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This research aimed to uncover how the nutrition literacy domains (functional, interactive, critical) influence the dietary decisions of young adults in college. For this qualitative study, undergraduate college students aged 18–24 years old (n = 24) were recruited to participate in focus groups. The focus group transcripts were independently coded for primary and secondary themes using a grounded theory approach and a basic thematic analysis. Four focus groups with 5–7 participants per group were conducted. The three domains of nutrition literacy emerged in the focus groups with two themes per domain. Themes within functional nutrition literacy included ‘food enhances or inhibits good health’ and ‘components of a healthy diet’; themes within interactive nutrition literacy included ‘navigating the college food environment’ and ‘awareness of food marketing on dietary behavior’; themes within critical nutrition literacy included ‘critical appraisal of nutrition information’ and ‘awareness of societal barriers to good health’. Understanding how the different nutrition literacy domains relate to college students’ food choices can inform future researchers on how to appropriately assess nutrition literacy and design programs aimed at improving dietary behaviors of college students.

BACKGROUND: Critical nutrition literacy (CNL) plays an important role in how college students make everyday decisions about nutrition choices. Increasing CNL is an aim of many introductory nutrition courses, but there are limited instruments measuring this construct. This study aimed to assess the changeability of CNL and the relationship between CNL and markers of diet quality in young adults. DESIGN: This was a two-phase research project consisting of a nonexperimental, pre–post study and a cross-sectional assessment from 2018 to 2019. Participants were U.S. college students, 18-24 years old, recruited from introductory-level courses from three participating universities, located in Rhode Island, West Virginia, and New Jersey. SUBJECTS AND METHODS: Interventions consisted of (1) a 4-credit, 13-week nutrition course and (2) a cross-sectional, online behavior, environment, and perception survey. CNL was measured using the Revised CNL Tool (CNLT-R) instrument across both phases. Measures for phases include: (1) the changeability of CNL and (2) the relationship between CNL and markers of diet quality. ANALYSIS: Paired t -tests and multivariate analysis of variance were utilized through SPSS version 25.0. RESULTS: CNL score significantly increased from baseline to postintervention from 3.38 ± 0.48 to 3.61 ± 0.55 ( P = 0.014). There was an overall significant effect of CNL on markers of diet quality, such as cups of fruits and vegetables (F/V) and teaspoons of added sugar (F [2,1321] = 3.12, P < 0.05; Wilks' Λ = 0.99). CONCLUSIONS: This research found that an introduction to nutrition course was associated with an increase in CNL and that CNL is related to diet quality. The instrument could be used by nutrition educators as an outcome assessment. Future research should investigate other components of the CNL construct as well as predictive validity.

College students face unique challenges with leading healthful lifestyles. Using a community-based participatory research approach, college student research partners at two land-grant universities collected data and developed a tailored intervention to improve the well-being of college students. To inform the design of the program, college students were trained to conduct a needs assessment that included a campus-wide survey on the health behaviors of college students, environmental audits of health policies and food pantries on campus, and stakeholder interviews with campus health professionals. Outcomes of the needs assessment data highlighted university students ranked their health as “good” but nutrition health as “fair/poor.” Low or very low food security was self-reported by 36.9% of participants and had an overall diet quality score of 47.6 ± 10.1 out of 100. Health professional interview data indicated campuses provide healthful resources to students, but students are not aware those resources exist. Utilizing the needs assessment data previously mentioned, the nominal group technique was then used for student research partners to collaboratively determine the best intervention approaches and develop a wellness program. Student partners identified (1) education, (2) sharing of campus resources, and (3) incentives as important areas of intervention. Using the data collected, the student research partners developed a program titled, The College Cooking Connection, to address health-related quality of life in college students. Using a community-based participatory research approach to program planning, educators and researchers have a greater likelihood of addressing the current needs of the population they are targeting and developing a successful intervention to meet those health concerns. This study aims to partner with young adult university students to understand the college environment and allow the target community to be involved with the development of intervention programs for their campus.

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Background (Background, Rationale, Prior Research, and/or Theory): Vegetable consumption is essential in a healthful diet. Among children aged 2-18, Continued on page S14