Changes in Nurse Practitioners' Knowledge and Behaviors Following Brief Training on the Healthy Eating and Activity Together (HEAT) Guidelines

Gance‐Cleveland, Bonnie; Sidora-Arcoleo, Kimberly; Keesing, Heather; Gottesman, Mary Margaret; Brady, Margaret

doi:10.1016/j.pedhc.2008.03.002

Cited by 23 publications

(22 citation statements)

References 19 publications

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“…Eight studies helped participants address lack of support33 47 48 69 and systematic barriers 1450 54 57 They restructured office environments to make them more conducive to providing nutrition care 14.…”

Section: Resultsmentioning

confidence: 99%

“…Eight studies explicitly set out to improve participants’ self-efficacy by increasing their confidence. They adopted strategies like role modelling by practising physicians,68 role playing using either simulated or real patients,41 43 47 58 providing demonstrations and hands-on practice sessions33 41 43 45 47 61 68 and viewing then discussing videos and web-based cases 4368 Four each of these interventions were conducted among future healthcare professionals and practising healthcare professionals.…”

Section: Resultsmentioning

confidence: 99%

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Realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals

et al. 2016

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ObjectiveTo determine what, how, for whom, why, and in what circumstances educational interventions improve the delivery of nutrition care by doctors and other healthcare professionals work.DesignRealist synthesis following a published protocol and reported following Realist and Meta-narrative Evidence Synthesis: Evolving Standards (RAMESES) guidelines. A multidisciplinary team searched MEDLINE, CINAHL, ERIC, EMBASE, PsyINFO, Sociological Abstracts, Web of Science, Google Scholar and Science Direct for published and unpublished (grey) literature. The team identified studies with varied designs; appraised their ability to answer the review question; identified relationships between contexts, mechanisms and outcomes (CMOs); and entered them into a spreadsheet configured for the purpose. The final synthesis identified commonalities across CMO configurations.ResultsOver half of the 46 studies from which we extracted data originated from the USA. Interventions that improved the delivery of nutrition care improved skills and attitudes rather than just knowledge; provided opportunities for superiors to model nutrition care; removed barriers to nutrition care in health systems; provided participants with local, practically relevant tools and messages; and incorporated non-traditional, innovative teaching strategies. Operating in contexts where student and qualified healthcare professionals provided nutrition care in developed and developing countries, these interventions yielded health outcomes by triggering a range of mechanisms, which included feeling competent, feeling confident and comfortable, having greater self-efficacy, being less inhibited by barriers in healthcare systems and feeling that nutrition care was accepted and recognised.ConclusionsThese findings show how important it is to move education for nutrition care beyond the simple acquisition of knowledge. They show how educational interventions embedded within systems of healthcare can improve patients’ health by helping health students and professionals to appreciate the importance of delivering nutrition care and feel competent to deliver it.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals

et al. 2016

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“…One study had a controlled non-randomized trial design (16). A total of 18 studies, meanwhile, used a pre–post-intervention evaluation and quasi-experimental design with or without a control group (17, 20, 21, 24, 37–49). …”

Section: Analysis Strategymentioning

confidence: 99%

Nutrition Training Improves Health Workers’ Nutrition Knowledge and Competence to Manage Child Undernutrition: A Systematic Review

Sunguya¹,

Poudel²,

Mlunde³

et al. 2013

Front. Public Health

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Background: Medical and nursing education lack adequate practical nutrition training to fit the clinical reality that health workers face in their practices. Such a deficit creates health workers with poor nutrition knowledge and child undernutrition management practices. In-service nutrition training can help to fill this gap. However, no systematic review has examined its collective effectiveness. We thus conducted this study to examine the effectiveness of in-service nutrition training on health workers’ nutrition knowledge, counseling skills, and child undernutrition management practices.Methods: We conducted a literature search on nutrition interventions from PubMed/MEDLINE, CINAHL, EMBASE, ISI Web of Knowledge, and World Health Organization regional databases. The outcome variables were nutrition knowledge, nutrition-counseling skills, and undernutrition management practices of health workers. Due to heterogeneity, we conducted only descriptive analyses.Results: Out of 3910 retrieved articles, 25 were selected as eligible for the final analysis. A total of 18 studies evaluated health workers’ nutrition knowledge and showed improvement after training. A total of 12 studies with nutrition counseling as the outcome variable also showed improvement among the trained health workers. Sixteen studies evaluated health workers’ child undernutrition management practices. In all such studies, child undernutrition management practices and competence of health workers improved after the nutrition training intervention.Conclusion: In-service nutrition training improves quality of health workers by rendering them more knowledge and competence to manage nutrition-related conditions, especially child undernutrition. In-service nutrition training interventions can help to fill the gap created by the lack of adequate nutrition training in the existing medical and nursing education system. In this way, steps can be taken toward improving the overall nutritional status of the child population.

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“…1) and providers-in-training may have more adaptable attitudes toward obesity than established nurses (Poon & Tarrant, 2009). While research on nurse practitioners has documented post-training improvements in obesity knowledge as well as intent to use skills for behavior modification and counseling (Gance-Cleveland, Sidora-Arcoleo, Keesing, Gottesman, & Brady, 2009) and web-based training for nursing students yields greater learning than control conditions (Clifton & Mann, 2011; Gerdprasert, Pruksacheva, Panijpan, & Ruenwongsa, 2010), less is known about response to different training methods. Thus, use of two active training conditions in this study makes this an ideal investigation in this population.…”

Section: Introductionmentioning

confidence: 99%

Provider Training to Screen and Initiate Evidence-Based Pediatric Obesity Treatment in Routine Practice Settings: A Randomized Pilot Trial

Kolko¹,

Kass²,

Hayes³

et al. 2017

Journal of Pediatric Health Care

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Introduction This randomized pilot trial evaluated two training modalities for first-line, evidence-based pediatric obesity services (screening and goal-setting) among nursing students. Method Participants (N=63) were randomized to Live Interactive Training (Live) or Web-facilitated Self-study Training (Web). Pre-training, post-training, and one-month follow-up assessments evaluated training feasibility, acceptability, and impact (knowledge, and skill via simulation). Moderator (previous experience) and predictor (content engagement) analyses were conducted. Results Nearly-all (98%) participants completed assessments. Both trainings were acceptable, with higher ratings for Live and participants with previous experience (p’s<.05). Knowledge and skill improved from pre-training to post-training and follow-up in both conditions (p’s<.001). Live demonstrated greater content engagement (p’s<.01). Conclusions The training package was feasible, acceptable, and efficacious among nursing students. Given that Live had higher acceptability and engagement, and online training offers greater scalability, integrating interactive Live components within Web-based training may optimize outcomes, which may enhance practitioners’ delivery of pediatric obesity services.

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Changes in Nurse Practitioners' Knowledge and Behaviors Following Brief Training on the Healthy Eating and Activity Together (HEAT) Guidelines

Cited by 23 publications

References 19 publications

Realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals

Realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals

Nutrition Training Improves Health Workers’ Nutrition Knowledge and Competence to Manage Child Undernutrition: A Systematic Review

Provider Training to Screen and Initiate Evidence-Based Pediatric Obesity Treatment in Routine Practice Settings: A Randomized Pilot Trial

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