Impact of a Food Skills Course with a Teaching Kitchen on Dietary and Cooking Self-Efficacy and Behaviors among College Students.

College students may face barriers to eating healthy foods. Educational interventions providing practical knowledge and skills may help students to overcome financial barriers or other barriers to acquiring, preparing, and consuming healthy foods. We evaluated the association between participation in a semester-long food skills course with an interactive teaching kitchen and dietary and cooking self-efficacy and behaviors. Participants were recruited from course enrollees (intervention) and the general student population (comparison). We assessed differences in pre-post changes in the outcomes between groups using the propensity score weighting and mixed effects linear or Poisson regression. Course participation was associated with improved self-efficacy around cooking (group × time ß-coefficient [SE]: 3.25 [0.57], p < 0.0001) and fruit (6.33 [1.19], p < 0.0001), vegetable (5.43 [1.42], p = 0.0002), and whole grain (5.83 [1.40], p < 0.0001) consumption. Course participants reported smaller pre-post decreases in vegetable consumption compared to non-participants (0.35 [0.16], p = 0.03), increased cooking frequency (0.22 [0.10], p = 0.03) and a decreased frequency of skipping meals (-0.47 [0.16], p = 0.003). There were no changes associated with the intervention in the consumption of fruit or whole grains, or in eating out frequency. Participation in a semester-long, personal food skills course with a teaching kitchen may improve self-efficacy, cooking, and vegetable consumption among college students.

Integrated Nutrition and Culinary Education in Response to Food Insecurity in a Public University.

Food insecurity is an emerging issue for college students. A nutrition course with an integrated teaching kitchen was developed to address this issue at a large public university. We aimed to determine changes in food insecurity and stress among students who took the course. The course consisted of weekly lectures followed by teaching kitchen lab sessions to teach basic nutrition and culinary concepts and expose students to hands-on skill development cooking experiences. Using a pre-post design, enrolled students completed an anonymous online survey at the beginning and the end of the semester. Food security was assessed with the USDA Six-Item Food Security Module; stress was measured using the Perceived Stress Scale (PSS). Pre- and post-data were linked for 171 participants. Paired data statistical analysis comparing the post- vs. the pre-test showed an increase in food security and a decrease in very low security rates (from 48% to 70%, and from 23% to 6%, respectively; p < 0.0001), and a decrease on the average PSS score, indicating lower stress (from (Mean ± SD) 19.7 ± 5.9 to 18.1 ± 6.0; p = 0.0001). A nutrition and culinary course may be an effective response to food insecurity and could potentially improve students' wellbeing.

Evaluation of a College-Level Nutrition Course With a Teaching Kitchen Lab.

OBJECTIVE: To evaluate the impact of a college nutrition course with a teaching kitchen lab on students' attitudes, self-efficacy, and behaviors about healthful eating and cooking. METHODS: Preintervention and postintervention design, and anonymous online survey of sociodemographic information and students' attitudes and self-efficacy about consuming fruits, vegetables, and whole grains and about cooking, self-reported intake, and cooking behaviors. RESULTS: Two-hundred and fourteen participants enrolled in the study during 5 semesters. Of these, 171 (80%) had complete pretest and posttest data. Attitudes and self-efficacy scores about consuming fruits, vegetables, whole grains, and cooking were significantly higher in the posttest (vs pretest; all P < 0.0001). Self-reported intake of fruits (P < 0.0001) and vegetables (P = 0.0006) also increased. Cooking frequency increased (P < 0.0001), skipping meals frequency decreased (P < 0.0001), whereas no significant changes were observed for eating out, take-out, or premade meals frequency. CONCLUSIONS AND IMPLICATIONS: A college nutrition course with a teaching kitchen lab could improve healthful eating and promote cooking in young adults.

The evidence for dietary prevention and treatment of cardiovascular disease.

During the past few decades numerous studies have reported the atherogenic potential of saturated fatty acids, trans-fatty acids, and cholesterol, and beneficial effects of fiber, phytostanols/phytosterols, n-3 fatty acids, a Mediterranean diet, and other plant-based approaches. The purpose of this article is to provide a comprehensive and systematic review of the evidence associated with key dietary factors and risk of cardiovascular disease-an umbrella term encompassing diseases that affect the heart and blood vessels, including coronary heart disease, coronary artery disease, dyslipidemia, and hypertension-in conjunction with the work of the American Dietetic Association Evidence Analysis Library review on diet and lipids, updated with new evidence from the past 2 years. The criteria used and results cited provide scientific rationale for food and nutrition professionals and other health professionals for counseling patients. Details of these searches are available within the American Dietetic Association Evidence Analysis Library online (http://adaevidencelibrary.com). Potential mechanisms and needs for future research are summarized for each relevant nutrient, food, or food component.