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John Burghardt - One of the best experts on this subject based on the ideXlab platform.
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School Nutrition Dietary Assessment Study: overview of the study design.
The American Journal of Clinical Nutrition, 1995Co-Authors: John BurghardtAbstract:The School Nutrition Dietary Assessment Study collected information from a nationally representative sample of Schools and a nationally representative sample of students attending these Schools. A total of 545 Schools provided information about all meals served during a 1-wk period between February and May 1992, as well as information about School Food Service operations. Approximately 3350 students in grades 1-12 provided detailed information about the Foods and beverages that they consumed during a 24-hr period that included a School day. To assess the content of both the School meals offered to students and the meals consumed by students, the study used dietary standards from three sources: the recommended dietary allowances, the Dietary Guidelines for Americans, and recommendations of the National Research Council.
Jennifer Mccaffrey - One of the best experts on this subject based on the ideXlab platform.
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Training Preferences of School Food Service Staff Vary by Role in the School Nutrition Program.
International journal of environmental research and public health, 2020Co-Authors: Leia Flure, Melissa Pflugh Prescott, Whitney Ajie, Trinity Allison, Jennifer MccaffreyAbstract:Professional development has been identified as a critical component for School nutrition professionals (SNPs) to successfully implement School meal standards in the United States. However, training needs may vary based on different factors. This study examined (1) the topics of highest priority for SNPs; (2) preferred learning methods; (3) where and when trainings should be conducted; and (4) whether responses differ according to important factors including position type, School locale (urban vs. rural), or job experience. Participants completed surveys that included questions on demographics and preferences for learning methods and training topics (n = 492). Descriptive statistics characterized survey responses. Chi square tests assessed differences in learning method and training topic preferences by participant role, locale, and job experience; Cramer’s V assessed the strength of association for each chi square result. Qualitative responses to open-ended questions were analyzed using an inductive thematic analysis method. Nearly all training topic preferences were significantly different (p < 0.001 using Bonferroni method) when stratified by role. Significant differences were also observed for School locale and years of experience, but to a lesser degree. There was less variation in learning method preferences across staff role. Qualitative results (n = 93) identified three key themes related to training needs: role-specific trainings, innovative learning methods, and geographic access. The combination of quantitative and qualitative analysis indicate that professional development for SNPs should mostly be conducted in-person, be easily accessible, and include hands-on activities. Further, training should be tailored by job role and address situational barriers unique to the geographic area.
Kyung-eun Lee - One of the best experts on this subject based on the ideXlab platform.
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Students' dietary habits, Food Service satisfaction, and attitude toward School meals enhance meal consumption in School Food Service.
Nutrition research and practice, 2019Co-Authors: Kyung-eun LeeAbstract:BACKGROUND/OBJECTIVES This study aimed to compare student consumption of School meals by School level, to identify the influencing factors of School meal consumption, and to assess improvement needs of School Food Service among students. SUBJECTS/METHODS A total of 1,441 elementary, middle, and high School students attending 58 Schools in Gyeonggi-do, South Korea participated in the survey in 2015. A questionnaire and informed consent forms for students and legal guardians were sent home and completed responses were returned to the researcher. RESULTS Approximately 58% of the students perceived the portion sizes of School meals as appropriate and 76.1% consumed almost all or all of the meals served. More elementary and middle School students than high School students consumed almost all or all of the meals (P < 0.001). A regression analysis revealed that the students with a higher dietary behavior score (P < 0.001), higher satisfaction with Food Service (P < 0.001), a higher environmental protection practice score (P < 0.05), and more positive attitudes toward School meals (P < 0.01) consumed significantly more meals. The provision of Foods that taste good and reflecting student opinions on menus were the most important factors for increasing School meal consumption. CONCLUSIONS To increase consumption of School meals, Food Service staff should provide students with quality meals and engage students in School Food Service. Nutrition education that emphasizes healthy eating behaviors and cafeteria environment modification that applies strategies based on behavioral economics can encourage students to consume more School meals.
