Evaluation of a Media Training Workshop for Nutrition Students and Trainees in Nova Scotia.

Gaps in communication training have been identified in Canadian and international academic and practicum dietetics programs. A workshop was developed to pilot supplementary media training to nutrition students/trainees studying in Nova Scotia. Students, interns, and faculty from two universities participated in the workshop. Data on perceived learning, media knowledge/skill use, and workshop feedback were collected immediately post-workshop using a mixed-form questionnaire. A modified questionnaire was administered eight months post-workshop to obtain information on utility of the perceived acquired knowledge/skills. Closed-ended responses underwent descriptive analysis, while open-ended responses underwent thematic analysis. Twenty-eight participants completed the questionnaire post-workshop, and six completed it at follow-up. All participants rated the workshop positively (7-point Likert scale) and reported learning something new (perceived). Perceived learning emphasized general media knowledge/skills and communication skills. Follow-up data suggested participants had applied perceived media knowledge/skills in message development and media and job interviews. These data suggest that nutrition students/trainees may benefit from supplementary communications and media training and provide a stimulus for ongoing curriculum review and discussion.

Embracing the Strength in Difference.

Being different is neither right nor wrong; it is just different. The dietetic profession as part of society holds many differences. These can be divisive, but learning to recognize the strengths that differences generate could lead to a stronger professional future. Three points arose when reflecting on professional experiences of a career of more than 3 decades. Recognizing different ways of creating and gathering knowledge, leading individuals and teams, and valuing the past as well as the future, will provide opportunities to explore our differences as individuals and as a profession. These themes appear at the intersections of values that could initiate inclusion or exclusion. Learnings from these intersections note that growth can occur even in the midst of adversity. Without understanding the junctions in our professional pathways, futures planning may not build upon the foundation of strengths, experiences, and values present within our profession. Learning to be a risk taker, to walk into the fear, has helped Laurie to shape a career that feels satisfying and successful. Suggested techniques to energize individual careers are provided.

Calcium, Vitamin D, Iron, and Folate Messages in Three Canadian Magazines.

PURPOSE: Data from the Canadian Community Health Survey showed that calcium, vitamin D, iron, and folate are nutrients of concern for females 19-50 years of age. The study objectives were to assess the quantity, format, and accuracy of messages related to these nutrients in selected Canadian magazines and to examine their congruency with Canadian nutrition policies. METHODS: Using content analysis methodology, messages were coded using a stratified sample of a constructed year for Canadian Living, Chatelaine, and Homemakers magazines (n = 33) from 2003-2008. Pilot research was conducted to assess inter-coder agreement and to develop the study coding sheet and codebook. RESULTS: The messages identified (n = 595) averaged 18 messages per magazine issue. The most messages were found for calcium, followed by folate, iron, and vitamin D, and the messages were found primarily in articles (46%) and advertisements (37%). Overall, most messages were coded as accurate (82%) and congruent with Canadian nutrition policies (90%). CONCLUSIONS: This research demonstrated that the majority of messages in 3 Canadian magazines between 2003 and 2008 were accurate and reflected Canadian nutrition policies. Because Canadian women continue to receive much nutrition information via print media, this research provides important insights for dietitians into media messaging.

Dietary intake of Nova Scotia youth in grades 7 and 11.

PURPOSE: We examined dietary intakes among Nova Scotia youth, and analyzed whether these intakes met existing dietary guidelines. METHODS: Data from 1469 students in grades 7 and 11 from randomly selected schools were collected via a web-based dietary assessment tool, including a 24-hour recall. Nutrient analysis products were subjected to descriptive and inferential statistical analyses. RESULTS: Reported dietary intakes across sexes and grades showed the vast majority of youth did not meet minimum recommendations for fibre (96% to 98%) or vegetable and fruit servings (83.3% to 90.7%). Girls in grade 11 reported greater intakes of folate and lower intakes of saturated fat, and were less likely to report iron intakes at or above the Estimated Average Requirement than were grade 7 girls. Across ages, more than 75% of girls reported low calcium and folate intakes. Boys in both grades reported consuming more energy than did girls, and older boys reported consuming more than did younger boys. Foods outside the four main food groups contributed about 25% of total reported energy intake. Students in grade 7 consumed pop, salty snacks, and french fries more frequently than did students in grade 11. CONCLUSIONS: Adolescents' self-reported dietary intakes may not meet current dietary recommendations. Continued efforts are needed to develop innovative strategies to ensure healthy eating patterns.

Physical activity of children and youth in Nova Scotia from 2001/02 and 2005/06.

