Browsing by Author "Volpe, Stella"

Now showing 1 - 4 of 4
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    Implementation of an Intuitive Eating Inspired Meal Planning Education Program in a Private Practice Setting
    Bryski, Hailey; Volpe, Stella; Myers, Emily; Papillon, Carol (Virginia Tech, 2024-08-14)
    It is common for adults to struggle with eating healthfully whether it is due to busy schedules, budget constraints, or lack of nutrition knowledge. Diet quality is extremely important because it plays a key role in disease prevention and overall quality of life. Clients of a registered dietitian’s private practice located in Blacksburg, Virginia have vocalized a desire to participate in healthier eating habits but feel unprepared to achieve their goals. A needs assessment distributed to individuals in the New River Valley area revealed that their most common barriers to eating healthfully included: lack of time, budget constraints, and absence of easy-to-prepare recipes that meet taste preferences. To address these needs, a live webinar educational program on meal planning and preparation was developed. The pilot program taught meal planning strategies through the lens of intuitive eating, specifically the principles of the satisfaction factor, body respect, and gentle nutrition. The program also covered topics such as food values, component cooking, the Rule of Three, and creating a supportive kitchen environment. Four out of the 11 program participants completed a post-session evaluation survey using a five-point Likert scale. Respondents felt that the topics covered were relevant to their concerns and they expressed an interest in learning more about intuitive eating. Lower scores illustrated that they did not feel as if they obtained a better understanding of certain concepts including component cooking and intuitive eating. Results revealed preliminary efficacy in the program’s outline and foundation, and indications for revisions to meet the program’s goals more effectively. Future program initiatives should elaborate on introduced topics to better educate the target population.
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    Improving Healthcare Provider Knowledge on Recognition and Treatment of Avoidant/Restrictive Food Intake Disorder (ARFID)
    Bartels, Nicole (Virginia Tech, 2024-07-24)
    Avoidant/Restrictive Food Intake Disorder (ARFID) is a newly recognized feeding and eating disorder that is commonly mistaken as picky eating in youth or childhood. It is often difficult to diagnose, as it frequently co-occurs with Autism Spectrum Disorder (ASD). First added to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) in 2013, the definition of ARFID was updated in 2022 with clearer diagnostic criteria. Screening practices for ARFID remain limited, and healthcare professionals usually have minimal training on this topic. Due to ARFID being less familiar among healthcare providers, the diagnostic prevalence is low, and treatment options are scarce. This project discusses the importance of increasing the awareness of ARFID among healthcare professionals, which includes the identification and management of this disorder, and the importance of continuing research to understand this disorder better. The goal of this project was to pilot a virtual professional development program with Continuing Education Units (CEUs) for registered dietitians and licensed therapists to increase awareness of the various characteristics and effects of ARFID based on a comprehensive literature review. Participants of the program found it to be informative and valuable to their careers. Increasing education and awareness among providers is essential to improve the diagnosis and treatment options for ARFID.
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    Incorporating Mindful Eating Education into a Culinary Nutrition Program for Adolescents in an Urban Food Desert
    McClain, Elizabeth (Virginia Tech, 2024-08-08)
    Culinary nutrition programs can shape children’s long-term eating behaviors. Mindful eating has also been an effective tool for nutritional behavior change in youth and adults by encouraging awareness of food choices, sensory experiences, and internal hunger cues. However, there is limited research on incorporating structured mindful eating education in youth culinary education programming. This study examined the development, implementation, and evaluation of a five-lesson mindful eating-focused curriculum at an after-school cooking program using an exploratory, sequential, mixed-methods design. Short-term outcomes were evaluated using baseline and post-intervention surveys, class recordings, and real-time feedback on mindful eating principles: sensory awareness, understanding the food system, and recognizing environmental distractions. The baseline and post-intervention surveys showed a 9.9% increase in willingness to try new vegetables, 12.3% increase in students' mindful attention, and a 1.8% increase in approach and persistence. Results from the midway survey showed 70% of students reported changes in their food choices. Qualitative results from the midway survey displayed the practical application of Kolb’s Experiential Learning Cycle by identifying mindful eating techniques outside of the classroom seven students reported identifying food sources, six used their senses, three limited distractions, and seven practiced awareness of hunger and fullness levels. In conclusion, incorporating mindful eating into cooking curricula is feasible and can positively influence students' awareness and application of healthy eating habits. The implications suggest educational programs incorporating mindful eating techniques can be beneficial in promoting nutrition education and helping students optimize their food choices, potentially addressing aspects of food insecurity. Future research should examine the long-term effects of mindful eating education and explore diverse teaching methods to enhance its effectiveness. Developing more sophisticated surveys and assessment tools will also be crucial for accurately measuring short-term outcomes and student learning objectives.
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    A Review of Physical Activity Interventions in a Hispanic/Latino Population with Elevated Risk for Type 2 Diabetes Mellitus
    John T Murie (Virginia Tech, 2024-06-23)
    Context: Hispanic/Latino adults are at a higher risk of developing type 2 diabetes mellitus compared to non-Hispanic white adults. Regular physical activity can help reduce the risk of developing chronic conditions such as diabetes mellitus and obesity. Standard prevention programs have not shown the same level of effectiveness in the Hispanic/Latino population. Objective: The purpose of this systematized review was to evaluate the recent literature of physical activity interventions in the Hispanic/Latino population that may lead to an increase in physical activity and reduce long-term health risks. Design: A systematized review of recent published articles utilizing physical activity interventions in the Hispanic/Latino community. This included seven articles that were published in the past five years. Eligibility Criteria: Hispanic/Latino adults who have not been diagnosed with diabetes mellitus, but who may have certain risk factors such as pre-diabetes or obesity. Study Selection: Sources searched were PUBMED and CINAHL. These sources were searched between December 2023 and February 2024. The search yielded 1,298 citations without duplicates. The inclusion criteria included studies in which the populations were entirely Hispanic or Latino adults, with an intervention that included the promotion of physical activity and was conducted in Spanish. Main Outcome Measures: Increasing physical activity and decreasing risk factors, such as elevated hemoglobin A1c, body mass index (BMI), body fat percentage, and body weight. Results: Most researchers reported an increased engagement in physical activity with their interventions. The approaches to engage participants and the end points varied in the individual studies. Researchers reported significant increases in “leisure walking” (p=0.46) or “brisk walking” (p=0.011), which also resulted in decreased sedentary time. Researchers also reported an increased likelihood of achieving Centers for Disease Control and Prevention (CDC) physical activity guideline goals of ≥150 minutes of moderate- to vigorous- physical activity per week. After 12 months of a web-based physical activity tool, those meeting the CDC physical activity guidelines logged on significantly more than those who did not meet the guidelines (p=0.002). In addition, some researchers reported significant decreases in mean body weight with increased physical activity (p=0.004). Conclusion: In those studies that were most effective in increasing physical activity, researchers implemented structured use of technology that were customized to the Hispanic/Latino community. Additional studies need to be conducted to evaluate the appropriate level of reach and engagement to increase physical activity in the Hispanic/Latino populations.