{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/95552"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/95552","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Culinary skills: Immediate and intermediate impacts of a peer-education intervention for adolescents","abstract":"Inadequate household food preparation equipment has been identified as a barrier to home meal preparation. In a cross-sectional study of households in the United States, food secure households reported owning significantly more unique food preparation equipment items than food insecure households (mean±SD, 39.5±4.6 items vs. 34.1±5.2 items, P=0.002). Access to unique food preparation items may influence the frequency of home prepared meals and indirectly youth culinary skills education. While youth culinary skills education has been emphasized as an important component of nutrition education, the intermediate- and long-term follow-up to support such claims is lacking. The aim of the culinary skills lessons was to determine the efficacy of peer-educators compared to adult-educators in lesson fidelity as well as participant psychosocial parameters of knowledge, attitude and self-efficacy. Two culinary skills lessons were implemented, and the immediate and intermediate effects of the intervention delivered by peer-educators or adult-educators to an adolescent population were evaluated. Adolescents, 11-14 years of age, were recruited from the Champaign-Urbana, Illinois, area to participate in two, 2-hour culinary skills lessons. Based on availability, youths were randomized into peer-educator group (PEG) (n=22) or adult-educator group (AEG) (n=20). Participants attended the lessons that addressed the topics of knife skills, cooking methods and recipe following. Lessons included demonstrations, hands-on practice, discussions, food tastings and physical activity. Program feasibility was measured by fidelity checklists. Participants completed psychosocial questionnaires at pre-lesson, post-lesson, 3-months post-lesson and 6-months post-lesson. All adolescents (N=42) were 12.1±1.1 years of age (mean±SD) with 50% (n=21) female and 57% (n=24) Caucasian. At 6-months post-intervention all adolescents had increased knowledge scores compared to baseline (P<0.001). Attitude, cooking self-efficacy and cooking methods self-efficacy did not significantly increase at 6-months post-lesson compared to baseline. In conclusion, peer-educators and adult-educators were equally proficient at delivering culinary skills lessons that resulted in increased participant knowledge at 6-months post-intervention. Peer-educators were able to lead culinary skills lessons with comparable fidelity as compared to adult-educators. Peer-education may be a novel approach to adolescent culinary skills education.","abstract_html":"Inadequate household food preparation equipment has been identified as a barrier to home meal preparation. In a cross-sectional study of households in the United States, food secure households reported owning significantly more unique food preparation equipment items than food insecure households (mean±SD, 39.5±4.6 items vs. 34.1±5.2 items, P=0.002). Access to unique food preparation items may influence the frequency of home prepared meals and indirectly youth culinary skills education. While youth culinary skills education has been emphasized as an important component of nutrition education, the intermediate- and long-term follow-up to support such claims is lacking. The aim of the culinary skills lessons was to determine the efficacy of peer-educators compared to adult-educators in lesson fidelity as well as participant psychosocial parameters of knowledge, attitude and self-efficacy. Two culinary skills lessons were implemented, and the immediate and intermediate effects of the intervention delivered by peer-educators or adult-educators to an adolescent population were evaluated. Adolescents, 11-14 years of age, were recruited from the Champaign-Urbana, Illinois, area to participate in two, 2-hour culinary skills lessons. Based on availability, youths were randomized into peer-educator group (PEG) (n=22) or adult-educator group (AEG) (n=20). Participants attended the lessons that addressed the topics of knife skills, cooking methods and recipe following. Lessons included demonstrations, hands-on practice, discussions, food tastings and physical activity. Program feasibility was measured by fidelity checklists. Participants completed psychosocial questionnaires at pre-lesson, post-lesson, 3-months post-lesson and 6-months post-lesson. All adolescents (N=42) were 12.1±1.1 years of age (mean±SD) with 50% (n=21) female and 57% (n=24) Caucasian. At 6-months post-intervention all adolescents had increased knowledge scores compared to baseline (P&lt;0.001). Attitude, cooking self-efficacy and cooking methods self-efficacy did not significantly increase at 6-months post-lesson compared to baseline. In conclusion, peer-educators and adult-educators were equally proficient at delivering culinary skills lessons that resulted in increased participant knowledge at 6-months post-intervention. Peer-educators were able to lead culinary skills lessons with comparable fidelity as compared to adult-educators. Peer-education may be a novel approach to adolescent culinary skills education.","abstract_has_math":false,"creators":["Oakley, Amanda R"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Food Science & Human Nutrition","degree_department":null,"school":null,"contributors":["Nickols-Richardson, Sharon M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-03-01T17:00:58Z","date_published":"2017-03-01T17:00:58Z","updated_at":"2026-07-22T22:26:37Z","subjects":["peer-education","culinary skills","nutrition education"],"languages":["en"],"rights":["Copyright 2016 Amanda Oakley"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/95552","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Nickols-Richardson, Sharon M."]