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Objective: To develop a childhood obesity prevention program, Food, Feeding and Your Family (FFYF), which encourages eating self-regulation in young children. This article describes the research methods for FFYF. Activities that will be used to guide the development of the program are illustrated in a logic model., Design: A randomized control trial will be conducted with participant groups randomized into 1 of 3 conditions: (1) in-class delivery of feeding content and nutrition education, (2) online delivery of feeding content and in-class delivery of nutrition education, and (3) nutrition education only. Assessments will be collected at baseline, program completion, and 6 and 12 months after completion of the program., Setting: Study will be conducted through the Expanded Food and Nutrition Education Program in Colorado and Washington State., Participants: Parents with 2- to 8-year-old children will be recruited from affiliated community agencies, 540 participants across both states., Interventions: FFYF derives content from an empirically validated parental feeding program, Strategies for Effective Eating Development, and will be administered with Eating Smart • Being Active, an evidence-based, nutrition education curriculum., Main Outcome Measures: Parents will report on feeding practices, child eating behaviors, feeding styles, and acculturation., Analysis: Because of the nested nature of the data, multilevel analyses will be used: time points, within parents, and within groups., (Copyright © 2019 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.)

\nHIGHLIGHTSThis study examined the impact of nutrition education on chronotype, sleep quality, and dietary quality among university students. Participants included 317 students with nutrition education and 280 without. Data were collected through questionnaires assessing demographic characteristics, chronotype (using the Morning-Evening Questionnaire), sleep quality (via the Pittsburgh Sleep Quality Index), and dietary habits. Anthropometric measurements and 24-hour food recalls were also recorded. Dietary quality was evaluated using the Healthy Eating Index (HEI)-2020, while dietary fat and carbohydrate quality were assessed with the Fat Quality Index (FQI) and Carbohydrate Quality Index (CQI), respectively. Results indicated that students who received nutrition education had significantly lower body weight, height, and waist circumference compared to those without. Of the students, 8.9% had a morning, 7% had an evening and the rest had an intermediate chronotype. HEI-2020, CQI, and FQI scores were significantly higher in the nutrition education group. Although no significant relationship was found between nutrition education and chronotype, improved dietary and sleep quality were observed in the group with education. This suggested that enhancing nutritional knowledge can positively impact health by improving dietary quality and sleep. Dietary quality, carbohydrate quality and fat quality were found to be higher in the group with nutrition education.No relationship was found between chronotype and nutrition education.A positive relationship was found between nutrition education and sleep quality.As sleep quality decreased, tendency to evening type increased.Dietary quality, carbohydrate quality and fat quality were found to be higher in the group with nutrition education.No relationship was found between chronotype and nutrition education.A positive relationship was found between nutrition education and sleep quality.As sleep quality decreased, tendency to evening type increased. [ABSTRACT FROM AUTHOR]

Background: According to the World Health Organization report, immigrants are at increased risk of malnutrition. Nutritional deficiencies in pregnancy are a public health concern and around 20 to 30 percent of pregnant women suffer from it worldwide. There has not been any investigation about the effect of any intervention on improving nutritional intake in pregnant Afghan immigrant women. Therefore, the present study was conducted to determine the effect of nutrition education based on the Health Belief Model (HBM) on food intake in pregnant Afghan immigrant women. Methods: A semi-experimental study study was conducted on 116 Afghan immigrant pregnant women who have the inclusion criteria, were referred to health center No. 2 in Mashhad, Iran in June 2022 until February 2023, and were randomly assigned to the intervention (56) and control (56) groups. The demographic, HBM questionnaire and the standard 24-h food reminder questionnaire were the research tools. The intervention consisted of four sessions of 45–60 min of nutrition education based on the Health Belief Model in groups of 8–10 people. The questionnaires were completed before, immediately, and one month after the intervention by the research units. Data were analyzed with SPSS version 21 software. Results: The intake of energy, protein, carbohydrates, and micronutrients such as iron, calcium, zinc, and vitamin D increased in the intervention group immediately and one month after the intervention significantly compared to before the intervention (P < 0.05). Although all these nutrients intake had a significant decrease in control group women (P < 0.05). Conclusions: Nutrition education based on the health belief model is effective in the nutritional intake of Afghan immigrant pregnant women. According to the importance of getting enough nutrients in pregnancy and its effects on the mother and fetus's health, nutrition education based on the Health Belief Model model is suggested for these mothers. Trial registration: It is registered in the Iranian clinical trials database under the code: IRCT20220629055312N1, Date of first registration: 25/07/2022. [ABSTRACT FROM AUTHOR]

Culinary medicine and culinary nutrition programs have emerged as innovative approaches to influencing dietary and lifestyle behavior change. These models vary in reported use of behavioral frameworks for planning purposes and attributing efficacy to current inconsistencies in format and delivery. This report aims to review current practice of behavior change theories in culinary medicine/culinary nutrition, delineate constructs that support positive outcomes, and describe future directions for translational applications in integrating the skills of chefs, nutrition educators, and medical professionals. [ABSTRACT FROM AUTHOR]

Distinct pedagogical approaches within medical curricula in France and in the U.S. reflect a growing recognition of the importance of nutrition to address major public health challenges. However, recent generations of medical students have expressed mixed opinions regarding nutrition education. What pedagogical approach may improve nutrition education? Despite different medical systems, students from both France and the U.S. share similar concerns and expectations, that nutrition knowledge must be embedded in the curriculum and must be engaging. Hands-on, system-based, epistemological, and multidisciplinary approaches need better articulation to forge a robust medical curriculum. In the rapidly changing contexts of medicine and public awareness, social science research may facilitate recommendations for improved nutrition education.

Background: Community health education is essential in combating obesity and cardiovascular diseases by addressing nutritional knowledge gaps and promoting healthier dietary habits in China. The aim of this study was to investigate the nutritional knowledge, attitudes, and needs of residents at Beijing Fengtai District. Methods: This cross-sectional study was conducted between October 2021 and January 2022, residents from 31 communities of the Fengtai District were given an online questionnaire, which was designed to assess their nutritional knowledge, attitudes, and needs. Results: From 420 distributed surveys, a total of 416 participants were enrolled for an effective recovery rate of 99.05%. Among them, 317 participants (76.20%) scored 80% or higher on the nutritional knowledge questionnaire, participants with higher nutritional knowledge scores were more likely to be aged over 60 years (OR = 0.21, 95% CI 0.06– 0.76, p = 0.02), female (OR = 0.40, 95% CI 0.22– 0.73, p < 0.01) and employed (OR = 2.31, 95% CI 1.04– 5.12, p = 0.04). While many community residents expressed a desire to receive guidance on dietary guidance (n = 303, 72.84%) dietary matching (n = 303, 72.84%), and preventive health care (n = 286, 68.75%). Residents were familiar with nutritional care clinics (55.05%) and believed that the nutritional care clinics should be increased (59.86%). In addition, 345 residents (83.41%) wanted nutritional care clinics to provide consultation on nutritious meal planning. Conclusion: Beijing residents need additional access to clinical nutritional resources as their needs are not fulfilled despite a relatively strong knowledge of nutrition. [ABSTRACT FROM AUTHOR]

