Development, Implementation, and Evaluation of a Nutrition Education Program for Informal (Unlicensed) Child Caregivers

Burden, Trina; Sheeshka, Judy; Hedley, Margaret; Lero, Donna S.; Marsh, Susan

doi:10.1016/s0022-3182(00)70527-9

Cited by 8 publications

(3 citation statements)

References 7 publications

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“…Respondents expressed a need for sample menus, menu templates, and recipes, with associated costs. Almost equal numbers of respondents indicated that they would like to have these menu planning resources provided on a website (66%) and in hard copy (62%), similar to other reports (Burden, Sheeshka, Hedley, Lero, & Marsh, 2000;O'Mara & Chambers, 1992;Romaine et al, 2007). Thirty-six percent indicated that they would like to have an interactive website or blog for consulting with other child care centres' menu planners and/or experts.…”

Section: Needs and Expectations For Menu Planning Resourcessupporting

confidence: 58%

Development of Menu Planning Resources for Child Care Centres: A Collaborative Approach

Mann

Power²,

MacLellan

2016

J Child. Stud.

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Well-designed menus in child care centres include nutritious meals and snacks necessary for the optimum health, growth, and lifelong healthy eating behaviours of young children. With pending government food and nutrition standards, a need was identified for comprehensive, relevant, user-friendly menu planning resources. Therefore, guided by an action research model, this study identified current menu planning practices, determined the needs and expectations for menu planning resources, and developed menu planning resources that incorporate these standards and other relevant factors. Menu planners from regulated child care centres in Nova Scotia (n=330) were invited to participate by responding to an online survey and/or volunteering as a member of a collaboration group. Survey respondents (n=83) indicated that they wanted their menus to be more interesting, practical, and cost effective. Menu templates, sample menus, and costed recipes were the most requested resources. Two-thirds indicated a preference for webbased resources and about one-third expressed interest in an interactive blog. The collaboration group participants (n=21) met twice and provided valuable input for the development of a menu planning model, menu template, sample menus, recipes, and information sheets. The model unified the menu planning considerations and served as a framework for the Child Care Centre Menu Project website (http://www.msvu.ca/menuproject/). The follow-up evaluation indicated that approximately half of respondents (n=39) had consulted the website and that the sample menus were the most useful resource. The website, blog, and online survey enable ongoing development supported by input from the menu planners. The resources should be transferable, with minor adaptations, to other provincial child care centres, elementary schools, or even licensed senior care facilities.

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Section: Needs and Expectations For Menu Planning Resourcessupporting

confidence: 58%

Development of Menu Planning Resources for Child Care Centres: A Collaborative Approach

Mann

Power²,

MacLellan

2016

J Child. Stud.

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“…Apart from that, considering the argument with regard to the inaccuracy of self-reported practice to assess the effectiveness of intervention [19][20][21], the mixed methods design used to evaluate the Level 3-Behavior in this study was deemed suitable. Adoption of such methodology is believed to produce findings with greater reliability and validity as one method can corroborate, enhance or clarify the findings of the other [22].…”

Section: Discussionmentioning

confidence: 99%

Nutrition Module Intervention to Improve Nutrition Knowledge, Attitude and Practice of Trainers for Persons with Disabilities in Rehabilitation Centers in Malaysia

Harith¹,

Rostenberghe²,

ST³

et al. 2015

IJFS

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“…There has been some research to evaluate the meals and snacks served in childcare centers and licensed home care and to identify the nutrition education needs of caregivers (Briley, Roberts-Gray, & Simpson, 1994;Burden, Sheeshka, Hedley, Lero, & Marsh, 2000;Campbell, 1993;Dirige, Oglesby, & Bassoff, 1991) in developed countries. The purpose of this research was to test the effectiveness of the nutrition class offered at the University of Selcuk (Konya) in Turkey to undergraduate students enrolled in the Preschool Education Department.…”

Section: Introductionmentioning

confidence: 99%

Effects of a Food and Nutrition Course on the Self-Reported Knowledge and Behavior of Preschool Teacher Candidates

Ünüsan

2006

Early Childhood Educ J

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This study examined effects of food and nutrition knowledge on the self-reported behaviors of preschool teacher candidates who completed a 10-week course. Self-reported information was gathered at entry, after completion of the course, and follow up 4 months after completion of the course. A paired t-test compared responses at pre, post and follow up. Preschool teacher candidates improved significantly between entry and at the end of the course for 9 of the 18 practices. Statistically significant improvements were also recorded for 13 of the 18 practices between entry and follow up. Overall, the nutrition course increased the nutrition knowledge of preschool teacher candidates. Further analyses are needed to evaluate immediate and longer effects of nutrition course, with larger samples, using more powerful research designs.

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Development, Implementation, and Evaluation of a Nutrition Education Program for Informal (Unlicensed) Child Caregivers

Cited by 8 publications

References 7 publications

Development of Menu Planning Resources for Child Care Centres: A Collaborative Approach

Development of Menu Planning Resources for Child Care Centres: A Collaborative Approach

Nutrition Module Intervention to Improve Nutrition Knowledge, Attitude and Practice of Trainers for Persons with Disabilities in Rehabilitation Centers in Malaysia

Effects of a Food and Nutrition Course on the Self-Reported Knowledge and Behavior of Preschool Teacher Candidates

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