Measuring eating competence: psychometric properties and validity of the ecSatter Inventory.

OBJECTIVE: Assess validity of the ecSatter Inventory (ecSI) to measure eating competence (EC). DESIGN: Concurrent administration of ecSI with validated measures of eating behaviors using on-line and paper-pencil formats. SETTING: The on-line survey was completed by 370 participants; 462 completed the paper version. PARTICIPANTS: Participants included 863 adults with 832 usable surveys from respondents (mean age 36.2 +/- 13.4 years) without eating disorders, mostly female, white, educated, overweight, physically active, and food secure. Of those indicating intent to complete the on-line survey, 80.3% did so; 54% of mailed surveys were returned. VARIABLES MEASURED: Eating and food behaviors compared among EC tertiles and between dichotomous EC categories; internal consistency of ecSI. ANALYSIS: Analysis of variance, independent t tests, chi-square, factor analysis, logistic regression. Significance level was P < .05. RESULTS: Mean ecSI score was 31.1 +/- 7.5. ecSI included 4 subscales with internal reliability and content validity. Construct validity was supported by specific behavioral profiles for ecSI tertiles and ecSI dichotomized categories. Persons unsatisfied with weight were 54% less likely to be EC; unit increase in the food like index was associated with nearly 3 times greater likelihood of being EC. CONCLUSIONS AND IMPLICATIONS: The ecSatter Inventory is a valid measure of EC and can be used for descriptive and outcome measurements.

A stage-tailored multi-modal intervention increases fruit and vegetable intakes of low-income young adults.

PURPOSE: Assess effectiveness of an intervention to improve fruit and vegetable consumption in economically disadvantaged young adults. DESIGN: Randomized treatment-control, pre-post design. SETTING: Ten states. SUBJECTS: Young adults (n = 2024, ages 18-24) were recruited from noncollege venues; 1255 (62%) completed assessment interviews at baseline and at 4 and 12 months. INTERVENTION: Treatment participants received a series of mailed materials and two educational calls in 6 months. Controls received a mailed pamphlet. MEASURES: Assessment calls determined two measures of fruit and vegetable intakes, demographics and stage of change at baseline, 4 and 12 months, plus treatment participants' decisional balance, processes, and self-efficacy. ANALYSIS: Repeated measure analysis of variance, intent-to-treat, chi2, and logistic regression. RESULTS: At follow-up, participants in the experimental group had higher intakes of fruit and vegetables than controls (perceived daily intakes of 4.90 vs. 4.60 servings per day, F = 3.49, p < .05 and 4.31 vs. 3.92 servings/day via 5-A-Day Screener, F= 4.78, p < .01) and greater progression to action or maintenance stages (66% progress in fruitfor intervention vs. 55% progress in fruit for controls; 47% vs. 32% progress for vegetables, p = .0080 and .0001, respectively). Lower education, non-White ethnicity, male gender, living with children, and experimental group assignment predicted attrition (chi2(6df) = 288, p < .001, Cox R2 = .132). CONCLUSIONS: Tailored educational messages and research-extension partnerships are advantageous for improving fruit and vegetable intakes of young adults.

Food label use by older Americans: data from the Continuing Survey of Food Intakes by Individuals and the Diet and Health Knowledge Survey 1994-96.

This study examined older Americans' use of food labels as a tool to moderate dietary risk factors for heart disease. Data from the USDA's Continuing Survey of Food Intakes by Individual (CSFII) 1994- 96 and the Diet and Health Knowledge Survey (DHKS) from 2,846 respondents aged 51 years and older was used. Indices were constructed to measure and correlate dietary intake, label use and understanding, and health status data. Understanding and use of food labels was lower among older age groups, while heart-related health problems increased. Use of food labels and percent energy intake from fat were inversely related (P < 0.01). Older Americans would benefit from education on food label use and interpretation to decrease their dietary risk factors for heart disease.

A preceptor focus group approach to evaluation of a dietetic internship.

Geographical dispersion of preceptors within dietetic internship programs creates educational challenges. Iowa State University's dietetic internship utilizes preceptors from more than 90 facilities statewide. Three preceptor focus groups were conducted to identify strengths and areas needing improvement in the internship, including preceptor and intern needs and expectations. Of the more than 90 preceptors representing medical nutrition therapy, foodservice management, and community nutrition, 36 were contacted and 18 preceptors participated, resulting in 5 to 7 participants per focus group. Emerging themes included effective feedback; preceptor networking; and communication between internship program/faculty, interns, and preceptors. Geographic isolation and minimal use of Internet-based resources may contribute to these themes. Whereas the majority of preceptors had access to the Internet, only 7 (38%) had accessed the Internet-based resources provided by the program. Preceptor suggestions can provide new perspectives for enhancing the learning environment. Regional workshops and e-mail list-serves can help facilitate communication and networking among preceptors.

Promoting and evaluating competence in on-line dietetics education.

Professional organizations, such as the American Dietetic Association are challenged to assure competency of their practitioners. Competency includes higher-level skills such as critical-thinking, cooperative work, effective communication, and use of lifelong learning resources. Information literacy via computer technology is a key component of competency, which needs to be included in dietetic education and training. This dietetic internship examined use of online technology to develop competency using the key-feature exam. Seventy-five dietetic interns from three different programs were divided into those with (n = 44) and without (n = 31) online instruction, to which pre- and post- test key feature exams were administered. Those with online instruction had greater improvement (P < 0.05) on key-feature exams in nutrition support and pediatric nutrition. Competency is complex and difficult to assess, thus tools to better assess the comprehensive scope of practitioner competency are needed. The key-feature exam may be a tool to assess and verify practitioner competency in dietetics professionals.