Dissertations / Theses: 'Nutrition education'

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Hoover, Justine Reneè. "Evaluation of the Iowa Expanded Food and Nutrition Education Program and Food Stamp Nutrition Education." [Ames, Iowa : Iowa State University], 2007.

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Martin, Lisa J. "Online nutrition education : perceived understanding, acceptance, and usability of food and nutrition bytes curriculum for the Expanded Food and Nutrition Education Program." Thesis, Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/370.

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Bermudez, Maria Guadalupe. "The effect of nutrition education on the nutrition knowledge of college athletes." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/1768.

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The relationship between nutrition and athletic performance has become a topic of increasing interest in college athletics. This study assessed the effect of nutrition education on the nutrition knowledge and dietary adequacy of female and male college athletes through a pre-test/post-test, control group design. Six weekly lessons were offered to the experimental groups. For female athletes, a two sample t-test indicated significant differences on gain scores for the experimental group (p

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Chieppa, Joanne. "The effectiveness of nutrition education on nutrition knowledge of female college athletes." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1240.

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Thesis (M.S.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 53 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 32-34).

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Selvakumar, Divya Lakshmi. "Relationships between a Prenatal Nutrition Education Intervention and Maternal Nutrition in Ethiopia." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1551.

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In Ethiopia, 17% of pregnant women ages 18-49 are malnourished and have low awareness of prenatal nutrition, which may relate to increasingly high rates of maternal and infant mortality. The purpose of this mixed methods research study was to determine the effects of a community-based prenatal nutrition education intervention program on maternal nutrition knowledge and attitudes in the Alaje district of Ethiopia. The theoretical framework was Sen's capability theory of poverty, in which opportunities can lead to well-being and promote economic development. Research questions focused on the relationships among 8 independent variables-age, income source, degree of program implementation, marital status, education, number of pregnancies, number of children, and occupation-with respect to maternal nutrition knowledge and attitudes. Health workers recruited 135 pregnant and non-pregnant women in each of 2 villages: Dejen (control village) and Takha (experimental village), totaling 270 participants. The community intervention program was an add-on to the Ethiopian government's nutrition program and provided information on portion sizes, the importance of eating an extra meal each day, and obtaining adequate rest during pregnancy. Data from customized pretest and posttest focus groups and surveys were collected. Focus groups were analyzed manually and surveys were analyzed using 1-way ANOVAs and descriptive statistical analyses. The key findings were that the women in Takha had significantly greater knowledge of the importance of prenatal health requirements. The implications for positive social change include recommendations for policy makers about proper dietary practices in order to improve pregnancy outcomes related to maternal malnutrition.

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Cedillo, Maribel. "Rainbow diet : a new nutrition education tool." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/2093.

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The purpose of this study was to develop a developmentally appropriate new nutrition education tool, the Rainbow Diet for Children (RDFC), to encourage and aid parents in feeding their children according to current national recommendations. In phase I of the study, the RDFC was developed. Foods were grouped based on color. This grouping provided 11 food groups and foods that provide adequate nutrition for children ages 3-6 years. Using a focus group theoretical diets/foods selections in the RDFC were tested for nutrition adequacy. Phase II of the study consisted of actual testing of the RDFC with children. Nutrition intervention was given to children at two Montessori Schools in Miami, FL. The RDFC and the Food Guide Pyramid (FGP) were used as nutrition education tools with different groups of children. Children and their parents were encouraged to follow one of the food guides for two weeks. Fifteen healthy children followed the food guides (9 children followed the RDFC and 6 the FGP) while 7 children served as control subjects. Pre and post nutrition analyses were conducted for all three groups. A pre and post intervention comparison revealed three significant differences. For the FGP group cholesterol intake was significantly (p<0.006) increased and thiamin intake was significantly (p<0.022) decreased. For the control group there was a significant increase (p<0.005) in the vitamin A intake. For the inter group mean change scores (posttest-pretest) two significant differences were found. First, cholesterol intake in the RDFC was significantly (p<0.045) decreased while for the other two groups it increased significantly. Furthermore, the mean monounsaturated fat intake for the RDFC group significantly decreased (p<0.047) from pre to post, whereas in the other two groups it was increased. These findings support our hypothesis that it is possible to create an alternative meal planning system for 3 to 6 year old children. The RDFC group had adequate nutritional intake while following the rainbow diet meal plan.

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Perversi, Maria E. "Older adults' preferences for technological nutrition education." Thesis, Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/323.

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Singura, Lydia. "Impact of Nutrition Education on Student Learning." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601477.

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A goal of schools is to provide students with practical nutritional information that will foster healthy lifelong behaviors. Unfortunately, students at one school were found to have difficulty grasping basic nutritional information and practical health-related skills. There remains an important gap in current literature regarding strategies to improve students' understanding of nutrition education material. The purpose of this study was to investigate the benefits of a 4-week nutrition intervention unit in the Foods I classes consisting of 82 male and female students in Grades 9-12. Constructivist teaching methods were implemented to provide students with both information and valuable skills, which might positively impact student health and student learning. A pre-experimental quantitative design was used for this study. The repeated-measures t test was used to compute differences in pre- and post-tests scores on the nutrition test, which indicated a 6.207 mean increase in student posttest scores. The 82 students also completed a Likert style survey, which indicated both a positive student result in perceiving a better understanding of nutrition knowledge, and a positive change in dietary choices due to constructivist teaching strategies used in the intervention. These results revealed the benefits of the nutrition intervention unit by the significant increase in students' nutrition knowledge and students' implementation of that knowledge in daily living. The results make an important contribution to the existing literature and can enhance social change initiatives through increasing students' knowledge of nutrition, providing them with life-based skills, and enhancing their quality of life.

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Gibson, Flavia. "Nutrition Education and the Elementary Classroom Teacher." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195876.

