Journal of Nutrition Education and Behavior Volume 40, Number 4, July/August 2008 Supplement
P9 (continued)
version. Nutrition Educators can use strategies involving
comics or written stories, to promote healthy habits on 5th
and 6th graders. Funded by Mexican Health-Ministry.
P10 Jumping Jacks with JillNutrition
Education Through Entertainment
Jill Jayne, MS, RD, Jumping Jacks with Jill, 2576
Broadway #332, New York, NY 10025
Objective: To quantify the impact of Jumping Jacks with
Jill in kids who see the show in a public venue.
Use of Theory or Research: Gardners Theory of Multiple
Intelligences, Tools of unhealthy food advertising, Social
Cognitive Theory, Theory of Planned Behavior, and the
Health Belief Model.
Target Audience: Kids: preschool and elementary.
Description: Jumping Jacks with Jill is a live, interactive
fitness and nutrition show for kids written and performed by
registered dietitian and professional musician, Jill Jayne.
Along with Musical Mark, Jumping Jill focuses on energy,
exercise, and awareness through song to make messages
about health engaging, fun, and memorable.
Evaluation: Written surveys were given to parents to report
the participating childs baseline behaviors, parents behav-
ioral intention to change what they offer their child based
on seeing the show, why they stopped for the show, and
why they stayed for the show. Parents asked their children
their behavioral intention to change what foods they ask
their parents for and if they thought Jumping Jill would
improve food and exercise habits. Kids were also asked to
report their favorite part of the show and what they learned.
Conclusions and Implications: The content of Jumping
Jacks with Jill is effectively conveyed through character.
According to kids, Jumping Jill helps kids exercise more
because of how she looks and talks. Kids were overwhelm-
ingly motivated by mediators of behavior change, though
parents underestimated the knowledge learned. Parents
were grateful for a reinforcer of what they were teaching at
home, demonstrating the power for parents and kids in the
use of characters to teach nutrition.
P11 Supporting Breastfeeding in the
Beginning: An Online Theory Based Course
Jennifer Weddig, PhDc, RD, CLC, Metropolitan State
College of Denver, CB 33, Denver, CO 80217;
Susan Baker, EdD, Department of Food Science and
Human Nutrition, 214E Gifford Building, Colorado State
University, Fort Collins, CO 80523,
sbaker@cahs.colostate.edu; Garry Auld, PhD, RD,
Department of Food Science and Human Nutrition, 229
Gifford Building, Colorado State University, Fort Collins,
CO 80523, auld@cahs.colostate.edu
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Objective: Does an 8 hour in-person practicum with an
International Board Certified Lactation Consultant in con-
junction with a one credit online course produce changes in
the knowledge, behaviors, skills, and attitudes of Health-
care Professionals in relationship to breastfeeding initiation
evidence based practices?
Use of Theory or Research: The theoretical framework
that was used in this intervention is the Adult Learning
Theory.
Target Audience: Healthcare Professionals.
Description: The 1 credit online course was designed to
increase the student/clinicians knowledge in the area of
breastfeeding initiation. The course addressed barriers to
breastfeeding, outcomes of breastfeeding for mother, child,
and environment, and the role of the health care practi-
tioner in breastfeeding initiation. The course includes an
8-hour clinical experience, in which the student partici-
pated in breastfeeding counseling and observed breastfeed-
ing initiation support under the supervision of an Interna-
tionally Board Certified Lactation Consultant. Data was
collected both before and after the intervention (course
and practicum) to assess change in knowledge, attitudes,
and behavior.
Evaluation: A pre and post test that was administered
online before and after completion of the course was used to
assess knowledge change, and a chart review and an online
behavior self report questionnaire were used as an evalua-
tion of behavior and attitude change in the participants.
Conclusions and Implications: Data from this intervention
are still being analyzed. The implications of this research
are far reaching. If the online course and in person practi-
cum produces statistically significant changes in knowledge,
attitudes, and behaviors the course will be a economical
and accessible way to educate the healthcare professional
about evidence based culturally sensitive practices.
P12 Food Group and Nutrient Intake of
Children and Adolescents and Relationship
to Weight Status
Inyoung Hur, MS, hurx0010@umn.edu;
Marla Reicks, PhD, RD, University of Minnesota, 1334
Eckles Avenue, St. Paul, MN 55108, mreicks@umn.edu
Objective: Protective associations have been suggested be-
tween normal weight status and greater intake from specific
food groups by children and adolescents; however limited
studies have produced inconsistent results. This study was
designed to determine whether intake from specific food
groups was different according to weight status in a nation-
ally representative sample of children and adolescents.
Design, Setting and Participants: NHANES data (1999-
2002) involving 2,069 children aged 6-11 years and 4,436
adolescents aged 12-19 years was used for the analysis.
Continued on page S48