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Assessing nutrition knowledge using Healthy Plate photo method among youth participating in WeCook
Author(s) -
Chai Weiwen,
Walther Ashley,
Dunker Tara,
FranzenCastle Lisa,
Krehbiel Michelle
Publication year - 2017
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.31.1_supplement.640.1
Subject(s) - nutrition education , intervention (counseling) , test (biology) , medicine , healthy food , physical therapy , gerontology , family medicine , psychology , food science , nursing , paleontology , chemistry , biology
Objective Mounting evidence suggests that poor dietary habits are linked to a lack of cooking at home and insufficient nutrition knowledge such as making a healthy plate. This study assessed the changes in nutrition knowledge among youth participating in WeCook. Methods Twenty‐four 4 th and 5 th grade students from two Title I elementary schools in Nebraska were recruited to participate in WeCook, an on‐going, semester‐based, 12‐week after‐school prevention program focusing on youth cooking and physical activity. Surveys were administered at each site before and after the program. Youth's nutrition knowledge was assessed using a novel Healthy Plate photo method (based on MyPlate guidelines) and previously validated instrument. Youth were asked to build a healthy plate using a blank MyPlate template and food models pre‐ and post‐intervention, with healthy plate photos taken by the researchers. Healthy plate photos were assessed using a scoring system based on the five food groups present on healthy plate; one point was assigned to each of the correct food groups present with a maximum total score of five. The differences in pre‐ and post‐intervention scores of healthy plate photos and related nutrition knowledge were assessed using paired t‐test and chi‐square test. Results The average score of correct food groups on healthy plate photos was significantly increased after WeCook (Pre: 3.8±0.8, Post: 4.4±0.8; P=0.003). Fifty‐six percent of participants received the maximum score (5 points) after the program whereas only 17% scored five pre‐ program. Additionally, there were non‐statistically significant increases in knowledge on daily fruit and vegetable consumption and the importance of breakfast after the program. Conclusion Our preliminary results suggest WeCook appears effective to improve nutrition knowledge among 4 th and 5 th grade participants in the study. Support or Funding Information This material is based upon the work of CYFAR University of Nebraska‐Lincoln Sustainable Community Project, a project supported by the National Institute of Food and Agriculture, United States (U.S.) Department of Agriculture, through a cooperative agreement with the University of Nebraska‐Lincoln under award number 2014‐41520‐22207.