benefits. When sustainable practices are used, gardening has the potential to positively impact the environment and enhance the local food system, which is consistent with ecological sustainability. Therefore, based upon the Transtheoretical Model, an organic gardening workshop was developed for registered dietitians (RDs), dietetic technicians, registered (DTRs), dietetic and other university students, and community members. Program: The primary nutrition message of the program was Everyone Can, in OHIO, Garden [plants] And Rake Dirt [to] Enhance Nutrition ECOHIO GARDEN. One hundred participants completed the 5-hour workshop, that included a variety of activities to enhance learning across the continuum of change, including: 1) learning basic gardening, seed starting, and seed saving techniques to decrease barriers to change (precontemplation and contemplation stages); 2) developing an action plan for starting a garden and related activities (preparation stage); 3) discussing, via a panel, actual gardening and sustainability issues (action stage); and 4) linking with community-based support groups to sustain gardening practices (maintenance stage). Outcomes and Conclusion: Pre- and post-workshop evaluations yielded positive outcomes. RDs and DTRs can use these strategies when developing an organic gardening program for clients and/or community groups as a means to improve produce access and intake, as well as physical activity. Funding Disclosure: The ECOHIO GARDEN Project, Fulbright Canada Eco Leadership Program
Development and Implementation of a Service Learning Departmental Initiative in a Department of Food Science and Human Nutrition
Sources of MyPyramid Intakes among School Children
Author(s): V. Haley-Zitlin, K. Cason, J. Acton, C. Carter, C. Stevens, A. Pometto, III; Food Science and Human Nutrition, Clemson University, Clemson, SC
Learning Outcome: To identify major contributors to children’s intake of MyPyramid food groups, and identify strategies for improving the quality of children’s diets.
Learning Outcome: Participants will learn how to 1) use problembased learning to address community needs, 2) incorporate community work activities into teaching/scholarship objectives and 3) promote service learning activities at the departmental level.
Background: Research indicates that diets consumed by school-age children are not consistent with dietary recommendations. Specifically, children’s diets fall short of meeting MyPyramid recommendations for fruits, vegetables and whole grains, and exceed recommendations for discretionary calories from solid fat and added sugars. Understanding more about the contribution of foods to children’s intakes of MyPyramid food groups can provide insights about strategies for improving children’s diets.
Nutrition and food science professionals are regularly sought to answer a wide range of food and nutrition-related questions of interest to the public. Service Learning is a strategy to incorporate community service into teaching and learning objectives in a thoughtful, well defined manner. The purpose of this Engaged Departmental Initiative was to 1) develop a cohesive community-based program that would actively engage faculty and students and 2) thoughtfully integrate service learning into these community-based activities. Adding the reflection activities of Service Learning, for both students and faculty within the department, it was thought, would provide an added measure of assessment to community-based work/activities and in turn, facilitate more satisfactory outcomes. Planning included the identification of faculty with service learning expertise who would serve as mentors, identification of appropriate community partners, and jointly identifying nutrition-related needs and setting goals. Implementation included teaching the basic tenets of service learning to faculty and students unfamiliar with this teaching and learning strategy, integration of service learning activities into established departmental Creative Inquiry teams, which numbered 18, and service delivery. Assessment is ongoing and reflects student, faculty and community satisfaction indices. This project has shown a unique way by which faculty members, with diverse skills and interests, can unite to work toward a common goal and explore the effect of departmental collaborative endeavors on community issues. Funding Disclosure: CU Service Alliance
A-102 / September 2010 Suppl 2—Abstracts Volume 110 Number 9
Author(s): E. M. Condon, M. Fox; Mathematica Policy Research, Inc., Cambridge, MA
Methods: This study used 24-hour recall data from the 2004-2005 third School Nutrition Dietary Assessment Study. Foods were linked to the MyPyramid Equivalents Database and categorized into food source groups. Population proportions were calculated to estimate contributions of specific food source groups to intakes of MyPyramid groups. Results: Fruit juice and fruit-flavored drinks contributed more than 50% of children’s fruit intakes. Major contributors to vegetable intakes included french fries, condiments, pasta mixtures, pizza, and Mexican entrees. These foods were also among leading contributors to intakes of discretionary calories from solid fat. Carbonated sodas and fruit-flavored drinks accounted for almost 40% of added sugar. Cold cereals were leading contributors to intakes of whole grains and added sugar. Conclusions: Changes to the type and mix of foods consumed are needed to improve children’s overall diet quality. In addition to encouraging consumption of discrete servings of fruits and vegetables, it is also important to modify the solid fat content of mixed dishes that are leading contributors to children’s vegetable intakes. Replacing sugar-sweetened beverages with water or 100% juice is an important strategy for reducing intakes of added sugar. Funding Disclosure: USDA’s Economic Research Service
POSTER SESSION: WELLNESS AND PUBLIC HEALTH Integrating Literacy, Culture and Language in the Development of Nutrition Education Materials for Ethnic Minority Populations Author(s): M. Ip, B. Wan, S. G. Lu, D. H. Wong, R. Lee; Charles B. Wang Community Health Center, New York, NY Learning Outcome: Participants will be able to identify 3 strategies to tailor nutrition education materials to the literacy, culture and linguistic needs of low-income, ethnic minority populations, particularly Chinese Americans. The Asian American population is the fastest growing ethnic group in the United States; it also has the fastest growing rate of overweight and obesity in children. However, few Asian, particularly Chinese, Americans participate in nutrition education programs. Additionally, there is a paucity of nutrition education materials that are bilingual and culturally relevant for low-income Chinese Americans and written at an appropriate literacy level. The Charles B. Wang Community Health Center in New York City has created more than 130 bilingual health education brochures, including forty on nutrition topics. The material development process is undertaken by a multidisciplinary team and consists of the following stages: needs assessment, content development, content and clinical review, translation, and consumer review. Content development and review ensure that the content is written below an 8th grade reading level and includes culturally appropriate messages. Materials are translated by native Chinese speakers with medical and public health training. Brochures are utilized by health care providers and health educators in both clinical and community settings. Additionally, brochures are distributed to community organizations and made available at www.cbwchc.org. In January 2010, over 16,000 brochures were requested by clinical staff and community organizations for dissemination. Funding Disclosure: Partially funded by the United States Department of Health and Human Services, section 330 community health center grants