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Inactive lifestyles and poor eating habits are the main culprits of the present increase in childhood obesity, diabetes, heart problems, and cancer. In order to counterbalance this deterioration of children's health, it is imperative that children are educated about good nutritional practices. Unfortunately, parents are not always well-informed about nutrition themselves, leaving teachers to be the necessary link between children and good nutrition.This study investigates what teachers understand about nutrition concepts, as this knowledge would be the necessary precursor to aiding students toward better health. Due to the limited research on nutrition education in the elementary classroom, this study was preceded by three pilot studies that lent themselves to the advancement of the researcher's understanding of nutrition and its place in the elementary school setting. Initially three preservice teachers were interviewed in order to examine the preparation of elementary teachers for teaching nutrition.In order to assess what teachers understand about nutrition it was necessary to create an instrument that would assess teachers' nutritional knowledge. Through several trials a nutrition content survey was created and modified. The final version was administered to three hundred and seventeen teachers. While creating the nutrition content survey, the researcher also compiled a proposed list for the "big ideas" in nutrition. These statements describe the nutritional concepts that elementary students should understand. The "big ideas" were used to create lesson plans that were taught to forty-four fifth graders. These students provided insight into the content of the lessons through pre-post assessments and gave interest feedback using anonymous questionnaires.While the nature of this study was exploratory and descriptive in nature, its quantitative and qualitative data provided insight into teachers' understanding of nutritional concepts. Along with these findings were some preliminary examinations into how preservice teachers are prepared for teaching nutrition, what elementary age students understand about nutrition and what interests them, and how teachers feel about teaching nutrition. This study provides many possible avenues for future research in the area of nutrition education.

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Singura, Lydia. "Impact of Nutrition Education on Student Learning." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1092.

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A goal of schools is to provide students with practical nutritional information that will foster healthy lifelong behaviors. Unfortunately, students at one school were found to have difficulty grasping basic nutritional information and practical health-related skills. There remains an important gap in current literature regarding strategies to improve students' understanding of nutrition education material. The purpose of this study was to investigate the benefits of a 4-week nutrition intervention unit in the Foods I classes consisting of 82 male and female students in Grades 9-12. Constructivist teaching methods were implemented to provide students with both information and valuable skills, which might positively impact student health and student learning. A pre-experimental quantitative design was used for this study. The repeated-measures t test was used to compute differences in pre- and post-tests scores on the nutrition test, which indicated a 6.207 mean increase in student posttest scores. The 82 students also completed a Likert style survey, which indicated both a positive student result in perceiving a better understanding of nutrition knowledge, and a positive change in dietary choices due to constructivist teaching strategies used in the intervention. These results revealed the benefits of the nutrition intervention unit by the significant increase in students' nutrition knowledge and students' implementation of that knowledge in daily living. The results make an important contribution to the existing literature and can enhance social change initiatives through increasing students' knowledge of nutrition, providing them with life-based skills, and enhancing their quality of life.

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Breiter, Abbe Michelle. "Effects of nutrition education on the nutrition knowledge of future aerobic dance instructors." FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/1805.

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The effectiveness of nutrition education on the nutrition knowledge of future aerobic instructors was studied. Forty-seven subjects participated in the study. The experimental group (n=31) chose to and paid for a two-hour per week session of structured nutrition education for four weeks, the control group (n=16) did not. A nutrition knowledge test was completed by all subjects before and after the intervention. Results were analyzed for relationships between subject's nutrition knowledge and age, gender, educational background, income, and body mass index. No significant differences were found between the groups. The results showed that prior to any formal nutrition education, fitness instructors in the experimental and control groups had low nutrition knowledge (8.06%±16.4% and 4.38%±4.12%, respectively). Post-intervention nutrition knowledge significantly improved (p

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Seminara, Andrea Camille. "Nutrition knowledge, attitudes, and practices of high school coaches implications for nutrition education /." [Ames, Iowa : Iowa State University], 2007.

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Hargrove, Emily J. "Nutrition Knowledge and Attitude Towards Nutrition Counseling Among OsteopathicMedical Students." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1469139245.

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Hatsu, Irene. "Effect of the Supplemental Nutrition Assistance Program (SNAP) and Nutrition Education on Nutrition and Health Outcomes of HIV+ Individuals." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/924.

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Factors associated with and barriers to participation in Supplemental Nutrition Assistance Program (SNAP) and the effect participation has on food security, nutrition status, disease status and quality of life was investigated in a cross-sectional study including 175 HIV infected individuals. In addition, the effect of a targeted nutrition education on nutrition knowledge, readiness to dietary behavior change, nutrition status, disease status and quality of life was also investigated among a subset of the population (N = 45) in a randomized clinical control trial. SNAP participation rate was 70.3%, similar to the State of Florida and national participation rates. SNAP participation was positively and independently associated with being born in the US (P < 0.001), having monthly income less than $1000 (P = 0.006), and receiving antiretroviral treatment (P < 0.001). Participation barriers include denial of participation by program, recent incarceration, living in a shelter where participation is not allowed and unawareness of eligibility status. In regression analyses, SNAP participation was not significantly associated with improved food security, nutrition status, disease status and health related quality of life (HRQOL). Over half (56%) of the population experienced food insecurity and had inadequate intakes of half of the nutrients assessed. Illicit drug, alcohol and cigarette use were high in this population (31%, 55% and 63% respectively), and affected food security, nutrients intake, disease status and HRQOL. The nutrition education intervention resulted in a trend towards improvements nutrition knowledge, self-efficacy, and readiness to change without impacting nutrition status, disease state and quality of life. Food insecurity and other nutrition related issues, with implications for treatment, management and cost of HIV disease, continue to plague infected individuals living in poverty. More resources, including food and nutrition programs, specifically targeted towards this population are needed to address these issues.

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Sidorova, Evgeniya. "The food and nutrition education platform : Hamburg, Germany." Thesis, KTH, Arkitektur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-35302.

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Johnson, Michelle E., Amy J. Malkus, Laurie L. Webb, and Michelle L. Lee. "Determining the Effectiveness of a 6-Week Preschool Nutrition Intervention Using USDA Team Nutrition Discover Myplate Ebooks: Measuring Nutrition Knowledge, Beliefs, and Behaviors." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6022.

