PURPOSE/OBJECTIVES The purpose of this study was two-fold: 1) determine commonly used procedures for milk served in locations other than the cafeteria during breakfast service, and 2) examine the effectiveness of these practices in maintaining recommended milk temperatures. METHODS A national sample of 110 school nutrition directions selected using a hybrid sampling strategy (convenience and random) were invited to participate in a survey about milk service procedures. Researchers evaluated the reported service practices for locations other than the cafeteria to determine effectiveness at maintaining fluid milk temperatures below 41°F. Using an incomplete factorial design, researchers packed 30 individual units of milk to examine temperatures with the following variables: milk packaging type (carton, bottle, pouch), transportation container (milk crate, sheet pan, steam table pan, soft-side cooler, hard-side cooler), and cooling method (no ice, loose ice, or ice-sheets). Each combination was exposed to both elevated (89°F) and room (74°F) ambient temperatures for four hours respectively, during which milk temperatures were measured at five-minute intervals. RESULTS Thirty-two usable surveys were collected in which all districts served breakfast using alternative service models. Common transportation containers identified included insulated coolers (n=25) and non-insulated containers (n=12). The majority of respondents (n=17) reported using a cooling method when transporting milk, with ice sheets/packs (n=15) being the most commonly used. Many reported restocking unserved milk for later use (n=18), with about two-thirds checking the temperature of restocked milk (n=12). Temperature simulations revealed milk temperature varied by transportation container, cooling method, and ambient temperature (p<0.05), but not by milk packaging. The most effective holding methods for maintaining milk temperature were using either hardand/or soft-side coolers with ice or ice sheets. APPLICATION TO CHILD NUTRITION PROFESSIONALS Effectively packing milk for alternative breakfast models is important to ensure quality and safety. Best practices to maintain low temperatures while serving milk in locations other than the cafeteria include packing milk in hardor soft-side coolers with ice or ice sheets, and monitoring temperature of unserved milk when it is restocked for future service.
PURPOSE/OBJECTIVES Fruit and vegetable (F/V) consumption among children continues to be lower than recommended. This study tested the effectiveness of nudges using fun facts about F/V on F/V consumption by elementary school students in grades 1 through 5. The study hypothesis is higher F/V consumption with nudges. METHODS The design was a randomized comparison of F/V consumption with use of nudges to that without the nudges. Unlike previous studies, the intervention effectiveness was tested in two adjacent school districts in Georgia that differed in terms of socio-economic status (SES) of the students served. Four schools were selected from each school district to participate in the study. Two schools in each district were assigned to the control arm and two to the intervention arm. Fun facts about a select list of F/V were developed and communicated to intervention arm students using table tents. F/V selection and consumption were observed in both arms.
PURPOSE/OBJECTIVES: This paper describes the results from a Smarter Lunchroom program designed to evaluate if bundling fruit or vegetable strategies listed on the Smarter Lunchroom Scorecard increased selection of fruits and vegetables by students in school cafeterias from 2015 to 2017. METHODS: Twenty-one Michigan State University (MSU) Extension Community Nutrition Instructors (CNIs) were trained to coach Michigan school child nutrition professionals to undertake Smarter Lunchroom programming from 2015 to 2017. Sixty-seven schools completed Smarter Lunchrooms Scorecards (Scorecard) before and after making changes to their cafeterias using either 12 fruit or 15 vegetable strategies listed on the Scorecard. Thirty schools submitted five days of preand postfood production records. Mean values of Scorecard totals and five-day average cups of fruits and vegetables selected per student as measured by schools' production records were calculated for preand post-cafeteria changes. Changes were assessed using t-tests. A regression analysis was conducted to determine if schools demonstrating greater improvement in their overall Scorecard also demonstrated increased selection of cups of fruits and vegetables per student. RESULTS: Schools completing preand post-cafeteria changes Scorecards saw significant increases in Scorecard scores, regardless of school grade, percentage of students participating in the school meal program, and whether or not the school formed a student team. There were no statistically significant improvements in the cups of fruits or vegetables selected by students after the cafeteria changes, and selection of fruits and vegetables was not associated with Scorecard improvements. APPLICATIONS TO CHILD NUTRITION PROFESSIONALS: Child nutrition professionals should be cautious in using Smarter Lunchrooms Scorecard strategies to improve and/or monitor student eating behaviors. The link between increases in the Smarter Lunchrooms Scorecard scores and changes in student fruit and vegetable selection should be investigated further.
