Effectiveness of a Teaching Kitchen Intervention on Dietary Intake, Cooking Self-Efficacy, and Psychosocial Health

Autor/inn/en	Novotny, Daniela; Urich, Stephanie Mitchell; Roberts, Hillary L.
Titel	Effectiveness of a Teaching Kitchen Intervention on Dietary Intake, Cooking Self-Efficacy, and Psychosocial Health
Quelle	In: American Journal of Health Education, 54 (2023) 1, S.38-49 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Novotny, Daniela) ORCID (Roberts, Hillary L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2022.2142337
Schlagwörter	Dietetics; Eating Habits; Program Effectiveness; Cooking Instruction; Self Efficacy; Competence; Mental Health; Health Promotion; Wellness; Health Education; Workplace Learning; Life Style; Physical Health; Adults; Gardening + Suchen Sie Ihr Suchwort? Ernährungslehre; Ernährungsgewohnheit; Essgewohnheit; Self-efficacy; Selbstwirksamkeit; Kompetenz; Psychohygiene; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Well being; Well-being; Wohlbefinden; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lebensstil; Gesundheitszustand; Gartenarbeit
Abstract	Background: The consumption of fruits, vegetables, and whole grains (FVWG) has been associated with decreased risk of chronic disease, yet over 80% of U.S. adults do not meet dietary recommendations for FVWG. Purpose: This study explored the effectiveness of a teaching kitchen intervention upon consumption of FVWG and overall dietary patterns. Cooking self-efficacy, comfort in the kitchen, and elements of psychosocial health were also assessed. Methods: Participants were recruited to the 5-week Complete Health Improvement Program-- Teaching Kitchen (CHIP-TK) through a worksite wellness initiative. The program, based upon elements of the social cognitive theory, included cooking classes, health education, and horticulture activities. Pre- and post-surveys were administered and evaluated. Results: CHIP-TK led to significant increases in FVWG intake. Cooking self-efficacy, comfort in the kitchen, and general well-being scores also improved, with medium-to-large effect sizes. Participant feedback indicated weekly meetings, hands-on cooking classes, facilitator expertise, and group camaraderie were keys to success in the program. Discussion: Teaching kitchens are well-received within a worksite setting and have the potential to improve dietary intake patterns and psychosocial health. Translation to Health Education Practice: Health educators should design and implement integrative, theory-driven programs to improve nutritional status, well-being, and overall health. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01