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Furtado, Margaret M. "The effect of nutrition education on nutrition knowledge and body composition of Little League cheerleaders." FIU Digital Commons, 1990. http://digitalcommons.fiu.edu/etd/3428.

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The purpose of this study was to determine if a short-term nutrition education program could significantly improve the nutrition knowledge (as assessed by the .Nutrition Achievement Test (NAT)) and body composition (as measured by the weight-for-length index (WLI) and body mass index (BMI)) of female cheerleaders aged 7 to 13. Nutrition lessons were presented to the experimental group during a two month treatment period. Using a pre-test, post-test, control group design, and performing two-sample t tests on mean differences (post-test minus pre-test) in BMI, WLI and mean percent correct on the Nutrition Achievement Test (NAT), it was discovered that the experimental group (teams A,C; N=34) did not differ significantly from the control group (teams B,D; N=31) with respect to mean differences (post-test minus pre-test) in WLI (p=0.10), and BMI (p=0.49). However, the experimental and control groups differed significantly with respect to mean difference percent correct NAT scores (p=0.042), with the experimental group improving more than the control. Closer examination revealed the older experimental team (C) improved significantly (p=0.0017), while the younger experimental team (A), did not (p=0.64). Neither of the control groups improved significantly. ANCOVA was performed on the post-test percent correct on the NAT, using the pretest as a covariate, for the 15 experimental and 14 control subjects taking NAT Test 4. ANCOVA revealed that the experimental group’s adjusted post-test mean score was higher than the control's (p<.01). These results suggest that nutrition education may result in significant improvements in the nutrition knowledge of adolescent females enrolled in an extra-curricular cheerleading league and/or program.

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Stewart, Julianne. "The Effect of Computer-Assisted Nutrition Education on Nutrition Knowledge, Nutrition Status, Dietary Compliance, and Quality of Life of Hemodialysis Patients." DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/5392.

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This study was conducted to assess the effect of nutrition education utilizing computerized dietary analysis on nutrition knowledge, dietary compliance, nutrition status, and quality of life in hemodialysis patients. Twenty patients of the Bonneville Dialysis Center in Ogden, Utah voluntarily agreed to participate in this six-month study. All participants completed quality of life assessments, the Beck Depression Inventory© (BDI), and a nutrition knowledge assessment pre- and post-study. Patients in the treatment group (n=12) completed monthly 3-day food records which were analyzed by Computrition® nutrient analysis software. Results were discussed with the patients during one-on-one education sessions. Control patients (n=8) completed 3-day food records pre- and poststudy. Monitoring parameters included: nutrition-related laboratory data, kinetic modeling data, weights, and percent body fat, using Futrex® near infrared interactance. Dietary components followed were: protein, calories, sodium, potassium, calcium, and phosphorus. Multivariant analysis of variance was used for statistical comparisons. Weight and percent body fat were relatively stable throughout the study period for both groups. The treatment group's nutrition knowledge improved as measured by pre- and post-study test scores. Nutrient intakes showed no significant changes except for calorie intake, which decreased in the treatment group. The treatment group's intake of other analyzed nutrients showed declining trends, which were not statistically significant. Serum albumin and total protein increased in both groups. Average serum cholesterol levels decreased in the treatment group. Serum potassium levels did not change significantly. Serum phosphorus increased in the treatment group. However, this did not appear to be caused by increased dietary phosphorus intake. Kinetic modeling data showed a significant increase in protein catabolic rate of experimental subjects. Protein catabolic rates (PCR) are an indicator of dietary protein intakes in maintenance hemodialysis patients. The treatment group showed improvement in the alertness behavior area of the Sickness Impact Profile© (SIP). The control group declined in the recreation and pastimes area of the SIP. No significant changes were observed in the BDI. These results indicate that computerized dietary analysis is an effective instruction tool, is helpful in improving dietary protein intake as measured by PCR, and may contribute to improved quality of life of hemodialysis patients.

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Rodicheva, Natalia. "Behaviorally oriented nutrition education and children’s healthy eating choices." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19148.

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Master of Public Health
Human Nutrition
Richard R. Rosenkranz
Purpose: Dietary habits are established in childhood and are often maintained into adulthood. Fruit and vegetable consumption contributes to prevention of several chronic diseases, but many children do not meet dietary guidelines for fruit and vegetable intake. In this study, two versions of a theoretically informed, behaviorally oriented nutrition education program were evaluated. Methods: This study used a quasi-experimental design, conducted at a summer camp in northwestern Russia. Data were collected on boys and girls (n=40), aged 8-12y (mean=10.4; SD= 1.0) with mean BMI percentile of 56.7 (SD=26.7), assigned to receive 15 sessions of enhanced nutrition education with skill-training (intervention) or classic nutrition education (comparison); both nutrition education programs were based on Social Cognitive Theory. For the intervention condition, an additional skill-training component included healthy snack preparation activities and games. Data were obtained through previously published questionnaire items and from a menu for snack selection. Independent and paired t-tests were performed to assess differences between groups and across time, respectively. Alpha was set at p < 0.05. Results: Both groups showed statistically significant differences from baseline to post-intervention in nutrition knowledge (p<0.001), healthy eating attitudes towards fruit and vegetable consumption (p=0.001), and healthy eating behavior (snack selection) (p<0.001). No statistically significant differences between time points were found, however, for children’s self-efficacy to eat fruits (p=0.822) or vegetables (p=0.118). There were no differences between intervention and comparison groups for change in nutrition knowledge (p>0.05), attitudes, self-efficacy, or behavior (snack selection). Conclusion: In this study nutrition education, with or without skill training, was associated with improved knowledge, attitudes, and behavior in a Russian camp setting. Therefore, future research should examine the long-term sustainability within different school-aged children’s environments.

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Pesacreta, Marie Brooke. "Evaluation of Nutrition Knowledge and Dietary Behaviors in Varsity Swimmers Pre- and Post-Nutrition Education Intervention." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu15241294814134.

