Barriers and catalysts of nutrition literacy among elderly Japanese people

Aihara, Yoko; Minai, Junko

doi:10.1093/heapro/dar005

Cited by 74 publications

(104 citation statements)

References 35 publications

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“…Second, we reviewed all the articles to identify antecedents and consequences of FL and NL. Regarding the definitions, we considered only statements that explained the meaning of the terms proposed by the authors, introduced by words such as 'is', 'may/can be defined', or 'defined/described as' (i.e., 'Food literacy is about acquiring and developing the food-related skills necessary to help create behavior change [21] (p. 342)' or 'Nutrition literacy may be defined as the degree to which people have the ability to obtain, process, and understand basic diet information and the tools needed to make appropriate nutrition decisions [22] (p. 422)'.…”

Section: Data Extractionmentioning

confidence: 99%

“…As for antecedents and consequences, we checked the sentences that described predictors of FL and NL (i.e., 'a number of factors are suggested to be associated with the decline and devaluing of food literacy components such as cooking within the population [23] (p. 158)'; 'cognitive difficulty was inversely related to nutrition literacy [22] (pp. 427-428)') and the outcomes of FL and NL (i.e., 'food literacy may influence adolescents' dietary intake [24] (p. 824)'; 'a significant relationship were found between five of the six domains of nutrition literacy and diet quality [25] (p. 493)').…”

Section: Data Extractionmentioning

confidence: 99%

“…Five papers directly referred to the classical definition of HL [26] and defined NL as the degree to which individuals are able to obtain, process, and understand nutrition and diet information, as well as access services needed to make adequate nutrition decisions [22,[27][28][29][30]. In addition to basic literacy skills (reading and writing), three papers [5,14,31] emphasized basic quantitative skills that are necessary to understand concepts of healthful diets and information regarding nutrition.…”

Section: Definitions Of Nlmentioning

confidence: 99%

“…We detected that the core elements of NL and FL substantially differed. NL definitions mostly involved nutritional information and individuals' capacity and interest in relation to accessing and using such information [5,[27][28][29][30][31][32] in order to maintain nutritional health [13,14,22]. Few definitions directly referred to the ability to select a healthy diet [16,[33][34][35], offering a more synthesized conceptualization of the dimension.…”

Section: Comparison Between Nl and Flmentioning

confidence: 99%

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Towards the Implementation of a Conceptual Framework of Food and Nutrition Literacy: Providing Healthy Eating for the Population

Vettori

Lorini

Milani

et al. 2019

IJERPH

106

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Existing definitions of food literacy (FL) and nutrition literacy (NL) in particular refer to individual knowledge, motivation, competences, and awareness, which determine the relationship between individuals and food, the food system, and nutrition information. Several authors proposed specific conceptualization of the terms. Nevertheless, the description of analogies and differences between FL and NL is still lacking, as is an integrated framework which highlights the meaning of the concepts. This work aims to describe and discuss evidence provided by the literature in order to develop and propose a comprehensive conceptualization of FL and NL to the scientific community. We systematically reviewed six databases, considering the search terms of FL and NL. We collected the antecedents, components, and consequences of both FL and NL. We underlined and traced similarities of the concepts as well as prerogative features through the content analysis of definitions. We obtained 14 definitions of NL and 12 definitions of FL; 42 papers presented antecedents and 53 papers contained consequences. We observed that NL could be considered a specific form of FL. In addition, we noted that the consequences of NL are included in the subset of the consequences of FL and the conceptual limits of FL correspond to the outcome of healthful diet. We conclude that FL and NL build a multifaceted concept which implies both individual and public perspectives. We propose a conceptualization which could be useful to develop an executive framework aimed at providing healthy eating for the population.

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Section: Data Extractionmentioning

confidence: 99%

Section: Data Extractionmentioning

confidence: 99%

Section: Definitions Of Nlmentioning

confidence: 99%

Section: Comparison Between Nl and Flmentioning

confidence: 99%

See 2 more Smart Citations

Towards the Implementation of a Conceptual Framework of Food and Nutrition Literacy: Providing Healthy Eating for the Population

Vettori

Lorini

Milani

et al. 2019

IJERPH

106

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“…In a previous study, men were found to have poorer nutrition knowledge than women (Parmenter et al 2000). Aihara and Minai stated that the women participants demonstrated adequate nutrition literacy when compared to men (Aihara & Minai, 2011).…”

Section: Resultsmentioning

confidence: 91%

A Study of the State of Knowing the Nutritional Literacy Concept in Turkey

Aktaş¹,

Özdoğan²

2016

RW-JASC

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This study aimed to determine the state of knowing the nutritional literacy concept, selfassessment as a nutritional literate, active stakeholders in nutritional literacy, benefits of being nutritional literate, food and nutrition information resources of university students. The questionnaire had the questions about whether the participants knew Nutrition Literacy (NL) as a concept. It also had self-assesment questions as well as those about the benefits of NL.It was determined that more than half (57.0%) of the undergraduates did not know the NL as a term and definition (p=0.000). The NL level was self-assesment by 30.8%, 51.0% and 18.2% of students as good, intermediate or poor, respectively, (p=0.157).It was determined that undergraduate students included in the study generally had a limited knowledge and consciousness about nutrition literacy, while female students had better nutrition literacy than male students; in addition, family was concluded as the most active stakeholder in nutrition literacy. Qualitative, quantitative researches and experimental interventions are needed to determine the status of nutrition literacy in different parts of society of different demographic characteristics other than undergraduate students so as to set the framework of nutrition literacy concept.

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