SeAnne Safaii

Learn Diabetes Meal Planning Skills in a Virtual World

Introduction: An estimated 25.8 million Americans or 8.3% of the population have diabetes and the incidence of diabetes is increasing most rapidly in children and young adults. Diabetes management includes following a diabetes meal plan, being physically active and possibly taking medications. There is limited diabetes education programs designed for young adults and the virtual world, was used to design a novel diabetes meal planning program that targeted their limited meal preparation skills and their social environment. Objectives: 1. To develop two virtual world simulations-kitchen equipment and recipe preparation- that would provide individuals with skills they need to prepare meals for dining in at home. 2. To develop two virtual world simulations, in a restaurant and buffet, this teaches them how to choose foods that fit into their meal plan when dining out. Methods: Data was collected from young adults (18-28 years-old) with type 1 and type 2 diabetes who attended focus groups (n=22) and health care providers in one-on-one interviews (N=5) on the barriers they experienced to following their diabetes meal plan. The four virtual world simulations addressed these barriers. Results: Focus group and interview results indicate that these individuals were food illiterate – they didn’t have the skills to plan and cook healthy meals. In addition, eating out with friends is an important part of their social life. To help these young adults acquire these crucial meal skills and not have to eliminate their social life, four virtual world settings-kitchen equipment, recipe preparation, restaurant, and buffet-were designed where they could practice diabetes meal planning and recipe preparation. Conclusion: This project focused on designing virtual world simulations to help young adults (18-28 year-olds), meet their diabetes meal plan recommendations.

The Healthy Diabetes Plate Website Teaches Meal Planning Skills

Introduction: The Healthy Diabetes Plate (HDP), a four-lesson peer-reviewed curriculum for individuals with diabetes, helped 85-99% of subjects plan meals correctly and significantly increased their fruit and vegetable intake. It has been used on a limited basis. Objectives: Convert the HDP curriculum to web pages that contain text, graphics, video clips, and are interactive. Methods: A three-step process was used to design the website: (1) Conduct a needs assessment; (2) Collaborate with an interdisciplinary team (University faculty members, web designers, editor, videographer, food photographer, dietitians, and students); and (3) Evaluate the Healthy Diabetes Plate website design. Results: The HDP website (www.extension.uidaho.edu/diabetesplate) is composed of 12 web pages that include: (1) home page, (2) five food groups, (3) planning meals, (4) tips and tricks, and (5) video clips. It uses a visual format that includes 84 photos and video clips which illustrate types of foods to eat, portion sizes, shopping tips and cooking hints. Conclusions: This website makes the HDP curriculum available to a global audience.

Partnerships:: Linking the Community, Cafeteria and Classroom

Abstract Nutrition education in the classroom with reinforcement in the cafeteria and media is a dynamic partnership for educating children and increasing public awareness of nutrition topics. The effects of a statewide, coordinated breakfast promotion conducted in March 1994 were studied. This multifaceted promotion linked community, classroom and cafeteria messages about breakfast. Promotion partners included local and state government, industry, private for-profit and non-profit agencies. A media packet was created and sent to TV, radio and newspapers throughout the state. Members of the State Dietetic Association committed to focus their March 1994 education activities on breakfast. Other members of the partnership were requested to do the same. Evaluation of the media arm of the project during March 1994 resulted in over 650,000 people (in a state with 1.2 million) receiving positive breakfast messages through media, health fairs, cafeterias, WIC classes and other presentations and projects. A two-prong approach was used to promote breakfast in schools. Teachers of grades 2 and 3 were sent breakfast lesson plans, ideas for involvement with school food service and other local health promotion groups and a mail back card for an inked stamp which could be used with the lessons. Each school food service (SFS) received special menus and recipes promoting breakfast, breakfast posters and promotional event ideas, and an inked stamp. A random sample of teachers (by grade level) was conducted to evaluate the classroom outreach. Thirty-one percent of the teachers responded. Thirty-one percent of the respondents reported teaching the breakfast lesson. Of the teachers who taught the lesson, 11.8% took their class to a school breakfast/lunch; 10.3% requested brochures from SFS; 5.7% worked with SFS to coordinate activities; and 42% coordinated special meals (which supported the lessons) with SFS. A retrospective analysis of average daily rates of participation (ADP) in SFS lunch programs was used to evaluate the effectiveness of the cafeteria promotion. A survey was mailed to all SFS programs in the state. Forty-six percent of the SFS personnel responded. Ninety-one percent of the respondents reported conducting at least one of the nine promotional activities. Promotional menus and the inked stamp were the two most popular activities with SFS. Twenty-nine percent of respondents reported working with a classroom teacher. ADP was measured one week before, during and the week following the promotion. When both SFS and teachers participated in the school promotion, ADP increased significantly (P