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Beggs, Louise Alice. "Evaluation of the problem solving method in nutrition education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26164.

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The purpose of this study was to evaluate the problem solving method applied to a self-instructional material in nutrition education. A comparative evaluation design was employed to determine the value of a problem solving model reflected in a commercially developed material, referred to as the 'Calcium Calculator'. Data were collected using a quasi-experimental randomized group pretest, posttest research design. A panel of judges then evaluated the impact of the problem solving method in nutrition education. Three research questions were generated for the purpose of this study. The first involved comparing impacts produced by the two forms of the 'Calcium Calculator'. Measures of impact, selected based on learner objectives of the 'Calcium Calculator', were learners': attitudes toward dietary calcium and osteoporosis; perception of problem solving ability and self-reported dietary calcium intake. The second research question was posed to investigate the nature of relationships between learners' levels of self-esteem and measures of instructional impact. Influences of selected biodemographic variables on change in the measures of impact were explored in the third research question. Eighteen groups of women (n=241) from community centres were randomly assigned to one of three intervention groups: Groups A and B were exposed to active problem solving methods while group C viewed a film, a passive information-oriented instructional technique. The latter group was included in.the study since active learning was hypothesized to result in greater impact than passive learning. Pretest data were collected using a self-administered questionnaire and food intake form. Posttest data were collected an average of 4.7 weeks later using a modification of the pretest questionnaire which included a self-esteem scale, along with the food intake form. Forty-four percent of women (n=l06) who completed pretest questionnaires returned for the posttest session. Participants in all three intervention groups experienced increases in attitude scores from pre- to posttest, and these changes were significant within groups B and C. Perceptions of problem solving ability were maintained within intervention groups B and C, yet decreased significantly within intervention group A. Significant increases in self-reported dietary calcium intakes occurred in all three intervention groups among non-pregnant women whose pretest dietary calcium intakes were below their Recommended Nutrient Intake. Impacts produced by form A and B of the 'Calcium Calculator' were significantly different on only one dependent variable: perception of problem solving ability (p≤0.05). Changes in the dependent variables produced by problem solving versus non-problem solving interventions were not significantly different. Changes in dietary calcium intake and attitude toward dietary calcium and osteoporosis were not significantly correlated with self-esteem levels. However, positive significant correlations were identified between learners' levels of self-esteem and change in learners' perceptions of their problem solving ability (p≤0.0l). Measures of impact were infrequently influenced by the biodemographic variables. Of the associations that were identified, most involved dietary characteristics of participants. Yet change in perception of problem solving ability was also affected by a combination of three demographic variables: age, employment status and education. A panel of users (n=9) of educational materials was asked to make judgements on selected study results. Although judges did not distinguish between impacts produced by the two problem solving materials, they acknowledged that: (1) an important relationship exists between self-esteem and learners' perceptions of their problem solving ability and (2) the problem solving method is valuable when directed to specific kinds of learners. The quasi-experimental research design used in this study appeared appropriate for the evaluation of innovative instructional methods. Two main advantages of the design were its comparative nature and its use of a panel of experts to judge the relative effectiveness of both forms of the 'Calcium Calculator' as well as the value of the problem solving method and self-esteem in material design.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Brug, Johannes. "The development and impact of computer-tailored nutrition education." [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Maastricht University [Host], 1997. http://arno.unimaas.nl/show.cgi?fid=5783.

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Kroeze, Willemina. "Insights in the efficacy of computer-tailored nutrition education." [S.l.] : Rotterdam : [The Author] ; Erasmus University [Host], 2008. http://hdl.handle.net/1765/13152.

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Moore, Helen. "The evaluation of nutrition education interventions in primary care." Thesis, University of Newcastle Upon Tyne, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399115.

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Fightmaster, Carmen D. "Nutrition Education to Promote Healthy Packed Lunch at School." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1617106897895685.

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Malone, Debra. "A nutrition education kit for food service training programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1215.

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Kim, Jeanie Jinwee. "Nutrition education for English learning in the prison context." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2374.

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This project addresses the need for English as a second language nutrition instruction for patients in a forensic mental institution. It incorporates concepts of motivation, situated learning, prison education, English for specific purposes, and content-based instruction into a model which guides the design of a nutrition curriculum, consisting of five lesson plans about the Food Guide Pyramid.

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Gilis, Jeffrey T. "Nutrition Knowledge and Interest of Collegiate Athletes at a Division I University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1342374208.

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Henzel, Tracey. "The importance of incorporating nutrition education programs in elementary schools." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/THenzel2007.pdf.

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Wardlaw, Mary Kay. "Understanding long-term effects of nutrition education on low-income adults in Wyoming." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1799977231&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Jukic, Katherine. "Strategies to enhance the integration of nutrition education within medical programs." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15946.

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Increasing the number and involvement of nutrition experts and nutrition advocates within medical schools has been proposed to enhance integration of nutrition education. The aims of this study were (1) To describe the role and activity of Nutrition Professionals (NPs) within medical schools, and (2) To explore NPs’ and Non Nutrition Professionals’ (NNPs’) perceptions of, and attitudes to, advocacy for nutrition education within medical programs. Questionnaires were emailed to NPs and NNPs within 51 Australian, UK and USA medical schools, as well as to members of five dietetic or nutrition-related professional associations. A total of 217 NPs and 371 NNPs provided completed questionnaires; 24 respondents were interviewed. The results showed that NPs participate to a significantly lesser and insufficient extent in the general activities of a medical school than their NNP colleagues. The majority of respondents thought that NPs should be involved in teaching, research, and curriculum development. Specifically, NNPs involved in clinical supervision, in a multidisciplinary team, and in teaching, may be well placed to act as agents for change in enhancing NP involvement. Substantially more NPs than NNPs reported advocating for nutrition education, and a suggestion for encouraging more NNPs to advocate is through NP-NNP partnerships. NNP coordinators, in particular, are in a good position to act as agents for change. It was commonly reported that nutrition advocacy requires supportive relationships, and that advocacy efforts typically take the form of communicating the importance of nutrition through teaching, being involved in curriculum-related activity, and being proactive in a nutrition-related department or discipline. Arguments encouraging advocacy were thought to be best addressed from a disciplinary or departmental perspective. The research conclusions provide guidance for people embarking on a mission to improve the status of medical nutrition education.

