USDA Nutrition Evidence Library: methodology used to identify topics and develop systematic review questions for the birth-to-24-mo population.

The USDA's Nutrition Evidence Library (NEL) specializes in conducting food- and nutrition-related systematic reviews that are used to inform federal government decision making. To ensure the utility of NEL systematic reviews, the most relevant topics must be addressed, questions must be clearly focused and appropriate in scope, and review frameworks must reflect the state of the science. Identifying the optimal topics and questions requires input from a variety of stakeholders, including scientists with technical expertise, as well as government policy and program leaders. The objective of this article is to describe the rationale and NEL methodology for identifying topics and developing systematic review questions implemented as part of the "Evaluating the evidence base to support the inclusion of infants and children from birth to 24 months of age in the Dietary Guidelines for Americans--the B-24 Project." This is the first phase of a larger project designed to develop dietary guidance for the birth to 24-mo population in the United States.

Use of qualitative research to inform development of nutrition messages for low-income mothers of preschool children.

OBJECTIVE: To develop and test nutrition messages and supporting content with low-income mothers for use with theory-based interventions addressing fruit and vegetable consumption and child-feeding practices. DESIGN: Six formative and 6 evaluative focus groups explored message concepts and tested messages, respectively. SETTING: Research facilities in Maryland, Texas, California, Florida, North Carolina, New York, Alabama, and Illinois. PARTICIPANTS: Ninety-five low-income mothers of 2- to 5-year-old children; over half from households participating in a federal nutrition assistance program. PHENOMENON OF INTEREST: Preference for and comprehension of nutrition messages. ANALYSIS: Qualitative data analysis procedures to generate common themes from transcripts and observers' notes. RESULTS: Messages on role modeling, cooking and eating together, having patience when introducing new food items, and allowing children to serve themselves were well received. Mothers preferred messages that emphasized their role as a teacher and noted benefits such as their children becoming more independent and learning new skills. Mothers commonly doubted children's ability to accurately report when they are "full" and disliked messages encouraging mothers to allow children to "decide" whether and how much to eat. CONCLUSIONS AND IMPLICATIONS: This study generated 7 audience-tested messages for incorporation into nutrition education interventions targeting low-income mothers of preschool-age children.