FOODLIT-PRO: conceptual and empirical development of the food literacy wheel

Abstract

Pursuing food systems’ sustainability is crucial. Given the risk constituted by unhealthy diets, scarce research on food-related adjacent fields, and inconsistency across food literacy conceptualizations, this study aims to explore the constructs’ definition and develop a conceptual and empirical framework of food literacy. A quantitative approach was taken on previously obtained qualitative outcomes from 30 interviews with experts from food-related fields. Food literacy was defined by a four-dimension model: Cooking Skills, Preserve and Analyse, Choice and Acquisition, Search and Plan. The framework Food Literacy Wheel integrates the construct definition, food literacy determinants (Internal, External) and influential factors (Nutritional, Psychological, Health, Learning Contexts, Policy, Industry, Sustainability, Social and Cultural). Allowing a broader perspective of food literacy within major food systems, this study contributes with new insights for future instruments and interventions, paving the way to develop/implement food literacy-related multi-sectorial and multilevel actions.     

护理学基础国家级精品资源共享课的建设

目的通过护理学基础国家级精品资源共享课的建设实践,进一步探索培养专业基础扎实、动手能力强的实用型护理人才的有效途径。方法根据《教育部关于国家精品开放课程建设的实施意见》文件精神及我校精品资源共享课的建设标准,对护理学基础课程教学内容、教学方法两方面进行了深入研究与改革。结果实验组护理本科生对教师的总体评价明显高于对照组(P0.01);实验组护理本科生理论与操作考核成绩均高于对照组(P0.01或P0.05)。结论护理学基础国家级精品资源共享课的建设促进了该课程教学质量的提高,提示在课程建设过程中要基于学校自身优势与特色,进行不断挖掘与创新,才能取得精品资源共享课建设的实效,实现学校人才培养的目标。     

Incorporating a service improvement project into an undergraduate nursing programme: A pilot study

Although service improvement projects have been incorporated into some postregistration nurse education modules in the UK, they have not been generally available to pre‐registration students. This paper reports on the implementation and evaluation of a pilot project in pre‐registration nurse education at one university in eastern England. It concludes that the nursing students found the project to be a useful addition to their course. Supportive reactions were obtained from nurse managers, mentors and academics. A need to improve communication with clinical areas through the use of web‐based materials was highlighted.     

Participatory action research: Involving students in parent education

Competition for scarce clinical placements has increased requiring new and innovative models to be developed to meet the growing need. A participatory action research project was used to provide a community nursing clinical experience of involvement in parent education. Nine Hong Kong nursing students self-selected to participate in the project to implement a parenting program called Parenting Young Children in a Digital World. Three project cycles were used: needs identification, skills development and program implementation. Students were fully involved in each cycle's planning, action and reflection phase. Qualitative and quantitative data were collected to inform the project. The overall outcome of the project was the provision of a rich and viable clinical placement experience that created significant learning opportunities for the students and researchers. This paper will explore the student's participation in this PAR project as an innovative clinical practice opportunity.     

健康教育路径对HBsAg阳性产妇母乳喂养依从性的影响

目的探讨健康教育路径对HBsAg阳性产妇母乳喂养依从性的影响。方法便利抽样法选择2009年1月至2011年1月住院分娩的238例HBsAg阳性产妇为观察组,采用健康教育路径方式宣教;选择2006年12月至2008年12月住院分娩的263例HBsAg阳性产妇为对照组,采用传统健康教育方式进行宣教。比较两组产妇母乳喂养依从性及产妇母乳喂养知识知晓情况。结果观察组产妇对于母乳喂养的相关知识知晓情况较好,得分80分以上的占70.59%,与对照组相比,差异有统计学意义(P<0.001)。观察组中,哺乳≥6个月的产妇占69.75%,哺乳<6个月者占19.75%,未采用母乳喂养者仅占10.50%,与对照组相比,差异有统计学意义(P<0.01)。结论 HBsAg阳性产妇进行母乳喂养并不增加婴儿乙型病毒性肝炎病毒(hepatitis B virus,HBV)的感染率,健康教育路径能有效提高产妇母乳喂养的依从性及喂养知识知晓情况。     

Story comprehension in pre-readers: understanding goal structure and generating inferences when a story has competing goals

ABSTRACT

The purpose of this study was to explore pre-readers’ comprehension of a story with competing character goals. Fifty-eight children in three age groups (2½–3 years; 3–4 years; and 4–5 years) were read a story in which the protagonist’s goal was unstated and conflicted with the goal of the secondary character. Understanding of explicit story content was tested through a joint story retell, during which children were prompted to supply 10 story elements. Children in the two older groups supplied more than half of the elements; those in the youngest group obtained a significantly lower score, supplying an average of two elements. Responses to questions suggested that a majority of participants in each age group had accurately inferred the protagonist’s goal. However, few children demonstrated that they had linked actions with goal, an indication that they had difficulty grasping the goal structure of a story with competing goals.