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Plum, Jane Meacham Jr. "Nutrition Knowledge Assessment of Preschool Children." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/35377.

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A game with food and nutrition related pictures was developed to provide an opportunity for a classroom teacher to interview preschool children for assessment of nutrition knowledge concepts. Specifically, knowledge of vegetable concepts which included identification of the food, the food group, the source, preparation methods and use by the body was measured. The assessment was administered to five groups of children (ages two and one-half to five years) in preschools and child care centers in Reston, VA by high school early childhood education students. The assessment was designed to meet current criteria that assessment be teacher administered, provide useful information to the teacher, reflect the typical activities of children in the classroom and be one of a variety of assessments used. The assessment was successfully administered by the high school students working as teacher aides. The assessment gave teachers useful information about each class and individual children which could be used in curriculum planning. The assessment fit into the usual classroom activities, in this case, a games and manipulatives learning center. The assessment provided more in-depth information about children's knowledge than multiple choice tests used in previous research on nutrition knowledge, because the teachers recorded children's responses to open-ended questions. Children's responses indicated elementary understanding of food and nutrition concepts suggesting that classroom teachers need to make greater use of the variety of nutrition education materials available.
Master of Science

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Boulos, Patricia. "Impact of nutrition education on knowledge and eating patterns in HIV-infected individuals." FIU Digital Commons, 1990. http://digitalcommons.fiu.edu/etd/1749.

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Acquired Immune Deficiency Syndrome (AIDS) and impaired or threatened nutritional status seem to be closely related. It is now known that AIDS results in many nutritional disorders including anorexia, vomiting, protein-energy malnutrition (PEM), nutrient deficiencies, and gastrointestinal, renal, and hepatic dysfunction (1-7, 8). Reversibly, nutritional status may also have an impact on the development of AIDS among HIV-infected people. Not all individuals who have tested antibody positive for the Human Immunodeficiency Virus (HIV) have developed AIDS or have even shown clinical symptoms (9, 10). A poor nutritional status, especially PEM, has a depressing effect on immunity which may predispose an individual to infection (11). It has been proposed that a qualitatively or quantitatively deficient diet could be among the factors precipitating the transition from HIV-positive to AIDS (12, 13). The interrelationship between nutrition and AIDS reveals the importance of having a multidisciplinary health care team approach to treatment (11), including having a registered dietitian on the medical team. With regards to alimentation, the main responsibility of a dietitian is to inform the public concerning sound nutritional practices and encourage healthy food habits (14). In individuals with inadequate nutritional behavior, a positive, long-term change has been seen when nutrition education tailored to specific physiological and emotional needs was provided along with psychological support through counseling (14). This has been the case for patients with various illnesses and may also be true in AIDS patients as well. Nutritional education specifically tailored for each AIDS patient could benefit the patient by improving the quality of life and preventing or minimizing weight loss and malnutrition (15-17). Also, it may influence the progression of the disease by delaying the onset of the most severe symptoms and increasing the efficacy of medical treatment (18, 19). Several studies have contributed to a dietary rationale for nutritional intervention in HIV-infected and AIDS patients (2, 4, 20-25). Prospective, randomized clinical research in AIDS patients have not yet been published to support this dietary rationale; however, isolated case reports show its suitability (3). Furthermore, only nutrition intervention as applied by a medical team in an institution or hospital has been evaluated. Research is lacking concerning the evaluation of nutritional education of either non-institutionalized or hospitalized groups of persons who are managing their own food choice and intake. This study compares nutrition knowledge and food intakes in HIV-infected individuals prior to and following nutrition education. It was anticipated that education would increase the knowledge of nutritional care of AIDS patients and lead to better implementation of nutrition education programs.

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Jones, Charlotte A. "The effect of nutrition education on the nutrition knowledge and healthy food choices of fifth grade students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941358.

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The purpose of this study was to investigate the effect of a three week school-based nutrition education program on the nutrition knowledge and healthy food choices of elementary school children in the fifth grade. The nutrition education program consisted of nine, thirty minute lessons comprised of the following topics: the food pyramid guide, carbohydrates, fat, protein, vitamins (A and C), minerals (calcium, and iron), healthy snacks, and vegetarianism. Ninety-six subjects from four classes were obtained from two elementary public schools in the Muncie Community School District to participate in this study. A control group and an experimental group were assigned by the principal at each school according to the availability and interest of fifth grade teachers. Evaluation of nutrition knowledge was completed through a pre-test and post-test which consisted of twenty-five multiple choice questions. Questions on the test were developed by the researcher and the "Nutrition in a Changing World" (Contento, 1992) curriculum model. The test was found to be reliable on an Alpha Cronbach test for reliability (Alpha Coefficient = 0.71) and was validated by five registered dietitians.Results indicated that the nutrition education program significantly increased (p = .000) the nutrition knowledge of students. Mean scores for the experimental group increased significantly from 10.8 to 14.63 out of twenty-five questions, while mean scores for the control subjects increased only slightly from 10.11 to 10.74 out of twenty-five questions. Healthy food choices were defined as being in compliance with the guidelines for energy nutrients and in compliance with the guidelines for number of servings per food group. Evaluation of healthy food choices was conducted using a three-day dietary record analyzed by the Nutritionist IV computer software program prior to the nutrition education program and immediately following.Findings revealed that there was a statistically significant difference between the experimental and control groups in the mean change in compliance rate for the recommended number of servings for each food group from pre to post nutrition intervention (p = .000). The largest change that was observed in the experimental group from pre to post nutrition intervention was an 11.9% decrease in the mean number of servings for grains. There was no statistically significant difference in relation to the average change in compliance for the energy nutrients between the experimental and control groups nor was a statistical significance observed regarding compliance to the recommended number of servings per food group consumed daily. The primary investigator feels the educational program had a positive affect on the subjects and that a comprehensive nutrition education program needs to be developed to reinforce the concepts taught in order to make positive behavior changes.
Fisher Institute for Wellness

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Moss, Ashley Ann. "Farm-to-School and Nutrition Education: Positively Affecting Elementary School-Aged Children's Nutrition Knowledge and Consumption Behavior." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/889.

