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Developing a culinary and nutrition curriculum to improve diet quality and self-efficacy of college students: The college connection
The objective of this study was to develop and assess the feasibility, acceptability, and outcomes of a culinary nutrition education pilot program utilizing community-based participatory research (CBPR). Curriculum design was informed by both social cognitive theory (SCT) and experiential learning theory (ELT), and adapted from evidence-based programs such as Cooking Matters and Culinary Bootcamp. Feasibility was evaluated through an expert review conducted via Qualtrics, engaging experts in nutrition, college student health, and curriculum development. Expert feedback on lesson clarity and feasibility was collected using a Likert scale from 0 to 10, with lower scores indicating lower feasibility and skill improvement potential. Participants’ perceived skill changes were assessed on a 4-point scale, and post-class evaluations were conducted to determine the extent to which lesson objectives were met. Results indicated unanimous agreement among experts (N = 7) on the clarity of lesson objectives across all lessons, with an average feasibility score of 8.96 ± 0.87. Experts rated the program’s potential to enhance diet quality at 8.37 ± 2.08, cooking skills at 9.34 ± 0.73, and self-efficacy at 9.48 ± 0.85. The program’s ability to boost cooking self-efficacy was scored at 8.43 ± 1.52, while experts expressed an average confidence score of 8.5 ± 1.57 in teaching the program. From the participants’ perspective, 68.8% reported improved basic cooking skills, 79.3% improved budgeting skills, 84.8% enhanced knowledge of nutrition and mental health, and 75.8% improved meal preparation skills. Over 90% of participants met the established learning objectives. Discussion revealed that experts considered the College Cooking Connection curriculum to be well-organized and clear, with a significant majority affirming its feasibility and well-defined objectives. Participant data corroborated the program’s clarity, with over 90% meeting learning objectives and many reporting perceived skill and knowledge enhancement. The program’s clarity and success in achieving objectives may be attributed to the adoption of evidence-based practices and theoretical frameworks, and to the incorporation of CBPR methodologies. In conclusion, while several health programs target college students’ dietary quality and cooking self-efficacy, none have effectively combined adapted evidence-based curricula, CBPR, behavioral theories, and expert content revision. This study hypothesized that an integrated approach would yield a feasible and acceptable program that would enhance nutrition and cooking knowledge and self-efficacy among college undergraduates. This hypothesis was validated by favorable expert feedback, participant achievement of learning objectives, and reported increases in skills and knowledge.
Year: 2024