Background: Nutrition in pregnancy is a component of the Council on Resident Education in obstetrics and gynecology core curriculum; however, no studies currently examine adherence to this goal. Objectives: Our objective was to assess obstetrics and gynecology (Ob/Gyn) residents' education and knowledge surrounding nutrition in pregnancy, including (1) amount of dedicated didactic time to and attitudes toward, (2) subjective comfort in counseling patients on, and (3) objective knowledge of pregnancy-related nutrition. Materials and Methods: This is a cross-sectional electronic survey-based study. A 28-item questionnaire was distributed to residents enrolled in Ob/Gyn training programs across the United States in 2022. Results: From 247 Ob/Gyn residency programs, 218 residents across postgraduate years and from geographically diverse locations consented to participation and completed all survey questions. Almost half (48%) of participants reported 0 hours per year of dedicated nutrition-related education, 49% reported 1–2 hours, and 3% reported >2 hours. Most residents (92%) strongly agreed or agreed that education regarding pregnancy-related nutrition guidelines would be useful for clinical practice. However, less than one-third (31%) of residents reported feeling comfortable counseling patients on nutrition in pregnancy. On assessment of residents' objective knowledge of pregnancy-related nutrition, mean percentage of correct responses was 74%. Conclusions: This study identifies a gap in graduate medical education, specifically a disconnect between the recognized impact of nutrition on pregnancy outcomes and residents' ability to confidently and effectively counsel patients on nutrition in pregnancy. Results demonstrate a need to develop curriculum and interventions to educate Ob/Gyn residents about pregnancy-related nutrition. [ABSTRACT FROM AUTHOR]

The Food Resource Equity and Sustainability for Health ("FRESH") study is an Indigenous-led intervention to increase vegetable and fruit intake among Native American children. As part of this study, we developed a hybrid (online and in-person) food sovereignty and nutrition education curriculum for the parents of these children. This 16-week curriculum was developed to promote household- and community-level healthy eating and food sovereignty practices to parents of preschool-aged children residing in Osage Nation, Oklahoma. A total of 81 parent/caregivers participated in the curriculum component of the FRESH study, with a median age of 34 years (range: 23-54 years). Most study participants were female (88.9%) and less than half (45.7%) had an annual household income of more than US$50,000. Most were married or had a significant other (76.5%) and worked full-time (65.4%). The median total number of children in the home

In the past decade, medical education has increasingly incorporated evidence-based lifestyle interventions as primary strategies for preventing and managing noncommunicable diseases. This shift embraces the growing recognition of the significant impact of lifestyle on health outcomes, driving diseases including obesity, diabetes, heart disease, and cancer. Now deemed "food is medicine" (FIM), diet-related interventions witnessed integration into healthcare systems and recognition in the United States' White House Conference on Hunger, Nutrition, and Health in 2023. As FIM gains traction, investigating optimal strategies for team-based education becomes essential. Healthcare teams need the necessary knowledge and tools to effectively administer FIM services and collaborate across disciplines, ultimately enhancing disease prevention, chronic disease management, health quality, value, and overall wellness. Culinary medicine (CM), a vital component of FIM, bridges nutrition education, pragmatic culinary skills, and conventional strategies to improve chronic disease management. CM involves experiential learning, imparts practical skills, and encourages behavior change by addressing food-related determinants of health and promoting equitable access. Teaching kitchens serve as physical or virtual learning spaces and as a didactic and experiential method (skills lab), playing a crucial role by integrating culinary, lifestyle, integrative, and conventional medicine. A growing number of medical schools in the United States and globally offer CM education via diverse methods including interest groups, electives, and specialty tracks, encompassing didactic sessions, hands-on kitchen education, and virtual teaching methods. Given the rising demand for CM programs, this article aims to describe, map, and compare existing CM education types in medical education. It provides actionable recommendations for medical schools to establish and expand CM programs by fostering service-learning partnerships, clinical innovation, and interdisciplinary research. As FIM gains prominence, cultivating a robust foundation of educational strategies is vital to ensure seamless integration into both medical education and collaborative medical practice. [ABSTRACT FROM AUTHOR]

Dietary education is a core component of cardiac rehabilitation (CR). It is unknown how or what dietary education is delivered across the UK. We aimed to characterise practitioners who deliver dietary education in UK CR and determine the format and content of the education sessions. A fifty-four-item survey was approved by the British Association for Cardiovascular Prevention and Rehabilitation (BACPR) committee and circulated between July and October 2021 via two emails to the BACPR mailing list and on social media. Practitioners providing dietary education within CR programmes were eligible to respond. Survey questions encompassed: practitioner job title and qualifications, resources, and the format, content and individual tailoring of diet education. Forty-nine different centres responded. Nurses (65·1 %) and dietitians (55·3 %) frequently provided dietary education. Practitioners had no nutrition-related qualifications in 46·9 % of services. Most services used credible resources to support their education, and 24·5 % used BACPR core competencies. CR programmes were mostly community based (40·8 %), lasting 8 weeks (range: 2–25) and included two (range: 1–7) diet sessions. Dietary history was assessed at the start (79·6 %) and followed up (83·7 %) by most centres; barriers to completing assessment were insufficient time, staffing or other priorities. Services mainly focused on the Mediterranean diet while topics such as malnutrition and protein intake were lower priority topics. Service improvement should focus on increasing qualifications of practitioners, standardisation of dietary assessment and improvement in protein and malnutrition screening and assessment. [ABSTRACT FROM AUTHOR]

This comprehensive study conducts an in-depth analysis to explore the dynamic landscape of nutrition learning media research, aiming to delineate evolving trends, developmental trajectories, and their consequential implications. Employing bibliometric analysis and content analysis approaches, this research uncovers distinct publication patterns and citation behaviors, spotlighting pronounced trends catalyzed by the COVID-19 pandemic, a testament to the adaptability of educational systems. The study identifies a spectrum of learning media formats, encompassing applications, websites, and game-based platforms, while emphasizing the prevalence of experimental and design methodologies within the research paradigm. Keyword clusters elucidate strategies integrating technology and catering to diverse target audiences. In conclusion, nutrition education media plays a pivotal role in addressing health and sustainability challenges. The study advocates for ensuring equitable access to digital resources and advocates for fostering interdisciplinary collaboration as pivotal facets for future research endeavors. Ultimately, this research significantly contributes to enhancing nutrition literacy and underscores the transformative potential of technology-driven education in empowering informed dietary decisions and augmenting overall health outcomes.

