The adoption of more sustainable diets (SD) has the capacity to meet the needs of individuals without compromising future generations’ abilities to do the same. Nutrition educators are ideal candidates for delivering SD education to consumers, yet evidence-based recommendations for the profession have not been crafted. The results of a thorough, narrative review of the literature performed in 2021 suggest there are five well-supported recommendations nutrition educators should consider incorporating in their work. They are (1) shift towards a plant-based diet, (2) mitigate food waste, (3) limit consumption of ultra-processed foods (UPF), (4) engage in local food systems, and (5) choose sustainable seafood. Each recommendation is discussed below in detail, to provide nutrition educators with a nuanced scope of the issue, after which suggestions for the inclusion of these recommendations, using an example of the authors’ experiences from the US Expanded Food and Nutrition Education Program (EFNEP), are provided.
Farmers markets (FMs) are known for fresh fruits and vegetables, but many also feature shelf-stable, value-added products (VAPs) like sauces, jams, and fermented produce. Despite the potential importance of locally sourced VAPs to FMs, farmers, and food-insecure communities, few if any studies have examined consumer preferences related to small-batch VAPs of the kind often prepared for sale at FMs. To address this gap in knowledge, this study presents the results of a collaboration between farmers, researchers, and a not-for-profit community kitchen in New Jersey. First, using the Food Choice Process Model as a framework, we conducted focus groups (four focus groups: 6-10 participants per group; 33 participants total) to gain insight into what would make locally sourced VAPs appealing to residents of food-insecure areas. Major themes that emerged were cost, quality, and health; less common themes included culture, food safety, and ethical values. Second, drawing on focus group data, we developed new VAPs—including tomato sauce, applesauce, hot pepper relish and pickled jalapeños—using ingredients from local farms. Third, we conducted controlled sensory evaluations to assess FM customer satisfaction with project-specific VAPs. Urban consumers (N=49) ranked a store-bought tomato sauce significantly higher on taste, sweetness, saltiness, and thickness, compared to the VAP version. However, VAP and store-bought applesauces were comparable across most attributes, and reactions to the hot pepper relish and pickled jalapeños were broadly positive. Overall, findings suggest that locally sourced VAPs tailored to the preferences of particular markets may constitute a valuable addition to the local food landscape in food-insecure areas.
Objectives To determine which curricula are being used with high schoolers participating in the Expanded Food and Nutrition Education Program (EFNEP) and their impacts. Methods EFNEP Coordinators from each program were asked if their program targeted high schoolers, and if so, which curricula they were using. Fiscal year 2018 EFNEP national high school survey data were then aggregated by program from those that exclusively used 1 of the 3 most popular curricula and analyzed using SAS 9.4. Results Of the 63 EFNEP programs (N = 75) that responded, 29 programs (46%) did not, or rarely, worked with high schoolers. Of those that did work with these teens (n = 34), 19 (56%) reported exclusively using 1 of 3 curricula: Eating Smart • Being Active (ESBA, n = 8); Families Eating Smart, Moving More (FESMM, n = 3); or Teen Cuisine (TC, n = 8). Notably, 2 of these curricula (ESBA and FESMM) were created for use with adults. Evaluation data was analyzed for 2098 participants in 9th-12th grade (ESBA n = 1232, FESMM n = 236, and TC n = 630). Wilcoxon Signed Rank tests showed significant improvements in 13 nutrition, physical activity, and food safety behaviors for ESBA and TC pre-to-posttest, and improvements in 7 of those behaviors for FESMM (all P < 0.05). Chi-square analysis revealed that ESBA participants were more likely than FESMM participants to increase fruit (P < 0.01), vegetable (P < 0.001), and low-fat milk (P < 0.01) consumption, decrease sugar-sweetened beverage (SSB) consumption (P < 0.001) and screen time (P < 0.01), and make healthier choices at restaurants (P < 0.01), while TC participants were more likely than FESMM participants to increase vegetable consumption (P < 0.001), decrease SSB consumption (P < 0.01) and screen time (P < 0.001), and make healthier choices at restaurants (P < 0.01). When comparing ESBA and TC, ESBA was more likely to have participants decrease screen time (P = 0.03), with no other significant differences. Conclusions There is a dearth of evidence-based high school nutrition education curricula for use with low-income teens. TC and ESBA both show promise for this purpose; however, since these curricula require 1 + hours for implementation, additional curricula that can be used with shorter classes may need to be developed and evaluated. Also, additional testing is needed using more robust evaluation tools. Funding Sources None.
Background: Head Start (HS) is required to collect height and weight data of preschoolers each year and report aggregate rates of BMI. However, limited research has been conducted to understand this process. Objective: This study explored the processes HS programs in Ohio and North Carolina use to measure, track, and report children's weight status. Study Design, Setting, Participants: This qualitative study utilized a phenomenological approach. Twentynine semi-structured interviews were conducted with Head Start Health and Nutrition Managers across Ohio (n = 14) and North Carolina (n = 15). Interviews were conducted until saturation was achieved. Measurable Outcome/Analysis: Interviews were recorded and transcribed verbatim. Transcripts were independently reviewed and significant statements were identified, describing what participants experienced. Patterns of meaning across interviews were assigned codes and described. Codes were compared, agreed upon, and organized into themes. Results: Analysis yielded 5 themes: perceptions of BMI, measurement processes, reporting/tracking, training and resources, and additional support. Managers described a variety of concerns with the usefulness of BMI. Differences were identified in the staff responsible for measurements, as well as their expertise and training. Equipment used for measuring height and weight also varied across and within programs. Most managers reported utilizing computer programs where height and weight were entered, BMI calculated, and weight status classifications generated for reporting to parents and on the Program Information Report. Managers acknowledged inconsistencies in the persons responsible for data collection, training of collectors, and variability in the data collection process may impact accuracy of reporting. Furthermore, no consistent process was identified for the reporting and referral of atrisk children. Conclusion:Training on collection of height and weight measurements is needed, as most programs described limited availability of training opportunities, resources, and time to implement internal training on growth and assessment. Additionally, clarification and standardization of the process for tracking, reporting and referring at-risk children is warranted.
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