Outcomes of a Multi-Component School-Based Nutrition Program

Autor/inn/en	Melnick, Emily M.; Bergling, Emily; Pendleton, Divyani; Scarbro, Sharon; Atwood, Julie; Puma, Jini E.
Titel	Outcomes of a Multi-Component School-Based Nutrition Program
Quelle	In: Journal of School Health, 92 (2022) 2, S.167-176 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Melnick, Emily M.) ORCID (Bergling, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13117
Schlagwörter	Nutrition Instruction; Program Effectiveness; Parent Education; Outreach Programs; Elementary Schools; Elementary School Students; Eating Habits; Self Efficacy; Knowledge Level + Suchen Sie Ihr Suchwort? Nutrition education; Ernährungserziehung; Parents education; Elternbildung; Elternschule; Jobcoaching; Elementary school; Grundschule; Volksschule; Ernährungsgewohnheit; Essgewohnheit; Self-efficacy; Selbstwirksamkeit; Wissensbasis
Abstract	Background: This paper presents the effectiveness of a multi-component elementary school-based nutrition education program, the Integrated Nutrition Education Program (INEP), which has been in existence for over 25 years. INEP includes components to address multiple layers of influence: hands-on nutrition education lessons in the classroom (student-level), parent education, and outreach (home-level), and facilitation of a planning process to implement policy, system, and environmental (PSE) school changes (school-level). Methods: Three evaluation tools assessed the effectiveness of the program--(1) classroom plate waste measurement in intervention (N = 149 students) and demographically-matched comparison schools (N = 131 students), (2) pre/post classroom surveys completed by students who participated in INEP (N = 204), and (3) PSE change data from participating schools (N = 47 schools). Results: Students who participated in the nutrition education program were more likely to consume vegetable-based recipes and vegetables included in classroom nutrition lessons compared to students in comparison classrooms (Chinese vegetable salad: p < 0.001; couscous salad: p < 0.001; snap peas: p = 0.001). Classroom survey analyses showed improvements in student self-efficacy (p < 0.001), preference for vegetables (p = 0.005), and knowledge (p < 0.001). In addition, through a wellness planning process, schools implemented an average of 3.7 PSE changes per school. Conclusions: Results demonstrate a multi-component school-based nutrition education program improves student nutrition-related outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01