Purpose: This study aimed to investigate the effect of a video-based enteral nutrition education program using QR codes on the perception, knowledge, and performance of enteral nutrition for intensive care unit (ICU) nurses. Methods: This was a quasi-experimental study with a nonequivalent control group pre- and post-test design. The participants were nurses working at six ICUs within a single university hospital, with 55 nurses in the experimental group and 55 nurses in the control group. The video-based enteral nutrition education program using QR codes was repeated three times to the experimental group. Results: There was a statistically significant pre-post difference in perceptions between the two groups (Z = -4.04, p < .001) with 2.00 points (± 5.57) for the control group and 7.89 points (± 7.95) for the experimental group, in knowledge (Z = -7.48, p < .001) with 0.02 points (± 1.91) for the control and 4.18 points (± 2.33) for the experimental, and in performance (Z = -2.20, p = .028) with 0.06 points (± 3.96) for the control and 2.00 points (± 5.14) for the experimental. Conclusion: The video-based enteral nutrition education program using QR codes was effective in improving the perceptions, knowledge, and performance of enteral nutrition among ICU nurses. This enteral nutrition education program using QR codes in clinical education can contribute to evidence-based nursing practice by improving perceptions and knowledge of enteral nutrition. [ABSTRACT FROM AUTHOR]

The need of translating increasing outlays into better outcomes on various public programmes has attracted the attention of researchers worldwide to focus more on the quality of public spending, often assessed in terms of its efficiency. The present article is a contribution to the existing literature on the subject in that it assesses the efficiency of government expenditure of Indian states for two most basic social services—elementary education and nutrition during 2014–2015 and 2018–2019 using data envelopment analysis and Malmquist productivity index techniques, in both input‐oriented as well as output‐oriented settings under variable returns to scale assumption; it constructs the average performance index for children at elementary education and malnutrition index for women and children to utilise them as output indicators; and it adopts a robust bootstrap truncated regression procedure to avoid various econometric issues while estimating the impact of selected environmental factors on bias‐corrected inefficiency scores. The major findings of this article seem to suggest that, while states should be provided greater flexibility in their fiscal operations, they have to complement their fiscal autonomy with good governance to improve the efficiency of their spending on basic social services. Towards this end, states like Bihar, Jharkhand and those belonging to North‐Eastern and Himalayan regions need special attention with a different set of development policies. [ABSTRACT FROM AUTHOR]

Background: The global population is ageing rapidly and there is a need for strategies to promote health and wellbeing among older adults. Nutrition knowledge is a key predictor of dietary intake; therefore, effective educational programmes are urgently required to rectify poor dietary patterns. Digital health technologies provide a viable option for delivering nutrition education that is cost‐effective and widely accessible. However, few technologies have been developed to meet the unique needs and preferences of older adults. Objective: The aim of this study was to explore technology use among older adults and qualitatively determine the content needs and design preferences for an online nutrition education resource tailored to older adult consumers in Australia. Methods: Twenty adult participants aged 55 years and older (95% female) participated in one of four 2‐h participatory design workshops. In each workshop, prompted discussion questions were used to explore participants' technology use and preferences and to explore content needs and design preferences for an online nutrition education resource specific to older adults. Results: All participants were regularly using a range of different devices (e.g., smartphones, tablets and computers) and reported being comfortable doing so. Participants wanted a website that provided general nutrition information, practical advice and recipes. To enhance engagement, they sought a personalised resource that could be adjusted to suit their needs, included up‐to‐date information and allowed for easy sharing with others by exporting information as a PDF. Conclusions: Participatory design methods generate new knowledge for designing and tailoring digital health technologies to be appropriate and useful for the target audience. Specifically, older adults seek an online resource that has large and simple fonts with clear categories, providing them with practical advice and general nutrition information that can be personalised to suit their own needs and health concerns, with the option to export and print information into a paper‐based format. Patient or Public Contribution: Older adults actively participated in the development and evaluation process to generate ideas about potential features, functionalities, uses and practicalities of an online nutrition education resource. [ABSTRACT FROM AUTHOR]

Culinary medicine (CM) addresses diseases through nutrition and culinary education. To promote access to educational material for people with diabetes and engagement in virtual classes, we created a virtual culinary medicine toolkit (VCMT) sensitive to literacy levels and language preferences. The VCMT was developed to accompany existing virtual CM programs and help improve participant interaction and retention, offering educational materials for providers and participants. The provider VCMT offers level-setting education to reduce mixed nutrition messaging, including educational resources discussing inclusive nutrition and mindful eating topics. Each handout has a QR code and link to engaging, animated videos that provide further explanation. The participant VCMT offers a range of fundamental cooking skill videos and infographics, including knife skills and preparing whole grains and healthy beverages. Participant handouts and animated videos, which are played during the virtual CM class, allow participants to learn more about diabetes management and food literacy topics, including interpreting nutrition labels, and are employed during a CM to facilitate discussion and reflection. The animated videos replace a traditional slide-based lecture, allowing space for patient-centered facilitated discussions during virtual cooking sessions. The VCMT could guide the development of virtual CM interventions to shift learning from lecture-based to patient-centered discussions via a visual and inclusive medium. [ABSTRACT FROM AUTHOR]

Serious games (i.e., digital games designed for educational purposes) can foster positive learning attitudes and are increasingly used as educational tools. Foodbot Factory is a serious game application (app) that helps children learn about healthy eating based on Canada's Food Guide principles and has demonstrated to increase nutrition knowledge among this group. This paper describes the process followed to expand Foodbot Factory's educational content and integrate immersive technologies and innovative features into the app. The revision process, which was guided by the Obesity-Related Behavioral Intervention Trials model, included the following phases: first, an interdisciplinary team of nutrition scientists, education experts, and computer scientists analyzed data from the original pilot study, recently published literature, and feedback from stakeholders to define areas to improve Foodbot Factory. The five original Foodbot Factory modules were evaluated by the team during weekly meetings, where the educational content, interactive features, and other elements that required updates (e.g., aesthetics and accessibility) were identified. Second, prototypes were created and refined until a final version of Foodbot Factory was approved. Nineteen children tested the updated Foodbot Factory and found it "easy to use" (89%) and "fun" (95%). The new version of Foodbot Factory contains 19 learning objectives, including 13 original and six new objectives. Interactive engagement features in the updated Foodbot Factory included augmented reality incorporated into two learning modules; new mini-games were created, including a memory game; an overhaul of the aesthetics; (e.g., new food images); and accessibility features were included to support users with cognitive and vision disabilities. [ABSTRACT FROM AUTHOR]