AORN JournalVolume 66, Issue 3 p. 395-395 Letter Research Corner Leslie H. Nicoll RN, MBA, PhD, Leslie H. Nicoll RN, MBA, PhD Perioperative Nursing ResearchSearch for more papers by this authorSuzanne Beyea RN, PhD, CS, Suzanne Beyea RN, PhD, CS AORN Codirectors Perioperative Nursing ResearchSearch for more papers by this author Leslie H. Nicoll RN, MBA, PhD, Leslie H. Nicoll RN, MBA, PhD Perioperative Nursing ResearchSearch for more papers by this authorSuzanne Beyea RN, PhD, CS, Suzanne Beyea RN, PhD, CS AORN Codirectors Perioperative Nursing ResearchSearch for more papers by this author First published: 01 September 1997 https://doi.org/10.1016/S0001-2092(06)62682-3Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume66, Issue3September 1997Pages 395-395 RelatedInformation
Objectives: To pilot whether a sensory-based food education program, “Rainbow Food Heroes,” increases children’s intended and actual fruit and vegetable consumption. Methods: The behavioral intervention, Rainbow Food Heroes, a sensory-based food education program, consisted of two 90-minute workshops delivered in one week, followed by a “Rainbow Plate” themed school assembly one week later. Baseline and post-intervention data were collected 11 days before the beginning of the intervention period and two days after the completion of the school assembly at the end of the intervention, respectively. The participants were 72 kindergarten children in a Canadian urban elementary school. The outcomes measured were intention to eat fruit and vegetables, number of colors of fruit and vegetables children selected, and actual consumption of these foods. Comprehension of the Rainbow Plate message was assessed by measuring the number of colors of pictures of fruit and vegetables added to a paper “theoretical Rainbow Plate” during the second workshop. Results: Post-intervention, children selected an average of 261.13 grams of fruit and vegetables compared to 185.96 grams at baseline assessment (75.17 grams more). They also selected more varied colors (0.3) on their plates compared to baseline. Children consumed an average of 159.35 grams post-intervention compared to 106.74 grams at baseline, which was an increase of 52.6 grams. Children added, on average, four different colored fruits and vegetables to their theoretical rainbow plates, which suggested good comprehension of the Rainbow Plate concept during the workshop. Applications to Child Nutrition Professionals: The Rainbow Food Heroes sensory-based food education program may influence children to increase fruit and vegetable consumption. The Rainbow Food Heroes program may be adopted as a fun sensory-based element of a nutrition curriculum.
P URPOSE /O BJECTIVES School lunch meals often provide students with the majority of daily calories and prime opportunities to develop healthful eating habits. Plant-based entrées may increase variety of foods served and appeal to students, but may not appear frequently on school menus. A Washington, D.C.-based school partnered with local organizations to add vegan entrées to school lunch menus through marketing initiatives and assessments of plate waste and nutrition composition when compared to standard school lunch entrées. M ETHODS Researchers introduced six plant-based entrées at Washington, D.C.-based Walker-Jones Education Campus daily for four months to approximately 450 Kindergarten through eighth grade students. Various marketing initiatives and nutrition education materials promoted the entrées to the student body. Research staff compared plate waste when at least 25% of the entrée was consumed and the total calories, cholesterol, vitamins, saturated fat, and macronutrients of vegan entrées to standard entrées via t-test comparisons.
Purpose/Objectives Chef’s Adopt a School (CAAS) is an evidence-based food education program delivered in schools (Kindergarten - 12th grade) in the United Kingdom (UK) which helps children understand the importance of nutritional literacy and encourages healthy eating. This qualitative study investigated the underlying components of the CAAS program that contributed to improving children’s healthy eating attitudes and behaviors. This study addresses the gap in the literature of process evaluations of food education programs. Methods An exploratory case study design was implemented using the first unit of the CAAS program; the Taste and Sensory lesson (session one). This lesson involved two separate classes of children (mean age of 8.5 years) from two London elementary schools (N = 54; 30 boys and 24 girls). Data were collected using a variety of qualitative methods: Observations of the session in each school, one focus group per school with a subgroup of students, and semi-structured interviews with chefs (delivery agents) and class teachers. Datasets were collated and thematically analysed manually, generating three thematic categories and eight subthemes. Results Main themes comprised: ‘Social Validity’ which encompassed stakeholders’ perceptions of the program as both worthwhile (effective and valuable) and acceptable (engaging), ‘Pedagogies and Practices’ which included specific teaching and learning techniques underpinning the program, and ‘Championing Healthy Eating’ which captured emergent factors related to program development and diffusion. Applications to Child Nutrition Professionals Pertinent issues for developers and implementers of other food education programs to consider were identified with this research. Specific components of CAAS (e.g. making learning ‘fun’ and the emphasis on experiential learning) were linked to program effectiveness and align with findings from similar studies in the literature. The importance of implementing good practice in program evaluation and development (e.g. assessing intervention fidelity and incorporating children’s ‘voice’) was highlighted in this research and is universally applicable. Key words: Food Education, School-Based Programs, Process Evaluation, Social Validity