Development of an Organic Gardening Workshop for Registered Dietitians, Dietetic Technicians Registered, Students, and Community Members in Rural, Appalachian Ohio Author(s): K. A. Brown, D. H. Holben; Nutrition, Ohio University, Athens, OH Learning Outcome: After this presentation, the learner will be able to apply strategies discovered for the development of an organic gardening program for clients and/or community groups. Background: Personal gardening has many health benefits. When sustainable practices are used, gardening has the potential to positively impact the environment and enhance the local food system, which is consistent with ecological sustainability. Therefore, based upon the Transtheoretical Model, an organic gardening workshop was developed for registered dietitians (RDs), dietetic technicians, registered (DTRs), dietetic and other university students, and community members. Program: The primary nutrition message of the program was Everyone Can, in OHIO, Garden [plants] And Rake Dirt [to] Enhance Nutrition ECOHIO GARDEN. One hundred participants completed the 5-hour workshop, that included a variety of activities to enhance learning across the continuum of change, including: 1) learning basic gardening, seed starting, and seed saving techniques to decrease barriers to change (precontemplation and contemplation stages); 2) developing an action plan for starting a garden and related activities (preparation stage); 3) discussing, via a panel, actual gardening and sustainability issues (action stage); and 4) linking with community-based support groups to sustain gardening practices (maintenance stage). Outcomes and Conclusion: Pre- and post-workshop evaluations yielded positive outcomes. RDs and DTRs can use these strategies when developing an organic gardening program for clients and/or community groups as a means to improve produce access and intake, as well as physical activity. Funding Disclosure: The ECOHIO GARDEN Project, Fulbright Canada Eco Leadership Program
Development and Implementation of a Service Learning Departmental Initiative in a Department of Food Science and Human Nutrition
Sources of MyPyramid Intakes among School Children
Author(s): V. Haley-Zitlin, K. Cason, J. Acton, C. Carter, C. Stevens, A. Pometto, III; Food Science and Human Nutrition, Clemson University, Clemson, SC
Learning Outcome: To identify major contributors to children’s intake of MyPyramid food groups, and identify strategies for improving the quality of children’s diets.
Learning Outcome: Participants will learn how to 1) use problembased learning to address community needs, 2) incorporate community work activities into teaching/scholarship objectives and 3) promote service learning activities at the departmental level.
Background: Research indicates that diets consumed by school-age children are not consistent with dietary recommendations. Specifically, children’s diets fall short of meeting MyPyramid recommendations for fruits, vegetables and whole grains, and exceed recommendations for discretionary calories from solid fat and added sugars. Understanding more about the contribution of foods to children’s intakes of MyPyramid food groups can provide insights about strategies for improving children’s diets.
Nutrition and food science professionals are regularly sought to answer a wide range of food and nutrition-related questions of interest to the public. Service Learning is a strategy to incorporate community service into teaching and learning objectives in a thoughtful, well defined manner. The purpose of this Engaged Departmental Initiative was to 1) develop a cohesive community-based program that would actively engage faculty and students and 2) thoughtfully integrate service learning into these community-based activities. Adding the reflection activities of Service Learning, for both students and faculty within the department, it was thought, would provide an added measure of assessment to community-based work/activities and in turn, facilitate more satisfactory outcomes. Planning included the identification of faculty with service learning expertise who would serve as mentors, identification of appropriate community partners, and jointly identifying nutrition-related needs and setting goals. Implementation included teaching the basic tenets of service learning to faculty and students unfamiliar with this teaching and learning strategy, integration of service learning activities into established departmental Creative Inquiry teams, which numbered 18, and service delivery. Assessment is ongoing and reflects student, faculty and community satisfaction indices. This project has shown a unique way by which faculty members, with diverse skills and interests, can unite to work toward a common goal and explore the effect of departmental collaborative endeavors on community issues. Funding Disclosure: CU Service Alliance
A-102 / September 2010 Suppl 2—Abstracts Volume 110 Number 9
Author(s): E. M. Condon, M. Fox; Mathematica Policy Research, Inc., Cambridge, MA
Methods: This study used 24-hour recall data from the 2004-2005 third School Nutrition Dietary Assessment Study. Foods were linked to the MyPyramid Equivalents Database and categorized into food source groups. Population proportions were calculated to estimate contributions of specific food source groups to intakes of MyPyramid groups. Results: Fruit juice and fruit-flavored drinks contributed more than 50% of children’s fruit intakes. Major contributors to vegetable intakes included french fries, condiments, pasta mixtures, pizza, and Mexican entrees. These foods were also among leading contributors to intakes of discretionary calories from solid fat. Carbonated sodas and fruit-flavored drinks accounted for almost 40% of added sugar. Cold cereals were leading contributors to intakes of whole grains and added sugar. Conclusions: Changes to the type and mix of foods consumed are needed to improve children’s overall diet quality. In addition to encouraging consumption of discrete servings of fruits and vegetables, it is also important to modify the solid fat content of mixed dishes that are leading contributors to children’s vegetable intakes. Replacing sugar-sweetened beverages with water or 100% juice is an important strategy for reducing intakes of added sugar. Funding Disclosure: USDA’s Economic Research Service