Aims Fatty liver disease is a type of fat accumulation in the liver parenchyma that can be related to lifestyle. Therefore, this study compared the effectiveness of nutrition education with and without physical activity on blood lipids and liver aminotransferase enzymes in men with nonalcoholic fatty liver disease. Materials & Methods This study is a randomized clinical trial with a control group, carried out on 80 employees working in the South Pars gas complex in Jam, Iran, suffering from fatty liver. The participants were allocated to four nutrition education groups; a physical activity group, a nutrition education group with physical activity, an education group without physical activity, and a control group (20 people each) using a random block sampling method. In all four groups, 48 hours before the intervention, 3 and 6 months after the intervention, blood lipids and liver enzymes were measured and recorded in a form. Data were analyzed using SPSS 21 software and chi-score statistics, one-way ANOVA, and repeated measures ANOVA test. Findings Alanine aminotransferase enzyme showed a significant improvement in each of the 3 intervention groups compared to the control group at 3 and 6 months after the research intervention (p=0.001). Low-density lipoprotein showed a significant improvement in 6 months, which was related to the group of physical activity combined with nutrition education (p=0.005). Conclusion Exercise and education interventions are more effective over a longer period of time in preventing and treating non-alcoholic fatty liver disease. [ABSTRACT FROM AUTHOR]

This trial examined the influence of two nutrition intervention programmes on health-related and nutritional intake indices pertinent to cardiovascular disease compared to usual care in stage IV cardiac rehabilitation patients. Sixty-six patients were recruited from the Heartbeat North-West cardiac rehabilitation centre in Preston (United Kingdom). Patients were randomly assigned to Usual care, Biggest loser or Nutrition education arms. Usual care undertook their usual two exercise classes per week without nutritional support, Biggest loser underwent weekly education sessions focussing on weight loss using the themes within the British Heart Foundation 'So You Want to Lose Weight for Good' guidelines, and Nutrition education followed the same themes as Biggest loser but in a more focussed manner informed by patient focus groups. In total, this was a 12-week trial in which patients spent 6 weeks engaged in their allocated intervention arm, after which all participants switched to Usual care. The primary outcome was systolic blood pressure, and secondary measures of anthropometric, blood biomarker, nutritional knowledge (via the Mediterranean Diet Assessment Tool) and nutritional intake indices were measured at baseline, 6 weeks, and 12 weeks (follow-up). Intention-to-treat analyses revealed no significant alterations in the primary outcome (Usual care: baseline = 130.45 mmHg, 6 weeks = 127.83 mmHg, and follow-up = 126.35 mmHg, Biggest loser: baseline = 133.50 mmHg, 6 weeks = 123.06 mmHg, and follow-up = 135.22 mmHg, or Nutrition education: baseline = 135.23 mmHg, 6 weeks = 129.20 mmHg, and follow-up = 126.26 mmHg) between arms. However, at 6 weeks, improvements in triglycerides were significantly greater in Usual care (baseline = 1.61 mmol/L and 6 weeks = 1.43 mmol/L) group compared to Nutrition education (baseline = 1.70 mmol/L and 6 weeks = 2.21 mmol/L). Improvements in nutrition knowledge were significantly greater in Nutrition education (baseline = 8.48, 6 weeks = 9.77, and follow-up = 10.07) compared to Usual care (baseline = 7.71, 6 weeks = 8.00, and follow-up = 8.00) and Biggest loser (baseline = 7.71, 6 weeks = 8.73, and follow-up = 8.36). At 6 weeks, the Biggest loser group (baseline = 4.75 g and 6 weeks = 3.83 g) exhibited significantly greater improvements in salt intake compared to Usual care (baseline = 4.87 g and 6 weeks = 4.28 g) and Nutrition education (baseline = 19.25 g and 6 weeks = 16.78 g) in saturated fatty acids compared to Usual care (baseline = 20.26 g and 6 weeks = 21.34 g). This trial shows the effectiveness of nutritional interventions for improving nutritional knowledge and dietary practices in stage IV cardiac rehabilitation, but the mechanisms and longer-term effects of increased triglyceride levels in the Nutrition education group requires further exploration. [ABSTRACT FROM AUTHOR]

OBJECTIVE Nutrition is important in preventing and managing disease. Veterinarians are an important source of nutrition information; however, nutrition communication between veterinarians and pet owners is relatively infrequent. The purpose of this study was to conduct a qualitative review of barriers to nutrition communication and possible solutions, reported by small animal veterinarians. SAMPLE 18 veterinarians from Maryland, Michigan, Virginia, Washington DC, and West Virginia. METHODS In a qualitative focus group study, 5 virtual focus groups using the Zoom platform were conducted from February 3, 2021, to April 2, 2021. Each focus group was audio recorded, and transcripts were created using Otter.ai software. Transcripts were analyzed in Atlas.ti qualitative data analysis software using a hybrid of inductive and deductive thematic analysis. RESULTS The 4 barriers to nutrition communication identified by veterinarians were as follows: (1) time, (2) misinformation and information overload, (3) pet owners' apprehension toward new information, and (4) veterinarians' confidence in nutrition knowledge and communication skills. Potential solutions include (1) improving communication and nutrition education, (2) improving and increasing access to client-friendly resources, and (3) empowering credentialed veterinary technicians and support staff to discuss nutrition. CLINICAL RELEVANCE This study provides guidance for how to focus efforts to break down barriers to nutrition communication in small animal veterinary practice. [ABSTRACT FROM AUTHOR]

Background: Cardiovascular diseases (CVD) are the most important cause of death in many countries of the world, including Iran. This study aimed to investigate the effect of educational intervention based on the Health Belief Model (HBM) on the promotion of nutritional behaviors to prevent CVD among the all people (aged 30–59 years). Methods: This semi-experimental study was conducted on all people (aged 30–59 years) referring to the primary healthcare centers of Jahorm city, southern Iran, from September 2021 to July 2022. In this study, 100 participants (50 participants for the intervention group and 50 for the control group) were selected using a multistage cluster random sampling method. The data collection tool was a questionnaire with confirmed validity and reliability. Also, the food consumption frequency checklist was used. The educational intervention included holding four sessions, each lasting for 60 min. The methods used for training included lectures, questions and answers, and group discussions. Before the intervention and three months after, the intervention and control groups completed the questionnaire. The obtained data were analyzed by SPSS 17. Results: after the educational intervention, the mean score of knowledge (4.84 ± 0.84; 2.76 ± 1.41; p < 0.001), perceived susceptibility (9.52 ± 1.81; 8.76 ± 1.9; p = 0.004), perceived severity (14.78 ± 1.66; 13.80 ± 2.23; p = 0.015), perceived benefits (10.66 ± 1.79; 7.52 ± 1.99; p < 0.001), perceived barriers (5.92 ± 2.81; 12.68 ± 10.24; p < 0.001) and practice (178.78 ± 14.35; 147.36 ± 13.19; p < 0.001) showed a significant difference between the intervention and control groups. Conclusion: The results showed that the educational intervention effectively improved people (aged 30–59 years) knowledge and HBM constructs to prevent CVD. Also, improving people's performance regarding CVD prevention behaviors will be successful by implementing an educational intervention based on the HBM. [ABSTRACT FROM AUTHOR]

