Tallant, A.C., Ph.D., R.D., L.D.N. Western Carolina University, Cullowhee NC

1. NUTRITION DISCOVERY PHOTOVOICE PROJECT: USING THE SOCIAL ECOLOGICAL MODEL TO UNDERSTAND FOOD CHOICES AMONG FIRST YEAR COLLEGE STUDENTS . Tallant, A.C., Ph.D., R.D., L.D.N. Western Carolina University, Cullowhee NC The social ecological framework is ideal to use in a college setting for students to identify various factors that impact eating habits so that personal improvement strategies can be adopted. Understanding food choices among college students from an ecological perspective can also inform college policies and practices and resources that address improving college student nutrition. College nutrition courses are resources that can influence college eating habits (Driskell, Kim, & Gobel, 2005). A first year seminar course designed to help students improve their personal nutrition is one such course. In order to help students better understand their eating habits, a photovoice project was implemented. The purpose of the Nutrition Discovery Photovoice Project (NDPP) was to provide students with an experiential learning opportunity to use the social ecological model (SEM) as a framework to explore their college environment and community in order to understand the factors that influence their dietary behaviors. Photovoice is an innovative qualitative method of participatory action research based on health promotion principles (Martin, Garcia, & Leipert, 2010). Photovoice has not been used to its full potential in nutrition and dietetics and offers great potential for information gathering (Martin et al., 2010). Results Background What are Impediments and Facilitators to Healthy Eating at College? Figures 1 and 2. Sample photovoice wiki postings. Table 1. Methods SEM Level The NDPP objectives, congruent with course objectives, were aligned with university goals and CADE accreditation standards. NDPP was implemented with a convenience sample of students enrolled in three sections (n = 75) of a first year personal nutrition seminar at a public university. Students were oriented to the NDPP assignment early in the semester and given related smaller point assignments to help them understand the SEM throughout the semester. The NDPP assignment involved taking photos that represented impediments and facilitators to good dietary behaviors, categorizing the photos into levels of the SEM, writing captions for photos, posting photos and captions on a wiki (see Figures 2 and 3), and presenting their findings orally to the class at the end of the semester. Inclusion of their findings for research was presented as a voluntary option and informed consent was obtained. Students were given a photograph orientation from a graduate student in the MFA program prior to the photo-taking period (approximately two weeks). Students completed the project in self-selected small groups of five and wrote reflections about their experiences. They also completed a summative assignment that required that they offer solutions to their findings. The instructor created rubrics to grade the project components. The researcher analyzedimpediments and facilitators collected in the final summative assignment and wiki for themes (see Table 1). Impediments Facilitators Sample excerpt from reflection paper:“This project was an important resource in helping me learn about my college environment and also helping me make the right decision in terms of food choices on campus. The photovoice wiki project essentially has been one of the more informative and rewarding projects I have participated in. Every aspect of this project was beneficial and supplied me with a wellspring of useful information….With the vast amount of information gained from this project, students can effectively change their diet and lifestyle for the better and reap the benefits as they age.” Conclusion Learning Codes:6030 Education theories and techniques for adults; 9070 Research instruments and techniques The NDPP allowed students to creatively engage in discovery, use technology effectively, and practice communication skills and reflection to better understand their personal eating habits from a social ecological perspective. Busy schedules and a desire to look fit were intrapersonal factors that influenced their eating. Friends and family and college courses and teachers were noted as interpersonal factors that impacted their food choices. Dining hall hours, limitations of meal plans and nutrition labeling were cited as environmental influences. These findings were similar to college student dietary influence factors reported by Driskell, Kim, & Goebel (2005): Convenience, taste, cost, health, weight control and family and friends. College personnel, including nutrition professors, orientation counselors and food service managers can incorporate findings to address impediments and facilitators, aiding students to make good nutrition choices that may last a lifetime. The project is an innovative approach to college student examination of the social ecological factors that that influence personal eating habits and could be replicated to examine factors in numerous areas of nutrition and dietetics as well as other health-related disciplines. References: Driskell, Kim, & Goebel (2005). Few differences found in they typical eating and physical activity habits of lower-level and upper-level university students. Journal of the American Dietetic Association, 105(5), 798-801. Goodhart, F., Hsu, J., Baek, J., Coleman, A., Maresca, F., & Miller, M. (2006, July). A view through a different lens: photovoice as a tool for student advocacy. Journal of American College Health, 55(1), 53-56. Retrieved July 21, 2009, from CINAHL with Full Text database. Martin, N. Garcia, A., & Leipert, B. (2010). Photovoice and its potential use in nutrition and dietetic research. Canadian Journal of Dietetic Practice And Research: A Publication of Dietitians of Canada, 71(2), 93-97. Retrieved from EBSCOhost.