OBJECTIVES: This paper reports on physical activity of students in grades 3, 7, and 11 from two surveillance studies (from 2001 and 2005). METHODS: Randomly selected students (Study1 n=1730; Study2 n=2341) from randomly selected schools in Nova Scotia participated. Physical activity was measured for seven consecutive days using Actigraph accelerometers. Descriptive statistics were calculated for moderate, hard, and very hard intensity, and total minutes of physical activity. Between study, grade, and sex differences were determined using univariate Analyses of Variance. RESULTS: Students in Study2 were significantly less active (mean [SD]=531.0 [392.3] min/week) than Study1 (662.2 [495.1] min/week). Girls were significantly less active (525.4 [419.1] min/week) than boys (657.1 [460.3] min/week). Students in grade 11 were significantly less active (225.2 [171.1] min/week) than students in grade 7 (457.5 [227.2] min/week) who were significantly less active than students in grade 3 (1038.4 [387.6] min/week). A significant study-grade interaction indicated that compared to students in grades 7 and 11, the level of physical activity in students in grade 3 was considerably lower in Study2 compared to Study1. CONCLUSIONS: Given the lower level of physical activity found in Study2, efforts at informing public policy and strategies that promote physical activity in children and youth should be made.

Are overweight students in Grades 3, 7, and 11 less physically active than their healthy weight counterparts?

OBJECTIVE: This study compared the accumulated minutes of objectively measured physical activity in 1,790 boys and girls in Grades 3, 7, and 11 classified as healthy weight, at risk of overweight, and overweight. METHODS: Height and weight were measured and body mass index calculated. Minutes of sedentary, light, moderate, hard, and very hard physical activity were obtained from a seven-day measurement of physical activity using an accelerometer (Actigraph, mode 7164; MTI). RESULTS: In Grade 3, boys (p=0.000) and girls (p=0.012) classified as overweight obtained significantly fewer minutes of very hard physical activity compared with their healthy weight counterparts. Boys in Grade 7 considered overweight obtained significantly fewer minutes of hard (p=0.002) and very hard physical activity (p=0.006) compared with boys who were a healthy weight. There were no significant differences in minutes of sedentary, light, moderate, hard, or very hard intensity physical activity in the boys and girls in Grade 11, who were considered a healthy weight, at risk of overweight, or overweight. CONCLUSIONS: Weak and inconsistent support was provided for the notion that boys and girls classified overweight are less physically active than their healthy weight counterparts.

Mass media and healthy aging.

Health effects associated with media use have largely focused on children and youth with little attention paid to adults, particularly older adults. However, adults aged 60 years and older report heavy television viewing, and unique health education challenges will be faced as the technically savvy baby-boomer cohort ages. Media health effects relevant to older adults include an established causative link with adiposity and correlations to increased risk of chronic disease, reduced physical activity, and undesirable food choice behaviors. Advertising has targeted older adults as a key market segment promoting anti-aging and health related products, with potential negative body image impacts. Implications for health practitioners and research are discussed in the context of these consequences.

Overweight Nova Scotia children and youth: the roles of household income and adherence to Canada's Food Guide to Healthy Eating.

OBJECTIVE: Poor diet quality has been observed in Nova Scotia children and youth, characterized by low intake from the traditional four food groups and a high intake from the Other Foods category. In this study, we addressed how household income and adherence to Canada's Food Guide to Healthy Eating influenced weight status category in Nova Scotia children and youth. METHODS: During the 2005-06 school year, data were collected from 2,296 students and their parents, across Nova Scotia. Questionnaires and anthropometric measurements were obtained from grades 3, 7 and 11 students. The grade 3 students were excluded from the dietary intake assessment. The information collected from the online 24-hour food recalls and food frequency questionnaires were analyzed for adherence to Canada's Food Guide to Healthy Eating recommendations. A general linear model was employed to examine the relationships between household income, food group and weight status category. RESULTS: Overall adherence to Canada's Food Guide to Healthy Eating was low among grades 7 and 11 students. Fewer servings from Grain Products, Milk Products and Vegetables and Fruit were observed in at risk of overweight and overweight students. At risk of overweight and overweight were significantly related to lower household income in grades 3 and 11. Our results show that the rates of overweight in Nova Scotia students are double those reported by the 2004 Canadian Community Health Survey. CONCLUSION: Household income and dietary intake play significant roles in weight status among Nova Scotia children and youth.

Media literacy: a critical role for dietetic practice.

The mass media, including broadcast, electronic, and print media, have become entrenched in Canadians' daily lives. Spending the majority of their leisure time with mass media puts Canadians at increased health risk. Our review of the research literature shows that television (TV) viewing and content are linked to potential consumer health risks due to developed health attitudes, beliefs, and behaviours. The associated health risks of children and youth are of particular concern. Excessive TV viewing has been associated with obesity development, increased energy consumption, reduced energy expenditure, negative body image development, and reduced concern with the concept of self-care. Media literacy, the ability to view critically and understand mediated messages, is a possible technique to mitigate these adverse effects. The enhanced inclusion of media literacy concepts in health education activities of dietetic practice is advocated. Dietitians could increase their understanding of research findings on the health-related effects of mass media use and the implications of including media literacy in daily practice. Such awareness would further augment available health promotion strategies.