Copyright of Artuklu Health is the property of Mardin Artuklu University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This study aimed to evaluate the feasibility of the D-PATH website to improve dietary and physical activity management for patients with cardiometabolic risk. Methods: A website called D-PATH was developed, consisting of 6 learning units for managing hypertension. A 4-week program was implemented, and a pre- and post-intervention assessment was conducted to measure acceptability and changes in knowledge, attitude and practice, dietary intake, physical activity, and anthropometric status. Results: The D-PATH website was acceptable in terms of understandability, actionability and cognitive load. Knowledge, attitude and practice, and physical activity levels were improved, but no changes were noted for dietary intake and blood pressure level. Conclusion: The D-PATH website was accepted and feasible for the intervention study. This study has shed light on using the website to promote behavioral change in patients with cardiometabolic risks. [ABSTRACT FROM AUTHOR]

There are numerous “positivity” movements circulating such as sex positivity and body positivity that affect how sexuality and bodies are discussed, including in educational contexts. These movements have provided alternative discourses that challenge constructions of sexualities and bodies as “dangerous”, aberrant, or “other”. There is potential for “food positivity” to do the same given how food is frequently constructed as “risky”, reflecting anxieties about industrial food production and the impacts of “bad” food on human health, appearance, and the environment. Food practices, and the discourses that support them act as moral signifiers and can be exclusionary, exacerbating marginalization and inequities. Alternatively, food pedagogies can prioritize inclusion, diversity, and sustainable, resilient communities. How might the discourses that circulate in post-secondary food education construct and support positive relationships with food? Two major, and largely silo-ed, fields in Canadian higher education are Nutritional Sciences and Food Studies. Using publicly available syllabi (n=97) from undergraduate courses across Canada, this study investigated how food positivity is being enacted. In Nutritional Sciences, food positivity emphasizes nutritionism ideology whereby the composition and quantity of nutrients can add up to an (undefined) healthy diet. In Food Studies, food positivity is associated with local, equity-promoting, and culturally-sensitive approaches. In both fields, “food negativity” also appears in relation to “obesogenic” foods and systems, revealing an underlying fatphobia. Greater transdisciplinary collaboration with Fat Studies would benefit both fields in enacting a broader and more inclusive food positivity.

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students' prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students' prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Dental Hygiene is the property of Canadian Dental Hygienists Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of National Nutrition Journal / Media Gizi Indonesia is the property of Universitas Airlangga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Food and nutrition labelling is an effective tool to address diet-related non-communicable diseases (NCDs), in which nutrition education plays an integral role. To investigate South African dietitians' understanding, perspectives and practices of food and nutrition labelling as a nutrition education tool. A quantitative descriptive cross-sectional study was conducted. A nationwide survey was undertaken of dietitians from all sectors of practice. Dietitians registered with the Health Professions Council of South Africa (HPCSA) (n = 137). A self-administered electronic survey was used for data collection. Awareness of labelling regulations was high (86.9%); however, confidence in knowledge of regulations was lacking (53.3%), as well as knowledge regarding food-labelling regulations (R146) (52.6%). More than half (57.7%) regarded labels as relevant to their daily work and 51.8% used labels frequently, varying use depending on client needs. For education purposes, the nutrition information table (75.2%), client-specific nutrients (70.0%) and health endorsement logos (HELs) (59.2%) were most frequently used. Product healthiness was mainly evaluated using the cooking method (86.1%), level of processing (67.9%) and product category (63.5%). Least used aspects were origin/certification claims (39.4%) and animal husbandry (34.3%). Highly rated aspects included belief in label efficacy (88.3%), accuracy (81.8%), a positive attitude (87.6%) and relevance (80.2%). To promote optimal use of labelling as a nutrition education tool, standardisation, trustworthiness and continuing education should be addressed. Furthermore, the urgent promulgation of the draft food labelling regulations will address existing barriers to label use. [ABSTRACT FROM AUTHOR]

Research background: The Bangladeshi government has set a plan to generate one-tenth of its electricity from solar and other renewable sources by 2030. Solar adoption surged in Bangladesh up until 2015, setting a global precedent for electrifying areas that were previously unconnected. The enhanced lighting offered by solar systems provides immediate benefits, including additional hours for household and business activities and extended study hours for school-going children. Purpose of the article: This study seeks to identify the determinants and welfare gains of solar adoption in rural areas by analysing three rounds of the Bangladesh Integrated Household Survey from 2011-12, 2015, and 2018-19. In addition to presenting new estimates of economic, environmental, and educational welfare gains, our research offers insights into how solar adoption relates to rural employment and the nutrition of children under five. Methods: We utilized both ordinary least squares and propensity score matching techniques to estimate the welfare effects of solar adoption. Only households that do not use electricity as their primary lighting source, such as those relying on solar or kerosene, are considered in our sample. Findings & value added: We have discovered that adopting solar is linked to higher income, increased expenditure, and growth in asset value. Additionally, there is a significant reduction in kerosene expenditure among adopters compared to non-adopters. Other observations reveal that households with solar setups tend to transition from sharecropping to trading and poultry farming. Children in these households also benefit from solar adoption in terms of education and nutrition. This study illustrates how solar energy can effectively address various welfare concerns in areas where the government cannot supply electricity. Given that recent global events have rendered underdeveloped countries more vulnerable to providing consistent electricity to their entire populations, this research suggests solar energy as a resilient electrification solution during crises. [ABSTRACT FROM AUTHOR]

