Developing a timeline for evaluating public health nutrition policy interventions. What are the outcomes and when should we expect to see them?

Macdiarmid, Jennie I.; Loe, J.; Douglas, Flora; Ludbrook, Anne; Comerford, Caroline; McNeill, Geraldine

doi:10.1017/s1368980010002168

Cited by 16 publications

(8 citation statements)

References 29 publications

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“…A total of thirty studies were included in the review. Of these, 5 studies simultaneously addressed both food/nutrition literacy definitions and its components [18,22,25,38,39], only 17 studies defined food/nutrition literacy [19,40,41,42,43,44,45,46,47,48,49,50,51,52,53,54,55] and 8 focused on food/nutrition literacy dimensions [17,24,56,57,58,59,60,61]. Based on the literature, components of nutrition literacy are based on Nutbeam’s concept of health literacy.…”

Section: Resultsmentioning

confidence: 99%

Developing and validating a scale to measure Food and Nutrition Literacy (FNLIT) in elementary school children in Iran

et al. 2017

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Section: Resultsmentioning

confidence: 99%

Developing and validating a scale to measure Food and Nutrition Literacy (FNLIT) in elementary school children in Iran

et al. 2017

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“…soft drinks and confectionery, are some of the items prohibited for sale in schools by legislation. The restriction on the sale of these food and drinks may explain why some pupils buy these items out of school [ 29 ]. Sugary items such as these have long held attraction for children and young people and it will be difficult to restrict the consumption of them [ 30 ].…”

Section: Discussionmentioning

confidence: 99%

Food and drink purchasing habits out of school at lunchtime: a national survey of secondary school pupils in Scotland

Macdiarmid

Wills

Masson

et al. 2015

Int J Behav Nutr Phys Act

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BackgroundFood and drink purchasing habits of pupils out of school at lunchtime may be contributing to poor dietary intakes and overweight and obesity. The aim of this study was to identify the places from which purchases were made, types of food and drinks purchased and, the reasons for purchasing food or drinks out of school.MethodsA survey of the food and drinks purchasing habits of secondary school pupils (11-16 yrs) out of school at lunchtime was conducted in Scotland in 2010. A face-to-face interview and a self-completion questionnaire was designed to identify the food outlets used at lunchtime, types of food and drinks purchased and pupils’ reasons for purchasing food or drinks out of school. Height and weight were measured and BMI centiles used to classify pupils as normal weight, overweight or obese. Results were compared by age group, sex, BMI group and level of socio-economic deprivation.ResultsOf the 612 pupils who completed the survey, 97 % reported having access to places selling food or drinks out of school at lunchtime, and of these 63 % made purchases. A higher proportion of pupils from more deprived areas reported purchasing food or drinks out of school, but the proportion making purchases did not differ significantly by sex or BMI group. Supermarkets were the outlets from which pupils reported most often making purchases, with fewer purchasing food or drinks from fast food takeaways, and this did not differ significantly by socio-economic deprivation. Reasons for making purchases included availability of preferred food and drinks, some of which are restricted for sale in schools, and social reasons, such as wanting to be with friends. Sandwiches and non-diet soft drinks were items most commonly purchased, followed by confectionery and diet soft drinks. However, less than 10 % of all the secondary school pupils reported purchasing these foods every day.ConclusionsSupermarkets, not just fast food outlets, should be considered when developing strategies to improve the dietary habits of pupils at lunchtime. The importance of food preferences and social reasons for purchasing food and drinks need to be acknowledged and integrated in future interventions.

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“…Regarding the antecedents of FL identified in the literature, the authors of eight papers referred to public health nutrition policies and health promotion interventions [24,37,[56][57][58][59][60][61]. They described programs or projects that generally addressed adolescents [24,56,60,61] or children [57,59].…”

Section: Antecedents Of Flmentioning

confidence: 99%

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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Developing a timeline for evaluating public health nutrition policy interventions. What are the outcomes and when should we expect to see them?

Cited by 16 publications

References 29 publications

Developing and validating a scale to measure Food and Nutrition Literacy (FNLIT) in elementary school children in Iran

Developing and validating a scale to measure Food and Nutrition Literacy (FNLIT) in elementary school children in Iran

Food and drink purchasing habits out of school at lunchtime: a national survey of secondary school pupils in Scotland

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

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