The Effects of a Nutrition Education Intervention on Supervised Practice Students' Meal Preparation Attitudes and Behaviors

Abstract

Background Registered dietitian nutritionists (RDNs) are food and nutrition experts who can help individuals make positive lifestyle changes, including the adoption of healthy culinary habits like meal preparation. However, many dietetic students and entry level RDNs themselves may be lacking the culinary and meal preparation knowledge, attitudes and behaviors necessary to prepare them for this role. Goal To evaluate the effect of a nutrition education intervention on the meal preparation attitudes and behaviors of supervised practice students. Methods Accreditation Council for Education in Nutrition and Dietetics (ACEND) supervised program practice directors received an original email invitation for students to participate and two followup emails. The invitation included a link to the study information, details on how to qualify for a chance to win one of two incentives, informed consent, and the baseline survey. A link for the virtual interventions, with instruction on meal preparation, was provided upon completion of the baseline survey. A follow-up survey was made available after viewing the final virtual intervention. The pre and post survey included 20 Likert scale questions designed to evaluate the attitudes and behaviors regarding nutrition education and meal preparation. The survey also examined potential barriers and facilitators associated with meal preparation. Participants Students currently enrolled in a ACEND accredited supervised practice program (n = 103) participated in the baseline survey via Qualtrics. The students were invited to participate in virtual interventions identifying the What, Why, and How of meal preparation before completing the post intervention survey (n = 20). Analysis The results were imported into SPSS and a repeated-measures paired t-test was used to determine if there was a statistical difference in meal preparation attitude and behaviors following the virtual intervention. Results The majority of DocuSign Envelope ID: 191D1537-DD0E-4F94-88B7-2109894965C1 iv participants (87.4%, n = 90) reported they received education in menu development and food science (76.7%, n = 79). Top barriers to meal preparation selected included lack of time to cook (75.7%, n = 78) and hours worked (66.0%, n = 68).The minority of the participants (10.7%, n = 11) reported that farmers markets not accepting electronic benefit transfer cards was a barrier. The top facilitator to preparing meals at home was recipes that take 30 minutes or less to prepare (84.5%, n = 87). Few participants believed tools such as a rice cooker (27.2%, n = 28) or BBQ grill (25.2%, n = 26) were facilitators to home meal preparation. Three participant attitudes about the relationship between meal planning and beneficial outcomes reflected a statistically significant change: higher fruit and vegetable intake (p <0.00), reduced nutrition-related disease (p <0.02), and confidence in the ability to provide meal preparation education (p<0.02). Two behaviors about the relationship between meal planning and benefits of incorporating meal preparation education into their personal life and professional practice reflected a statistically significant change: personally prepare two or meals in advance at home (p < 0.01) and will provide meal preparation education in professional settings (p < 0.00). Conclusions Meal preparation education has the ability to positively influence the attitudes and behaviors of supervised practice students and the possibility of providing meal preparation education to their clients. Recommendations/DN Practice Implications More culinary nutrition education in the ACEND required didactic education, and supervised practice competencies is needed.