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Good nutrition is crucial. School-aged children battle social issues such as poor nutrition, childhood obesity, and minimal nutrition knowledge. This study was a quasi-experimental design analyzing the effects of CATCH curriculum with a Farm-to-School program to assess nutrition knowledge of third grade students, and to increase fruit and vegetable consumption behavior. Third grade boys and girls (n=65) participated in this study. The intervention consisted of two nutrition education classes and a farm tour. Data were collected at baseline and post intervention. Surveys assessed nutrition knowledge and fruit and vegetable consumption behavior. Data were analyzed with independent sample t-tests. Significant differences were found concerning knowledge of fiber and farm exposure (p<0.001). Knowledge of vitamins and minerals and reported vegetable consumption behavior at home and school were also significant (p<0.05). These findings suggest that CATCH nutrition education and farm tours can positively affect school-aged children's nutrition knowledge and consumption behavior.

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Wallace, Ruth. "Supporting Nutrition for Australian Childcare (SNAC): The development, implementation and evaluation of an online nutrition education intervention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1771.

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The provision of a nutritious diet in a child’s early years can have an immense effect on their future health and wellbeing. Due to the increasing number of children attending child care, this setting is strategically placed for teaching children important food literacy skills and establishing positive eating habits, which remain through to adulthood. However, food served in child care facilities is often not of the best nutritional quality (Zuercher, Grace, & Kranz, 2011) and there is lack of positive role modelling among staff. Both of these factors pose obstacles to a health-promoting environment for the children who attend. The nutritional needs of young children are well known. This research sought to identify the child care specific nutrition education resources currently available, and to understand the broader needs of Australian child care staff that would enable them to provide a healthy eating environment. The findings of this research phase informed the design and development of a website to increase child care staff nutrition knowledge and confidence in providing a healthy eating environment, facilitating ongoing continuous improvement in their professional development. Discussion boards to promote a sense of community and provide ‘information wrapped in support’ were a key website feature. Qualitative interviews were conducted with child care facility staff and key industry stakeholders. Although positive attitudes towards promoting healthy eating were demonstrated, data revealed that recommended nutrition resources were not well known or utilised by the childcare sector and staff reported a lack of confidence and workplace support. Guided by the Spiral Technology Action Research model (H. Skinner, Maley, & Norman, 2006), a health promotion project management tool, these findings informed the development of the website, “Supporting Nutrition in Australian Childcare” (SNAC), containing a range of resources, recipes, discussion boards and links. Use of the website, staff nutrition knowledge, attitudes, confidence and sense of community were evaluated using a qualitative, netnographic approach, through conversation threads, interviews and observations. Quantitative data collection methods including pre- and post-intervention surveys and web analytics were utilised to triangulate these findings. Despite the “netnographic slog”, that is, the persistence and continued attempts to recruit educators and encourage them to engage with the website, findings suggest that the SNAC website was well utilised and valued by more than 1200 SNAC members, attracting over 90,000 page views and 600 posts/comments. Educators valued the ‘information wrapped in support’ offered by the website, and a sense of community developed, particularly around shared emotional connection. Educators reported positive attitudes and high self-efficacy towards providing a healthy eating environment. However, evaluation results demonstrated disparity between reported knowledge and behaviours, such as high self-efficacy, and those observed, such as poor quality menu plans. This research has shown the need for changes in public health policy to reprioritise a healthy eating environment in Australian childcare facilities; changes that foreground optimal nutrition in the early years as vital for future health and wellbeing. However, given that high-level policy change is often difficult and time consuming, the demonstrated disparity between reported and observed knowledge and behaviours highlights the need for shorter term strategies that address the support so badly needed, to ensure the long-term sustainability of these changes.

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Randall, Rebecca Elizabeth. "Evaluating a Nutrition Assistance and Education Program in the Dominican Republic." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/162912.

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Public Health
M.S.
Introduction: The Dominican Ranks 79th in the world for high rates of under five year mortality at 33 deaths per 1000 live births. The Ninos Primeros en Salud (NPS) in Consuelo, DR has an extensive Nutrition Program for children 0-5 years to address food insecurity and malnutrition with nutrition education, regular weight checks, home visits, micronutrient supplementation and supplemental food packages in an attempt to decrease mortality amount 0-5 year olds. Objectives: The primary aim of this study was to compare the two groups (nutrition intervention group and healthy reference group) to determine if there were differences in demographic characteristics among children receiving care at NPS. The secondary aim was to evaluate the Nutrition Program at NPS during the first nine months of the program by observing changes in wasting, weight for height z-score (WHZ), weight for age z-score (WAZ) and height for age z-score (HAZ) in children participating in the nutrition intervention program compared to the healthy reference group. The tertiary aim was to determine if there were differences in outcomes of wasting and WAZ in the Nutrition intervention group in relation to household size. Study Design: Observational study with propensity score frequency matching in healthy reference group. Baseline and up to nine months follow up data were examined on all patients being seen at NPS (n=75) consisting of age, weight, height and birth weight.. Baseline and monthly follow up was also collected on patients enrolled in the nutrition program (n=53) with monthly data consisting of weight, height, age and number living in household. All data were de-identified. Results: The intervention group and healthy reference group differed only in age and birth weight at baseline after matching. The intervention group showed statistically significant improvement in all three areas of weight anthropometric measurements (i.e. wasting, WAZ and WHZ) from pre intervention to post intervention when compared to the healthy reference group. Both the intervention and reference group showed statistically significant decreases in HAZ, with the intervention group showing a decrease in HAZ compared to the healthy reference group. The intervention group also showed significant worsening in measure of stunting over the follow up period. Outcomes measurements of wasting and WAZ did not differ based on household size. Conclusions: The intervention was successful in increasing the weight of malnourished children. However, it appears that the intervention had no positive effect on increasing linear growth. Further investigation is needed to determine the impact of the nutrition intervention on malnutrition, specifically linear growth.
Temple University--Theses

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Hauchecorne, Catherine Morley. "The development of an instrument to evaluate therapeutic nutrition education." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30646.