Inappropriate nutritional behavior is a common cause of nutritional issues among adolescents, often leading to conditions like underweight and anemia. This study aimed to assess the impact of nutrition education and behavioral change-based support on the nutritional status and hemoglobin levels of adolescent girls. The study included 75 adolescent girls aged 16-18 years from Singosari Village, Gresik District, chosen through purposive sampling. Over a 30-day period, intensive nutrition education and assistance were provided, utilizing various methods such as lectures, discussions, role play, and practical exercises. The results revealed significant improvements in various aspects. Participants exhibited increased nutrition knowledge, energy and protein intake, body weight, nutritional status, and hemoglobin levels after the intervention (p < 0.05). The rise in knowledge was linked to higher protein intake (p=0.009), while adequate protein intake was associated with weight gain (p=0.025). Weight gain, in turn, correlated significantly with improved nutritional status based on BMI/U (p = 0.041). Hemoglobin levels also significantly increased, shifting from 11.6 + 0.2 mg/dl (low) to 13.4 + 0.1 mg/dl (normal) after the intervention. This improvement in hemoglobin levels was linked to increased energy intake (p = 0.012) and a change in the practice of consuming iron supplementation, shifting from no usage to weekly consumption. In conclusion, nutrition education and behavioral change-based support can effectively enhance energy, protein, and iron intake, leading to improved nutritional status and hemoglobin levels among adolescent girls. [ABSTRACT FROM AUTHOR]

Copyright of Artuklu International Journal of Health Sciences is the property of Mardin Artuklu University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enfermagem Brasil is the property of Atlantica Editora and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Nutrition professionals function at the nexus of food, nutrition status and the myriad of determinants influencing these. However, defining our role in food system transformation requires a multifaceted and deep understanding of sustainability in the context of nutrition and dietetics (N&D). Practitioner perspectives and experiences provide a rich source of practice wisdom that can inform authentic curriculum to equip students for the complex realities of practice; however, there is limited understanding of these in the Australian higher education setting. Methods: Qualitative methodology using semistructured interviews with 10 Australian N&D professionals. Thematic analysis was used to understand how they perceive opportunities and barriers for integrating sustainability into practice. Results: Practitioners' experience in sustainability practice varied. Themes were identified in two categories: opportunities and barriers. Themes that reflected future practice opportunities included "Preparing the workforce" (for academics and practitioners interfacing with students), "Practical individual level work" and "System level and policy interests". Themes that were considered barriers to integrating sustainability in practice included "lack of contextual evidence" and "complexity and competing priorities". Conclusions: Our findings make a novel contribution to the current literature as we recognise practitioners as a source of experience anticipating where sustainability and nutrition practice intersect. Our work provides practice‐informed content and context that may assist educators to create authentic sustainability‐focused curriculum and assessment to replicate the complexity of practice. Key points: Sustainability, living well on a finite planet, is complicated, multifaceted and an ethical endeavor intersecting with all forms of nutrition practice.Practising nutritional professionals can be a source of experience to provide practice‐informed content to assist educators in creating a sustainability‐focused curriculum. [ABSTRACT FROM AUTHOR]

OBJECTIVE: This project aimed to prevent obesity in high-risk infants using community health workers.ßto provide mothers with culturally appropriate nutrition and health education. METHODS: This randomized controlled trial enrolled mothers prenatally and infants at birth. Mothers were Spanish-speaking WIC participants with obesity. Trained, Spanish-fluent, community health workers visited homes of intervention mothers to encourage breastfeeding, and promote delayed introduction of solid foods, adequate sleep, limited screen time, and active play. A blinded research assistant collected data at the home. Outcomes were weight-for-length and BMI-z scores, obesity at age 3.ßyears and percent time obese during follow-up. Data were analyzed using multiple variable regression. RESULTS: Of 177 children enrolled at birth, 108 were followed to age 30...36.ßmonths. At the final visit, 24% of children were obese. Obese status at age 3.ßdid not differ between intervention and control (P.ß=.ß.32). Using BMI-z at the final visit, we observed a significant interaction between education and breastfeeding (P.ß=.ß.01). Time spent while obese from birth until age 30...36.ßmonths, by multiple variable analysis, did not show significant differences between intervention and control, but breastfed children experienced significantly less time obese than formula fed (P.ß=.ß.03). Formula-fed children in the control group, spent 29.8% of time obese, while breastfed infants in the intervention group spent 11.9% of time obese. CONCLUSIONS: The educational intervention did not prevent obesity at age 3.ßyears. However, time spent obese from birth to age 3.ßyears was best in breastfed children living in homes regularly visited by community health workers. [ABSTRACT FROM AUTHOR]

India has witnessed a rapid rise in personal income, increased spending on infrastructure and construction and urbanisation in the past three decades. Households have changed their eating habits by purchasing more processed food. This study examines the factors affecting India's consumption of and expenditures on processed foods. The study uses information from three rounds of data collected by the National Sample Survey Organisation (NSSO) and probit and selection bias‐controlled tobit and ordinary least square (OLS) estimation procedures to estimate the empirical model. Findings reveal that the average expected per capita monthly spending on processed foods increased by about 77% between 1990–1991 and 2011–2012. An increase in total consumption expenditure and rapid urbanisation were the primary drivers of consumption and spending on processed foods by Indian households. Secondly, households with salaried or stable incomes were more likely to consume processed foods than other households. This study suggests public and private initiatives to improve human health and nutritional outcomes in Indian households. The government should strengthen food safety regulations related to processed food preparation, distribution and consumption. [ABSTRACT FROM AUTHOR]

This research was carried out to assess the extension workers’ nutrition education competency level and training needs in Katsina state, Nigeria. A multistage sampling technique was used to sample 90 extension workers from the three agricultural zones in the state. Seven categories of 49 specific nutrition education competency items were adapted for the study. A structured questionnaire was used to collect data from the sampled respondents. The mean competency rating for each competency item was computed using SPSS and Microsoft Excel. A Mean scale to interpret the computed mean values. While mean weight discrepancy score was used to determine the areas of training needed by the extension workers. The findings showed that 85.6% of the respondents were males with a mean age of 44 years. It also revealed that the extension workers had a high level of literacy and vast years of working experience of 20-25 years. In terms of their nutrition education competency level, the findings showed that 71.42% of the extension workers have an average competency level on basic nutrition knowledge, nutritional needs of different household members, Hygiene and sanitation, Post-harvest handling and food safety, as well as on Gender and nutrition. However, the extension workers were found to have a low competency level in planning and resource allocation for household food security which also featured to be the prioritized area of training needed by the extension workers. It was finally recommended that nutrition education should be integrated into the extension worker's professional training in the study area. [ABSTRACT FROM AUTHOR]

