Canadian journal of dietetic practice and research : a publication of Dietitians of Canada = Revue canadienne de la pratique et de la recherche en dietetique : une publication des Dietetistes du Canada · 2011
Nutrition and food skills education for adults with developmental disabilities.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
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Johnson Chwen, Hobson Sandra, Garcia Alicia C, Matthews June
Аннотация
PURPOSE: Individuals with developmental disabilities have poor eating habits and are at increased risk for cardiovascular disease, obesity, and osteoporosis. Needs and preferences for a nutrition education and foods skills program were explored in adults with developmental disabilities, agency managers, and support workers.
METHODS: Twenty-eight adults with mild to moderate developmental disabilities participated in individual interviews; seven managers and 21 support workers took part in three focus group discussions. Concurrent data collection and analysis, data saturation, and a constant comparative method guided the research.
RESULTS: All participants indicated a need for nutrition education and cooking programs for this population. Seven major themes emerged: poor eating habits, safety concerns, low transferable skills, social relationships, staff training needs, resource needs, and limited funding. Individuals with developmental disabilities also expressed feelings of self-efficacy in learning to cook healthy food.
CONCLUSIONS: There is a strong interest in and need for nutrition education and food skills programs for adults with developmental disabilities. The collaboration of multiple community partners in program implementation and delivery is essential. At the policy level, the needs of individuals with aging caregivers must be addressed and access to registered dietitians must be improved for this population.
METHODS: Twenty-eight adults with mild to moderate developmental disabilities participated in individual interviews; seven managers and 21 support workers took part in three focus group discussions. Concurrent data collection and analysis, data saturation, and a constant comparative method guided the research.
RESULTS: All participants indicated a need for nutrition education and cooking programs for this population. Seven major themes emerged: poor eating habits, safety concerns, low transferable skills, social relationships, staff training needs, resource needs, and limited funding. Individuals with developmental disabilities also expressed feelings of self-efficacy in learning to cook healthy food.
CONCLUSIONS: There is a strong interest in and need for nutrition education and food skills programs for adults with developmental disabilities. The collaboration of multiple community partners in program implementation and delivery is essential. At the policy level, the needs of individuals with aging caregivers must be addressed and access to registered dietitians must be improved for this population.