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The growing challenge to clinical dietitian/nutritionists to demonstrate their effectiveness in order to maintain funding levels, and the move toward outcome measurement in health care prompted this study. This study was undertaken to develop and test an instrument to i) measure respondents' perceptions about nutrition education (where therapeutic dietary changes were required), ii) measure dietary change(s) following contact with a dietitian, and iii) reveal any unintended effects of nutrition education. Adult ambulatory oncology patients who had talked with a dietitian at the B.C. Cancer Agency were the respondents. Interviews with key informants led to the development of the Value of Nutrition Education conceptual framework. The framework was the basis for the questions for the next set of interviews. Interviews with a second group of respondents provided a range of responses to the questions. Once a final draft of the instrument was agreed to by the expert panel, a third group of respondents pilot tested the instrument. The expert panel critiqued each of the steps involved in instrument development and testing. Initial and after one week returns indicated instrument reliability. Respondents reported that they had benefitted from nutrition education in terms of improved physical well-being after making dietary changes and improved psychological well-being following interaction with a dietitian. The instrument was not useful as a measure of dietary change. As well as providing a measure of reported benefits of nutrition education, results can be used to guide decision making about nutrition education practice.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Cimbaro, Mary Anna. "Nutrition literacy : towards a new conception for home economics education." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/7579.

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As a middle school home economics teacher, I teach foods and nutrition to grade seven, eight, and nine students. I have always strived to find new and innovative ways to teach nutrition to students in order to help them take nutrition knowledge and transform it into everyday nutrition practice. I had noticed, recently, that in the academic literature of other areas of study, the term literacy is frequently being used, for example, health literacy, ecological literacy, food literacy. I began to contemplate whether nutrition literacy might be a way to conceptualize the goal of curriculum and pedagogy in nutrition education. I began a conceptual quest by using health literacy, within the field of medicine, as my model, as well as, synthesizing the literature in nutrition and in literacy. The result was a conceptual framework for literacy which I used to elaborate nutrition literacy. This conceptual framework uses a Venn diagram that highlights the importance of the overlapping areas of language, action and ecology in designing nutrition literacy events that eventually lead to nutrition literacy practices for healthy living. The significance of the resulting conception of nutrition literacy for home economics educators, who teach nutrition, was then explored particularly focusing on the implications for curriculum and instruction. The framework has the potential to enlighten other areas of study that specifically use literacy as a goal.

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Gundersen, Steven J. "Evaluation of a colored background on printed nutrition education material." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/90931.

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A two session nutrition education research project was conducted using basic training candidates at the Federal Law Enforcement Training Center (FLETC), Glynco, Georgia. Prior to the administration of the full scale project, a test questionnaire was developed and evaluated and a project pilot test was conducted. The first part of the project involved the basic training candidates (N=313) responding to questionnaire survey designed to measure demographic and occupational data, knowledge of nutrition (NKQ), and attitudes toward nutrition (AQ). The NKQ and AQ were individually subdivided to measure various subscales. A minimum time period of 10 calendar days was allowed to elapse prior to the administration of the second part of this project. The same participants (N=286) were randomly assigned to one of four color treatment groups. All the groups were exposed to written nutrition education material, Eater's Almanac Vol. 1, No. 21, reprinted on one of four background colors (white, blue, green, and yellow). Following a set time period to review the contents, the candidates were administered an immediate recall questionnaire (IRQ). The basic training candidates at FLETC possessed some knowledge of nutrition prior to reading the nutrition education material. Out of a possible maximum score of 20, the mean was 10.38. Food faddism issues appeared to be the weakest area. Improvement of nutrition knowledge was approximately equal among all treatment groups. The overall mean IRQ score was 13.28 with a ranqe of 12.92 to 13.60. The nutrition attitudes of the candidates were favorable with a mean cumulative score of 45.08 out of a possible 80 (2.83/item). Food faddism was the weakest area. Immediate recall scores were unaffected by the candidates attitudes (r=.122 p .05). Background color does not appear to be a factor in the improvement of immediate recall scores. Basic training candidates possess favorable attitudes toward nutrition; however, this favorable attitude did not affect immediate recall scores. Further research efforts should be tailored toward the evaluation of additional relationships between color and nutrition education, long term nutrition education recall, the relationship of nutrition knowledge and nutrition attitudes, and their effect of knowledge and attitudes upon nutrition practices for law enforcement personnel.
M.S.

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Stewart, Pamela Jr. "Low-income Older Adults' Needs and Preferences for Nutrition Education." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/46478.

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Low-income older adults are at high risk for developing diet-related chronic diseases. Nutrition education programs can improve dietary and lifestyle practices, thereby decreasing the incidence of diet-related diseases. Focus groups were conducted to gain insight into the needs and preferences of low-income older adults for nutrition education. Results were made available for use in the Smart Choices Nutrition Education Program at Virginia Tech to aid in the development of nutrition education programs.

Four focus groups were conducted with a total of 35 elderly (28 females; 7 males), ages 55-90+ years, recruited from Congregate Meal Program sites in four regions of Virginia. Seventeen were African American, and 18 were non-Hispanic white. Discussion questions addressed practices for purchasing and preparing foods, importance of food to health, and preferences for education methods. The Determine Your Nutritional Health Checklist of the Nutrition Screening Initiative was used to assess nutritional risk of the elderly adults. Focus group discussions were audio-taped and written transcripts were made for use in data analysis. Themes of the discussions were identified in that analysis and reported in the following broad areas: Factors that Influenced Dietary Practices of Focus Group Participants and Perceived Needs and Preferences of Focus Group Participants for Nutrition Education.