This study investigated the effect of nutrition education program on protein and nutrient intake, physical performance, and health-related quality of life (HRQoL) in community-dwelling older adults (≥65 years). The participants were randomized in clusters to intervention (IG, n = 51) and control (CG, n = 45) groups. Those in IG took part in the Eating for Strong Aging education program consisting of nutrition education in peer groups, written materials, and personal advice. Nutrient intake was assessed with 3-day food diaries, physical performance with Short Physical Performance Battery (SPPB) and HRQoL with 15-D-QoL instrument. Total of 89 participants completed the study. The mean age was 76 years (IG) and 74 years (CG). At three months, the mean change in protein intake was 0.10 g/adjusted bodyweight (ABW) kg/d in the IG, and −0.07 g/ABW kg/d in the CG (p = 0.024). Intakes of polyunsaturated fatty acids and vitamins C and E increased in the IG compared to the CG (p < 0.05). Changes in SPPB or total HRQoL scores between the IG and the CG did not differ. HRQoL dimension mobility improved in the IG compared to the CG (p = 0.035). In conclusion, the Eating for Strong Aging educational program improved nutrition and may be beneficial for mobility-related QoL. [ABSTRACT FROM AUTHOR]

Since the middle of the 20th century, the American food environment has become increasingly ultra-processed. As a result, the prevalence of chronic, diet-related disease in the United States has skyrocketed. Meanwhile, physicians are still poorly trained in nutrition. A recent innovation that aims to address this is "culinary medicine" programming taught by teams of physicians, chefs, and registered dietitian nutritionists. Culinary medicine is an evidence-based, interprofessional field of medicine that combines culinary arts, nutrition science, and medical education to prevent and treat diet-related disease. It employs hands-on learning through healthy cooking and is typically taught in a teaching kitchen, either in-person or virtually. It can be dosed either as a patient care intervention or as experiential nutrition education for students, medical trainees, and healthcare professionals. Culinary medicine programs are effective, financially feasible, and well-received. As a result, healthcare systems and medical education programs are increasingly incorporating culinary medicine, teaching kitchens, and interprofessional nutrition education into their patient care and training models. [ABSTRACT FROM AUTHOR]

The current trial investigates the effect of renal diet therapy and nutritional education on the estimated glomerular filtration rate (eGFR), blood pressure (BP) and depression among patients with chronic kidney disease (CKD). A total of 120 CKD patients (stages 3–4) (15

The crayfish (Procambarus clarkii) is an invasive alien species consumed as a food source worldwide. However, there is an extremely low demand for it as a food resource in Japan, and it is typically targeted for extermination. One reason for the lack of progress in considering crayfish a sustainable food resource is limited education on the issue during secondary education programs. It is well known that astaxanthin is the pigment responsible for the body color of common red crayfish and crustaceans such as shrimp and crabs. At the same time, while there are ample study materials on plant pigments in the science education curriculum in junior high and high schools in Japan, there are no such materials to our knowledge that focus on animal pigments. Therefore, this research sought to develop teaching materials to deepen understanding of color as a food component of crayfish through an experiment involving extracting and separating their pigments. Using pigments extracted from red crayfish exoskeletons, we developed experimental teaching materials to observe astaxanthin by employing thin-layer chromatography and high-performance liquid chromatography. In addition, an experiment was conducted to observe the effect of different foods on crayfish body color. For the experiment, food was developed to make crayfish bodies white (decolorized) and orange. When the decolorized crayfish were fed norbixin or bixin, which are components of the orange annatto pigment, norbixin tended to accumulate as orange in the exoskeleton more than bixin based on the apparent body color change, color extraction from images, and thin-layer chromatography. These findings are expected to be useful for science and nutrition education, supporting the development of the students' awareness and understanding of crayfish as a food resource. [ABSTRACT FROM AUTHOR]

The Los Angeles County Department of Public Health (DPH) launched the Nutrition Education and Obesity Prevention (NEOP) Project in fall 2013. As the local arm of the Supplemental Nutrition Assistance Program Education (SNAP-Ed), this project partnered with faith-based organizations (FBOs) in Los Angeles County to implement policy, systems, and environmental change interventions (PSEs) at selected church sites, alongside the usual delivery of health education. A 2-part programmatic assessment was conducted to better understand how the NEOP Faith Based Project at one of the FBOs was implemented during the 2013-2016 SNAP-Ed funding cycle. A qualitative component (key informant interviews) sought to understand and describe the PSE implementation process at each of the participating church sites, whereas the quantitative component (surveys) focused on assessing congregant perceptions about their awareness of the PSEs, their knowledge and beliefs about health, and their self-reported health behaviors after exposure to onsite changes. Among congregants who participated in the survey, 52% expressed desire for more health education classes. However, only 37% reported being aware of them at church sites that hosted them. When asked to compare their behaviors for "today" versus 6 months ago, more than half reported greater interest in eating more fruits and vegetables (66%), choosing water over soda (69%), and becoming more physically active (59%). Results from the NEOP Project have implications for how local health departments could partner with FBOs to outreach and promote health among congregants, particularly for those who are at high-risk of diet-related diseases due to poor nutrition and obesity.

Education is perceived to have a positive impact on a variety of health outcomes. However, it is unclear how causal this association is or what could account for the observed relationship, especially in low‐income countries. This study examined the educational gradient in dietary diversity among young women using individual‐level survey data from Zimbabwe. A parametric fuzzy regression discontinuity design was used in the empirical analysis, with school reform exposure serving as an instrumental variable for educational attainment. The results show that increased schooling improves dietary diversity among women and that this effect is large and statistically significant. An examination of the potential mechanisms by which education improves dietary diversity revealed that women with more education are more likely to engage with print media by reading newspapers or magazines, to be literate, to access prenatal care when pregnant, to be wealthier, to have fewer children, and to live in metropolitan areas. These findings suggest that expanding educational opportunities, particularly for young girls in developing countries like Zimbabwe, could be a useful policy strategy to promote healthy eating among young women and, as a result, could enhance population health and nutrition outcomes. [ABSTRACT FROM AUTHOR]

Food literacy education is essential for acquiring the skills and knowledge required to support healthy food interactions. However, there are multiple constraints impacting curriculum enactment in schools. This study explores these constraints in Queensland (Australia), giving voice to Home Economics teacher respondents. A mixed methods survey was conducted (n = 117) in February–March 2021. Eighty percent of respondents advocated for current curriculum change to support food literacy education, including incorporating more explicit practical food education, the transition of nutrition into home economics subjects, and the insertion of food literacy‐focused terminology within the curriculum. [ABSTRACT FROM AUTHOR]

