Our Nutrition Literacy Challenge: Making the 2010 Dietary Guidelines Relevant for Consumers

Escott-Stump, Sylvia

doi:10.1016/j.jada.2011.05.024

Cited by 9 publications

(18 citation statements)

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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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“…In this perspective, it is critical to include the variable FHL in the process. Additionally, a recent study by Escott-Stump 26 showed the need of approaching American food guidelines from the perspective of nutritional literacy, another theme that is yet unexplored in Brazil.…”

Section: Discussionmentioning

confidence: 99%

Functional health literacy and healthy eating: Understanding the brazilian food guide recommendations

et al. 2014

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ResultsMost (58.0%) users had inadequate functional health literacy. Five core areas were identified: understands serving sizes; does not understand serving sizes; serving sizes are confusing; unfamiliar/uncommon foods; small letters. Group 2 had more trouble understanding. ConclusionDifficulty understanding hinders health promotion. Individuals need to have access to educational materials that are easier to understand and developed taking their functional health literacy into account.Indexing terms: Food guide. Functional health literacy. Health food. The questionnaire (B-TOFHLA) has fourpoint Likert-type questions totaling 28 points and reading comprehension questions totaling 72 points for a maximum of 100 points. As determined by the instrument, the individuals were categorized as follows: insufficient FHL (scores 0 to 53), marginal FHL (scores 54 to 66), and adequate FHL (scores 67 to 100). The thirty-two-page GA is divided into three parts and a summary. In the first part, there are 18 questions for users to assess the quality of their diet. The second part presents ten steps for a healthy diet, and teaches how to calculate body mass index and to interpret the result. The third part contains a list of foods divided into groups and respective serving sizes. This third part is complex because it recommends a certain number of servings for each food group, and within the group, each food is shown in the amount that should be consumed, known as one serving. These amounts are presented in cooking units, namely spoons, cups, and units. The complexity in how the data is presented made us discuss it in the second stage of the study. R E S U M O Objetivo Avaliar a relação entre o letramento funcional em saúde de usuários do Sistema Único de Saúde e o entendimento das porções alimentares do Guia Alimentar Brasileiro, versão bolso. Métodos Foi avaliado o letramento funcional em saúde com o Brief Test of Functional Health Literacy. Foram realizados dois círculos de diálogos, envolvendo pacientes com letramento adequado (Grupo 1) e insuficiente (Grupo 2). Os diálogos foram gravados e analisados segundo o discurso do sujeito coletivo. Resultados A maioria dos participantes apresentou letramento funcional em saúde insuficiente (58,0% I N T R O D U C T I O N M E T H O D SEight patients with adequate FHL and nine patients with inadequate FHL accepted to participate in this stage, here called Groups 1 and 2, respectively. The dialogue rounds were performed as proposed by Bohm 15 , in a room of the abovementioned institution's outpatient clinic on a Wednesday (Group 1) and a Friday (Group 2) from 2 p.m. to 4 p.m. The subject was "serving sizes in cooking units." In the first sixty minutes, the content was read and in the second 60 minutes, the group talked about the text they read. All sessions were recorded.The recordings of the conversations were fully transcribed and analyzed according to the Discourse of the Collective Subject (DCS) proposed by Lefèvre & Lefèvre 16 . The DCS is a mode of presenting qualitative stud...

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“…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. The ability to read and comprehend food labelling requires both literacy and numeracy.…”

Section: Definitions Of Nlmentioning

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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Our Nutrition Literacy Challenge: Making the 2010 Dietary Guidelines Relevant for Consumers

Cited by 9 publications

References 0 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

Functional health literacy and healthy eating: Understanding the brazilian food guide recommendations

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

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