All elderly believed that food was important to their health and were interested in nutrition education. The predominant theme was the influence of a health condition on dietary practices. The elderly made food choices according to dietary restrictions imposed by their health condition. The most prevalent health conditions were chronic diseases, primarily hypertension, diabetes, and hiatal hernia. The majority (32) were at nutritional risk, with a larger number at high risk (20) than at moderate risk (12). Food preferences and sensory attributes of food also were important to them when making food choices. Some reported that convenience was important because they did not want to spend time and effort to purchase and prepare foods. Some also reported experiencing food insecurity, primarily from lack of money. The majority learned about food and cooking from family members, and only a few learned about nutrition and food choices from health professionals. Most wanted information about disease-specific food choices and preparation methods, and preferred to receive this information during group discussions because sharing ideas and opinions was an effective way to learn. Only a few were interested in television programs, while many were interested in written materials. Nutrition education programs for low-income elderly should teach these adults how to choose and prepare foods that are appealing and nutritious, as well as within dietary restrictions imposed by their health conditions. Educators should convey this information to them in group settings and distribute written materials, such as pamphlets and brochures, that outline "how-to" information.
Master of Science

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Bryant, Jennifer A. "READY, SET, LEARN: Portage County 3rd Grade Nutrition Education Curriculum." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1305047471.

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Hanson, Romaine S. "Does the presentation format of nutrition education determine behavioral change." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hansonr.pdf.

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Durr, Anna Caroline. "CULTURAL SENSITIVITY IN COOPERATIVE EXTENSION NUTRITION EDUCATION PROGRAMMING IN KENTUCKY." UKnowledge, 2018. https://uknowledge.uky.edu/foodsci_etds/63.

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The purpose of this mixed methods study was to learn how cultural sensitivity was integrated and perceived in community nutrition education of an existing program offered by the University of Kentucky Cooperative Extension Service Nutrition Education Program. Data collection consisted of a quantitative cultural competence assessment survey tool used with nutrition education paraprofessionals (n=74), qualitative in-depth interviews of nutrition education paraprofessionals (n=8) and focus groups of Hispanic/Latino nutrition education program participants (n=39). Findings were focused in three areas; the cultural sensitivity needs of the program, the perception of nutrition education by participants and the training and professional development needs of nutrition education paraprofessionals. Among the cultural sensitivity needs of the program identified were curriculum resource needs, community referral needs, the importance of community partnerships and the importance of incorporation of children in nutrition education were identified. Among the training and professional development needs of nutrition education paraprofessionals, a need for Hispanic cultural education, language services education and chronic disease education were reported. The value of cross-cultural exchange and the need for chronic disease education in relation to dietary habits were identified by the participant focus group findings.

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Seher, Christin L. "Efficacy of Game On! The Ultimate Wellness Challenge in Increasing Nutrition Knowledge Among Elementary School Children." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1216835487.

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Ikemefuna, Valerie. "Impact of Staff Education on Geriatric Polypharmacy." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4734.

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Polypharmacy, the simultaneous use of multiple drugs to treat a single ailment or condition, is a major health problem among the elderly population that contributes to adverse drug side events, health risks, hospital readmissions, morbidity, and mortality. Therefore, a staff education program geared toward reduction of such adverse drug events was implemented at a single site. The purpose of the project was to determine if the staff education program would increase knowledge of adverse drug events due to geriatric polypharmacy. The Orem theory provided the theoretical support for the project, and the Iowa model guided the evidence-based practice change process. Topics covered in the education program included medication safety, appropriate drug usage, medication interactions, and other use issues of commonly prescribed drugs for elderly patients. Twenty staff members from 1 assisted-living facility were recruited for the education intervention. Assessments of staff member knowledge were collected before and after the education intervention. Descriptive statistics were used to compare preintervention and postintervention knowledge. Scores on the pretest ranged from 10% to 50% correct on the 10 items, and posttest scores ranged from 40% to 70% correct on the same items. The project is expected to produce social change due to reduced incidence of geriatric polypharmacy and, ultimately, decreased adverse drug effects resulting in patient morbidity, hospitalization, and mortality.

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Britt-Rankin, Jo J. "University-level nutrition education improves nutrient intake and reduces disease risk /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999276.

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Roth, Ruth A. "Differences in nutrition knowledge of the elderly according to nutrition risk levels, levels of education, age and gender." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941354.

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The purpose of the study was to examine nutrition knowledge of elderly congregate meal site participants with particular interest directed towards nutrition risk levels and the demographic characteristics of education, age, and gender. The population utilized in this study were 120 elderly, both male and female, over the age of 60 years who attended ten congregate meal sites in Allen County, Indiana and who volunteered to participate. The researcher administered a 25 question nutrition knowledge survey and the 10 question Determine Your Nutritional Health Checklist at the meal sites. The study was designed to determine if there was a significant difference in nutrition knowledge among elderly at congregate meal sites who exhibit varying nutrition risk, education, and age levels and between elderly men and women. The conclusion was that there was a significant difference between nutrition knowledge of men and women with women scoring more correct answers on the survey. Although not shown statistically other preliminary findings suggest the need for further research; a greater proportion of females than males were in the lowest nutrition risk level; the 60-74 years olds had a higher nutrition knowledge average score than did the two older groups. Further, those with 9-11 years of education and in the lowest nutrition risk level (all females) had the highest nutrition knowledge score; and males with less than eight years of education had the lowest nutrition knowledge score and a preponderance of those were in the moderate or high risk level. The researcher also concluded that more nutrition education is needed for these participants, but it must be geared to their learning level to be effective.
Department of Family and Consumer Sciences

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Malkus, Amy J., and Michelle E. Johnson. "Preschool Nutrition: The Importance of Discussing Healthy Eating in Teacher Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6023.

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Barone, Adam J. "Availability of Food and Nutrition Education at Greater Cincinnati Food Pantries." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470043012.

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Dissertations / Theses on the topic 'Nutrition education'

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