Nutrition education visual tools are designed to help the general population translate science into practice. The purpose of this study was to validate the Athlete's Plate (AP) to ensure that it meets the current sport nutrition recommendations for athletes. Twelve registered dietitians (RDs; 10 female and 2 male) volunteered for the study. Each registered dietitian was asked to create three real and virtual plates at three different times corresponding to breakfast, lunch, and dinner, and the three different AP training loads, easy (E), moderate (M), and hard (H), divided into two weight categories (male 75 kg and female 60 kg). Data of the real and virtual plates were evaluated using Computrition software (v. 18.1; Computrition, Chatsworth, CA). Statistical analyses were conducted by SPSS (version 23.0; IBM, Armonk, NY) to compare the difference between each training load category (E, M, and H) and the recommendations. No statistically significant differences were found among the created plates and the recommendations for energy, carbohydrates, fat, and fiber for E, M, and H. Protein relative to body mass (BM) was higher than recommended for E (1.9 ± 0.3 g·kg-1 BM·day-1, p = .003), M (2.3 ± 0.3 g·kg-1 BM·day-1, p < .001), and H (2.9 +0.5 g·kg-1 BM·day-1, p < .001). No differences were found for the macronutrient distribution by gender when correcting for kilograms of body mass. The authors conclude that the AP meets the nutrition recommendations for athletes at different training intensities for energy, carbohydrates, fat, and fiber, but exceeds the recommendations for protein. Further research should consider this protein discrepancy and develop an AP model that meets, besides health and performance goals, contemporary guidelines for sustainability. [ABSTRACT FROM AUTHOR]

Objective: The school setting can provide an environment that supports healthy behaviours, including the provision of food. School food activities, i.e. school feeding, are commonplace globally, but not well understood in the Pacific Islands region. The aim of this research is to explore learnings associated within existing school food programs (SFP), and adoption resistors in those Pacific Island Countries and Territories (PICT) without SFP, with the intent of improving current and future SFP interventions.Design: This observational cross-sectional study utilised four facilitated workshop sessions to explore SFP within an existing framework.Setting: Pacific Islands region.Participants: Fourteen participants representing the education and health sectors from 11 PICT, and two participants representing regional organisations.Results: Most countries reported some form of related policy, but key critical constraints to the use of SFP included: local food environments; strategic alignment to organisational priorities; advocacy and organisational leadership; community and cultural connections and collaboration. There are opportunities for integration of SFP into existing frameworks (i.e. Health Promoting Schools), increased collaboration, greater professional development and awareness activities, improved monitoring and evaluation, improved awareness of SFP and promotion of healthy eating for the wider school community.Conclusions: Given the current health, social and economic challenges faced by countries and territories in the Pacific Islands region, SFP should be considered as an opportunity for food provision and associated nutrition education for students and their wider community. Further research is needed to understand the critical constraints of SFP in this region, and how to support stakeholders to advocate for, develop and sustain SFP that are contextually and culturally appropriate. [ABSTRACT FROM AUTHOR]

BACKGROUND: Poor dietary habits in childhood can lead to obesity and chronic diseases later in life. Increasing children's nutrition knowledge and liking of fruits and vegetables are key factors in improving diet quality. The purpose of this study was to assess the effects of a nutrition program on knowledge, liking and intake of fruits and vegetables in Montessori students. METHODS: Clustered‐randomized control trial conducted in a Southeastern US Montessori school. Children aged 4‐6 years old (intervention, n = 22; control, n = 29) participated in a 4‐week nutrition education with taste testing of 12 fruits and vegetables. Nutrition knowledge, fruit and vegetable liking, and intake were measured with questionnaires, and analyzed using repeated measures analysis of covariance and descriptive analyses (SPSS v.23); significance defined as p < 0.05. RESULTS: Controlling for covariates, significant between group effects for nutrition knowledge (F = 24.16, p < 0.001) and liking tomatoes (F = 7.01, p = 0.01) were found. The intervention group increased vegetable intake (Hedges' g = 1.01) compared to the control, although it was not significant between groups (F = 1.95, p = 0.17). CONCLUSIONS: Initial examination of this program indicates that it was effective in increasing knowledge, vegetable liking and intake for young children in the sample. More research is needed to compare outcomes between educational delivery methods. [ABSTRACT FROM AUTHOR]

Copyright of Enfermería Cuidándote is the property of Colegio Oficial de Enfermeria de Malaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Primary schools contribute to promoting healthy eating behaviour and preventing overweight and obesity by providing nutrition education. Research highlights the importance of improving teachers' programme implementation to enhance intervention effectiveness. An integrative approach has been suggested to reduce time barriers that teachers currently experience in teaching nutrition. This scoping review explores use and effectiveness of integrative teaching in primary-school-based nutrition education programmes. Six databases were searched for primary-school-based interventions on nutrition education. Papers reporting on integration of nutrition topics within core curriculum were included. Abstracts and full texts of potentially relevant articles were screened to determine eligibility. Next, data were extracted and tabulated. Findings were collated and summarised to describe intervention characteristics, subject integration and effectiveness of the included programmes. Data describing integration of nutrition into the primary school curriculum were extracted from 39 eligible papers. Nutrition education programmes often involve lessons about food groups and are frequently embedded within the mathematics, science or literacy syllabus. Although articles report on the integration of nutrition, the use of this approach was not commonly described in detail. Only seven papers discussed student outcomes related to the integration of nutrition education within core subjects. The ability to draw strong conclusions about school-based nutrition intervention effectiveness is limited by the current lack of programme description and methodological issues. Hence, more research is warranted to inform evidence on effectiveness of integrative nutrition education for both teacher and student outcomes. Future studies that include greater detail regarding the integrative approach are needed. [ABSTRACT FROM AUTHOR]

Several factors can influence children's food choices and preferences. Food and nutrition education at school can therefore be the key to improving children's nutrition knowledge, and consequently their eating behavior. To this end, several strategies seem effective, and the current difficulty lies in choosing the best methodology to implement. To determine which intervention has the greatest impact on preschool children's nutrition knowledge about vegetables: serious game, children's story, children's story associated with stickers, or food wheel. This experimental study had the participation of 162 children, aged between 3 to 6 years, attending four public school institutions in the district of Leiria, Portugal. To increase children's nutrition knowledge about vegetables, four interventions were carried out: digital game, children's story, children's story associated with stickers, and a food wheel. To assess the recognition of foods, identification of vegetables, and the functions of five vegetables (lettuce, tomato, carrot, cucumber, and red cabbage), two instruments were applied at three different times (at the start, conclusion, and 6 months after the intervention). The collected data were analyzed using IBM SPSS software. There was an increase in nutrition knowledge both post-intervention and 6 months followup, compared to the initial moment. This increase was statistically significant (p <0.001) when evaluated overall. The intervention with the digital game "Veggies 4 my heart", compared to the children's story associated with stickers, proved to be more effective in increasing nutrition knowledge related to the vegetable's functions, 6 months after the intervention (p = 0.028). The four interventions were effective to promote nutrition knowledge about vegetables in preschool children. The interventions with the digital game or with the child's story with stickers seem to be the most appropriate to increase knowledge about vegetable functions. [ABSTRACT FROM AUTHOR]

Copyright of Amerta Nutrition is the property of Universitas Airlangga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)