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Requirements and Self-evaluation of Competencies Necessary to be Effective Nutrition Teachers Perceived by School Food Service Dieticians
Journal of the Korean Society of Food Science and Nutrition, 2009Co-Authors: Kyung-eun LeeAbstract:Dept. of Food & Nutrition, Seoul Women's University, Seoul 139-774, KoreaAbstractThe purposes of the study were to identify a comprehensive competency list related to the jobs of nutrition teachers and to compare the competency needs for nutrition teachers and dieticians' competency levels. Job functional areas and a competency list for nutrition teachers were developed based on a review of literature and revised through expert panel reviews. A total of 53 competency statements associated with 11 job functional areas were specified. Questionnaires were distributed to 457 dieticians engaged in School Food Service and 148 responses were returned (response rate: 32.4%). Excluding incomplete responses, 142 questionnaires were used for data analysis. Approximately half of the respondents were enrolled in an 1-year nutrition teacher certificate program, 25% in a graduate School of nutrition education, and 19% had completed an 1-year nutrition teacher certificate program. The dieticians highly rated requirements of the competencies related to sanitation and employee safety, nutrition counseling, nutrition education, and teaching practices; in contrary, their competency levels for nutrition education, nutrition counseling, and teaching practices were low. Respondents' competency levels were significantly lower than the required competency levels of effective nutrition teachers in all functional areas. A quadratic analysis based on the requirement and self-evaluation of the competencies revealed that priorities of education programs targeting School nutrition teachers or students preparing to be nutrition teachers should be placed on improving competencies related to nutrition education, nutrition counseling, teaching practices, sanitation and employee safety, menu management, and human resource management. These results can be used to develop curriculum materials for basic and continuing professional education for nutrition teachers. It is necessary to review and update competencies regularly to reflect environmental changes in School Food Service programs.Key words: effective nutrition teacher, competencies, need, self-evaluation, School Food Service
Claire D Brindis - One of the best experts on this subject based on the ideXlab platform.
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observations of drinking water access in School Food Service areas before implementation of federal and state School water policy california 2011
Preventing Chronic Disease, 2012Co-Authors: Anisha I Patel, Kumar Chandran, Karla E Hampton, Ken Hecht, Jacob M Grumbach, Amanda T Kimura, Ellen Braffguajardo, Claire D BrindisAbstract:Introduction Recent legislation requires Schools to provide free drinking water in Food Service areas (FSAs). Our objective was to describe access to water at baseline and student water intake in School FSAs and to examine barriers to and strategies for implementation of drinking water requirements.
Simone Pettigrew - One of the best experts on this subject based on the ideXlab platform.
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Objective assessment of compliance with a state-wide School Food-Service policy via menu audits.
Public health nutrition, 2019Co-Authors: Gael Myers, Megan Sauzier, Amanda Ferguson, Simone PettigrewAbstract:Objective The Healthy Food and Drink Policy was implemented in Western Australian government Schools in 2007. The aim of the present study was to assess the compliance of Western Australian School canteen menus with the policy a decade after its introduction. Design The traffic-light system that underpins the Healthy Food and Drink Policy categorises Foods and drinks into three groups: 'green' healthy items, 'amber' items that should be selected carefully and 'red' items that lack nutritional value. Canteen menus were collected online and each menu item was coded as a green, amber or red choice. Setting Western Australia.ParticipantsOnline canteen menus from 136 primary and secondary government Schools. Results The majority of audited School menus met policy requirements to include ≥60 % green items (84 %) and ≤40 % amber items (90 %), but only 52 % completely excluded red items. Overall, approximately half (48 %) of School canteen menus met all three traffic-light targets. On average, 70 % of the menu items were green, 28 % were amber and 2 % were red. Primary-School canteen menus were more likely than those from secondary Schools to meet the requirements of the policy. Conclusions While the sampled Western Australian government School canteen menus were highly compliant with most of the requirements of the Healthy Food and Drink Policy, many offered red Foods and/or drinks. Providing all Schools with further education about identifying red items and offering additional Services to secondary Schools may help improve compliance rates.