Francine Overcash1, Allison Ritter2, Traci Mann3, Elton Mykerezi4, Joseph Redden5, Aaron Rendahl6, Zata Vickers2, Marla Reicks2. 1. Department of Food Science and Nutrition, University of Minnesota, St Paul, MN. Electronic address: overc006@umn.edu. 2. Department of Food Science and Nutrition, University of Minnesota, St Paul, MN. 3. Department of Psychology, University of Minnesota, Minneapolis, MN. 4. Department of Applied Economics, University of Minnesota, St Paul, MN. 5. Carlson School of Management, University of Minnesota, Minneapolis, MN. 6. Department of Statistics, University of Minnesota, St Paul, MN.
Abstract
OBJECTIVE: To evaluate the impact of a vegetable-focused cooking skills and nutrition program on parent and child psychosocial measures, vegetable liking, variety, and home availability. DESIGN: Baseline and postcourse surveys collected 1-week after the course. SETTING: Low-income communities in Minneapolis-St Paul. PARTICIPANTS: Parent-child dyads (n = 89; one third each Hispanic, African American, and white) with complete pre-post course data; flyer and e-mail recruitment. INTERVENTION(S): Six 2-hour-weekly sessions including demonstration, food preparation, nutrition education lessons, and a meal. MAIN OUTCOME MEASURES: Parental cooking confidence and barriers, food preparation/resource management, child self-efficacy and cooking attitudes, vegetable liking, vegetable variety, and vegetable home availability. ANALYSIS: Pre-post changes analyzed with paired t test or Wilcoxon signed-rank tests. Results were significant at P < .05. RESULTS: Increased parental cooking confidence (4.0 to 4.4/5.0), healthy food preparation (3.6 to 3.9/5.0), child self-efficacy (14.8 to 12.4; lower score = greater self-efficacy), vegetable variety (30 to 32/37 for parent, 22 to 24/37 for child), and home vegetable availability (16 to 18/35) (all P < .05). CONCLUSIONS AND IMPLICATIONS: A short-term evaluation of a vegetable-focused cooking and nutrition program for parents and children showed improvements in psychosocial factors, variety, and home availability.
OBJECTIVE: To evaluate the impact of a vegetable-focused cooking skills and nutrition program on parent and childpsychosocial measures, vegetable liking, variety, and home availability. DESIGN: Baseline and postcourse surveys collected 1-week after the course. SETTING: Low-income communities in Minneapolis-St Paul. PARTICIPANTS: Parent-child dyads (n = 89; one third each Hispanic, African American, and white) with complete pre-post course data; flyer and e-mail recruitment. INTERVENTION(S): Six 2-hour-weekly sessions including demonstration, food preparation, nutrition education lessons, and a meal. MAIN OUTCOME MEASURES: Parental cooking confidence and barriers, food preparation/resource management, child self-efficacy and cooking attitudes, vegetable liking, vegetable variety, and vegetable home availability. ANALYSIS: Pre-post changes analyzed with paired t test or Wilcoxon signed-rank tests. Results were significant at P < .05. RESULTS: Increased parental cooking confidence (4.0 to 4.4/5.0), healthy food preparation (3.6 to 3.9/5.0), child self-efficacy (14.8 to 12.4; lower score = greater self-efficacy), vegetable variety (30 to 32/37 for parent, 22 to 24/37 for child), and home vegetable availability (16 to 18/35) (all P < .05). CONCLUSIONS AND IMPLICATIONS: A short-term evaluation of a vegetable-focused cooking and nutrition program for parents and children showed improvements in psychosocial factors, variety, and home availability.
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