1. Kids Using Technology to Teach Kids Healthier Eating Behaviors Julie Bass Kaplan, B.S.N., R.N.; Simpson University ASPIRE Nursing Program Problem Project Description Project Goals Significance Outcomes Reference LiteratureAcknowledgements 1)Ask children to teach other children how to read nutrition facts panels and ingredients labels. 2)Determine if the children who teach and the children who receive the information from peers will have improved eating habits. 3)Create incentive by offering first, second, and third place prizes donated by local merchants. We suggest a sports or technology theme for prizes. Expand study in local schools within Shasta County by establishing a contest. A survey will be provided to parents and children creating a video to determine what, if any changes were observed with their children’s reading of nutrition facts panels and eating habits. Anticipated results include: Children will increase interest and knowledge of healthy eating. Children will be motivated to participate in teaching and learning from peers. Children will develop/improve skills in communication and technology use. Two elementary school-aged children were asked to produce a video on how to read difficult but important nutrition facts panels and ingredients labels. The intended audience was other children. When kids learn from kids, the learning process can become more compelling and enjoyable (MacDonald, 2011). An informative script was provided and the children supplied their own creativity to communicate the information provided. The video was uploaded to YouTube™ and shared with friends and family. The children were excited that their video recorded hundreds of views. After video production, the two children read more labels at home and in the grocery store and reported that it was “fun” to read nutrition labels. Both children voluntarily stopped eating foods with high- fructose corn syrup and too much sugar. Positive feedback from several people who viewed the YouTube™ video was received. Other parents whose own children viewed the video reported their own children began paying more attention to nutritional labels and changed some eating behaviors. American Heart Association (2011). Understanding child obesity: 2011 Statistical Sourcebook. Retrieved from http://www.heart.org/idc/groups/heartpublic/@wcm/@fc/documents/downloadable/ucm_42818 0.pdf BBC News (2008). Obesity: In statistics. Retrieved apil, fromhttp://news.bbc.co.uk/2/hi/health/7151813.stm MacDonald, L. (2011). Kids teaching kids. Retrieved from http://kids-teaching- kids.weebly.com/index.html Pomeranz, J.L., & Brownell, K.D. (2011) Advancing public health obesity policy through state attorneys general. American Journal of Public Health, 101(3), 425-531. doi: 2271117881 Rossen, L.M., & Rossen, E. (2011). Addressing obesity in secondary schools. Principal Leadership, 11(7), 12-16. doi: 2270903911 UCLA Center for Health Policy Research and the California Center for Public Health Advocacy Contact Information One in three children, aged twelve to nineteen, are overweight in the United States (Rossen & Rossen, 2011). Overweight children have an 80% chance of remaining overweight for their entire lives (American Heart Association, 2011). Obesity is causing many physical health problems in children that previously were not observed until adulthood, including: type 2 diabetes, high blood pressure, depression, and low self-esteem (American Heart Association, 2011). I would like to thank: Simpson University, Redding, CA Julie Gee, M.S.N., R.N. Perry Gee, M.S.N., R.N. Holli A. DeVon, Ph.D., R.N. Jory N. Kaplan, M.D., F.A.C.S. Erik Snapp, Ph.D. And my adorable sons who started it all: Levi & Trasen Kaplan Julie Bass Kaplan B.S.N., R.N. joryjulie@gmail.com Quaker Chewy Granola Bar Kashi TLC Bar Obesity RankingIncome RankingCounty20062007200820092010 #1 Least Obese#1 Most incomeMarin25.9%27.0%26.7%24.9% #19#35Shasta33.2%34.2%31.9%33.3%34.1% #58 Most Obese#58 Least IncomeImperial46.1%46.4%45.7%46.4%46.9% Source: UCLA Center for Health Policy Research and the California Center for Public Health Advocacy 1 st Place Donation by Local Merchants Example: Sports Equipment 1 st Place Donation by Local Merchants Example: Sports Equipment 2 nd Place Donation Example: Gift Certificate Sports Store 2 nd Place Donation Example: Gift Certificate Sports Store 3 rd Place Donation 3 rd Place Donation Educational Video Contest Coordinate with County School Nurses Organize Free Access to Video and Computer at Schools Get the Word Out Winning Scores Calculated by Test Scores, Class Scores, & YouTube™ Hits Combined Formula Creates More Robust Test Winning Scores Calculated by Test Scores, Class Scores, & YouTube™ Hits Combined Formula Creates More Robust Test Post-test for Nutrition Knowledge After Video Production Fundraise for Prizes, Seek Donations Pre-test of Nutrition Knowledge with Registration Rates of Overweight Children in California Worldwide Obesity Rates Reading Labels Test 1. Which snack has less sugar? _____________________ 2. Which snack has the most fat?____________________ 3.Count the corn products in each snack: Twinkies_____ Quaker Chewy_____TLC____ 4.How can you calculate how many teaspoons of sugar are in each snack?_________ 5.Circle preservatives on the Twinkies label. 6. Circle food dyes in Quaker’s Chewy Granola label. 7.Circle types of sugar in the TLC snack. 8.Which snack has the most fiber?____________ 9.Which snack do you think is the healthiest to eat and why?__________________________ 10.Which snack has the most preservatives?_______ 11.How many ingredients are difficult to pronounce in the Twinkies snack?________ Chewy snack?________ TLC snack? _________ Twinkies Sample Pre & Post Test