Sarah L. Ash

Understanding the State of Nutrition Education in the Head Start Classroom: A Qualitative Approach.

Background Early education is important for establishing healthy eating behaviors among young children; however, the literature describing nutrition education in the preschool environment is limited. Purpose The purpose of this study was to explore teacher experiences related to the incorporation of nutrition education in Head Start preschool classrooms. Methods Between September 2011 and May 2012, investigators conducted 74 in-depth, structured interviews (31 health/nutrition coordinators, 11 center directors, and 32 teachers). Participant interviews were recorded in digital audio format and transcribed verbatim. Results Researchers condensed identified interrelated themes into 4 categories within a substantive-level model. Outcomes revealed that teacher training/education, funding, and policies/regulations were the core factors influencing the quality and quantity of nutrition-related instruction. Discussion The proposed model establishes a framework for understanding the state of nutrition education in the preschool environment. Teachers need more opportunities for training/education in instructional methods and nutrition content; financial support for materials; and clear, supportive policies/regulations. Translation to Health Education Practice Teachers and administrators can use the proposed framework as an objective guide to identify the presence of these barriers in their organizations and to facilitate their ability to work together to improve the quality of nutrition education in the preschool environment.

Nutrition Education Among Low-Income Older Adults: A Randomized Intervention Trial in Congregate Nutrition Sites:

Nutritional well-being among older adults is critical for maintaining health, increasing longevity, and decreasingthe impactofchronicillness. However, few well-controlledstudies have examinednutritionalbehav ior change among low-income older adults. A prospective, controlled, randomized design examined a fivesession nutrition education module delivered to limited-resource older adults (N = 703) in Congregate Nutrition sites by Cooperative Extensionagents. Experimentalgroupparticipantswere significantly more likely than con trol groupparticipants to increase multivitamin use, to increase calcium supplementuse, to read labels of dietary supplements, to carry a supplement and/or medication list, and to discuss such use with their health care profes sional. The study addresses weaknesses in the literature by using a theoretically derived education component, implementing the intervention within a setting regularly used by low-income older adults, employing random ized assignment to intervention and control conditions, and using hierarchical linear modeling to deal with “nested” data.