},{"key":"dc:creator","label":"Author","values":["Oakley, Amanda R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-03-01T17:00:58Z","2019-03-02T10:15:18Z","2016-10-05","2016-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Food Science & Human Nutrition"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["peer-education","culinary skills","nutrition education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Amanda Oakley"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/95552"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Inadequate household food preparation equipment has been identified as a barrier to home meal preparation. In a cross-sectional study of households in the United States, food secure households reported owning significantly more unique food preparation equipment items than food insecure households (mean±SD, 39.5±4.6 items vs. 34.1±5.2 items, P=0.002). Access to unique food preparation items may influence the frequency of home prepared meals and indirectly youth culinary skills education. While youth culinary skills education has been emphasized as an important component of nutrition education, the intermediate- and long-term follow-up to support such claims is lacking. The aim of the culinary skills lessons was to determine the efficacy of peer-educators compared to adult-educators in lesson fidelity as well as participant psychosocial parameters of knowledge, attitude and self-efficacy. Two culinary skills lessons were implemented, and the immediate and intermediate effects of the intervention delivered by peer-educators or adult-educators to an adolescent population were evaluated. Adolescents, 11-14 years of age, were recruited from the Champaign-Urbana, Illinois, area to participate in two, 2-hour culinary skills lessons. Based on availability, youths were randomized into peer-educator group (PEG) (n=22) or adult-educator group (AEG) (n=20). Participants attended the lessons that addressed the topics of knife skills, cooking methods and recipe following. Lessons included demonstrations, hands-on practice, discussions, food tastings and physical activity. Program feasibility was measured by fidelity checklists. Participants completed psychosocial questionnaires at pre-lesson, post-lesson, 3-months post-lesson and 6-months post-lesson. All adolescents (N=42) were 12.1±1.1 years of age (mean±SD) with 50% (n=21) female and 57% (n=24) Caucasian. At 6-months post-intervention all adolescents had increased knowledge scores compared to baseline (P<0.001). Attitude, cooking self-efficacy and cooking methods self-efficacy did not significantly increase at 6-months post-lesson compared to baseline. In conclusion, peer-educators and adult-educators were equally proficient at delivering culinary skills lessons that resulted in increased participant knowledge at 6-months post-intervention. Peer-educators were able to lead culinary skills lessons with comparable fidelity as compared to adult-educators. Peer-education may be a novel approach to adolescent culinary skills education.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2018-12-01","The student, Amanda Oakley, accepted the attached license on 2016-10-03 at 15:06.","The student, Amanda Oakley, submitted this Thesis for approval on 2016-10-03 at 15:13.","This Thesis was approved for publication on 2016-10-05 at 09:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10176 on 2017-02-28 at 14:40:58","Made available in DSpace on 2017-03-01T17:00:58Z (GMT). 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In a cross-sectional study of households in the United States, food secure households reported owning significantly more unique food preparation equipment items than food insecure households (mean±SD, 39.5±4.6 items vs. 34.1±5.2 items, P=0.002). Access to unique food preparation items may influence the frequency of home prepared meals and indirectly youth culinary skills education. While youth culinary skills education has been emphasized as an important component of nutrition education, the intermediate- and long-term follow-up to support such claims is lacking. The aim of the culinary skills lessons was to determine the efficacy of peer-educators compared to adult-educators in lesson fidelity as well as participant psychosocial parameters of knowledge, attitude and self-efficacy. Two culinary skills lessons were implemented, and the immediate and intermediate effects of the intervention delivered by peer-educators or adult-educators to an adolescent population were evaluated. Adolescents, 11-14 years of age, were recruited from the Champaign-Urbana, Illinois, area to participate in two, 2-hour culinary skills lessons. Based on availability, youths were randomized into peer-educator group (PEG) (n=22) or adult-educator group (AEG) (n=20). Participants attended the lessons that addressed the topics of knife skills, cooking methods and recipe following. Lessons included demonstrations, hands-on practice, discussions, food tastings and physical activity. Program feasibility was measured by fidelity checklists. Participants completed psychosocial questionnaires at pre-lesson, post-lesson, 3-months post-lesson and 6-months post-lesson. All adolescents (N=42) were 12.1±1.1 years of age (mean±SD) with 50% (n=21) female and 57% (n=24) Caucasian. At 6-months post-intervention all adolescents had increased knowledge scores compared to baseline (P<0.001). Attitude, cooking self-efficacy and cooking methods self-efficacy did not significantly increase at 6-months post-lesson compared to baseline. In conclusion, peer-educators and adult-educators were equally proficient at delivering culinary skills lessons that resulted in increased participant knowledge at 6-months post-intervention. Peer-educators were able to lead culinary skills lessons with comparable fidelity as compared to adult-educators. Peer-education may be a novel approach to adolescent culinary skills education.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2018-12-01","The student, Amanda Oakley, accepted the attached license on 2016-10-03 at 15:06.","The student, Amanda Oakley, submitted this Thesis for approval on 2016-10-03 at 15:13.","This Thesis was approved for publication on 2016-10-05 at 09:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10176 on 2017-02-28 at 14:40:58","Made available in DSpace on 2017-03-01T17:00:58Z (GMT). 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