Nourish: Utilizing food resource management techniques and the social cognitive theory to improve cooking skills among snap-eligible adults

Gordillo, Paola

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https://hdl.handle.net/2142/120441 Copy

Description

Title

Nourish: Utilizing food resource management techniques and the social cognitive theory to improve cooking skills among snap-eligible adults

Author(s)

Gordillo, Paola

Issue Date

2023-05-03

Director of Research (if dissertation) or Advisor (if thesis)

Pflugh Prescott, Melissa

Committee Member(s)

• Ellison, Brenna
• Karduck, Justine
• McCaffrey, Jennifer

Department of Study

Food Science & Human Nutrition

Discipline

Food Science & Human Nutrition

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• Social Cognitive Theory
• Food Resource Management
• Cooking
• Adults

Abstract

Increased cooking skill development may reduce the risk of disease and promote healthy eating behaviors in the home. The social cognitive theory (SCT) is one of the most common theories used in cooking and food skill interventions. The literature review aimed to understand how commonly each SCT component was implemented in cooking interventions, and identify which components are associated with positive outcomes. The literature review was conducted using three databases: PubMed, Web of Science (FSTA and CAB), and CINHAL, yielding thirteen research articles. None of the studies in this review comprehensively included all SCT components; at most, five of the seven were defined. The most prevalent SCT components were behavioral capability, self-efficacy, and observational learning, and the least implemented component was expectations. All studies included in this review yielded positive outcomes for cooking self-efficacy and frequency, except for two studies with null outcomes. Findings from this literature review suggest that the potential of the SCT to improve cooking behaviors may not be fully realized, and future studies should continue to define how theory influences intervention design for adult cooking interventions. This qualitative study evaluated the gaps in current SNAP-Ed curriculums and how food resource management (FRM) and the SCT can help increase cooking frequency among SNAP-eligible adults. Focus groups (n = 6) with Illinois Extension community workers (n=32) were conducted to identify: what expectations participants will receive upon increasing cooking frequency, what barriers exist, including FRM knowledge gaps, facing SNAP-eligible new cooks, and what educational tools or material community workers need to facilitate future SNAP-Ed curriculums. Individual polls were distributed at the end of the focus group discussion to measure how practical six behavior change techniques were to facilitating cooking demonstrations. After audio recordings were professionally transcribed verbatim, two researchers independently coded qualitative interview data to identify common themes based on participant responses. Researchers used ATLAS.TI software (version 9) for all qualitative data analysis. The most frequent themes regarding participant benefits to cooking included: saving money, consuming healthier food, and increasing family bonding opportunities. The most common barriers to cooking included: lack of time, lack of access (specifically to food), and minimal kitchen equipment (tools and appliances), followed by lack of basic needs (utilities or running water) and lack of kitchen and food safety knowledge. The most frequently prioritized FRM techniques were food storage, meal planning, and meal prepping, but meal planning was the most mentioned technique overall. While participants also related reusing leftovers as an important FRM technique to decrease time constraint burdens, participant attitudes towards preparing leftovers were described as a potential barrier. The most common educational tools or materials community workers need to facilitate SNAP-Ed curriculums include: having a proper location or sufficient kitchen space and having access to enough equipment, such as appliances or standard kitchen tools. Most participants also preferred the chance to practice facilitating cooking demonstrations but explained that clear instructions or videos would also be beneficial. Group poll responses revealed: providing instruction on how to perform a cooking behavior, providing opportunities to perform a cooking behavior, and time management had the highest mean data and the smallest standard deviation, suggesting that these are the most valued techniques with the highest consensus across participants. The literature review and study suggest that interventions utilizing the SCT, FRM techniques, and behavior change techniques (BCTs) are feasible approaches to supporting and increasing cooking frequency among SNAP-eligible adults. This study highlights the value of implementing community worker feedback when identifying potential barriers to cooking and what nutrition education is currently needed to support cooking behavior change. Future research is required in order to assess the efficacy of implementing FRM techniques, specifically food storage and reusing leftovers, to help increase the cooking frequency and further reduce barriers among SNAP-eligible adults.

Graduation Semester

2023-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/120441

Copyright and License Information

Reprinted, with permission, from: Gordillo P and Prescott MP. Assessing the Use of Social Cognitive Theory Components in Cooking and Food Skills Interventions. Nutrients. 2023; 15(5):1287. https://doi.org/10.3390/nu15051287

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