Publications by authors named "Laurel Lambert"

7 Publications

  • Page 1 of 1

Impact of Intervention on College Students' Vending Selections.

J Am Coll Health 2021 Apr 2:1-7. Epub 2021 Apr 2.

Department of Nutrition and Hospitality Management, The University of Mississippi, University, Oxford, Mississippi, USA.

Objectives: To place in vending machines and determine if different sales strategies affect selection.

Participants: University students living in resident halls.

Methods: Vending machines included 50% and 50% non compliant snacks. Three sales strategies targeted student selection of : Reduced price, signage, and nutrition education activities. Three-way ANOVA was used for analysis.

Results: There was a statistically significant three-way interaction on snack selection between sales strategy, study period, and snack type, (4, 77) = 3.33, = .01. There were no statistically significant simple two-way interaction between study period and sales strategy for either , (1, 77) = 1.62,  = 0.18, or NC snack types, (1, 77) = 2.02,  = 0.07.

Conclusions: Sales strategies did not affect selections. Advocates for healthier snacks in vending machines can align with
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April 2021

: early childhood teachers' perceptions of a nutrition-integrated pilot curriculum.

Public Health Nutr 2021 Jul 22;24(10):3100-3109. Epub 2021 Mar 22.

Department of Teacher Education, University of Mississippi, 339 Guyton Hall, University, MS38677, USA.

Objective: Healthy eating behaviours are often developed early in life, yet nutrition is rarely emphasised in early childhood education. Integration of nutrition into academic content is warranted, still its ability to positively impact teaching and learning has been understudied. Therefore, the current study explored the feasibility of application in the classroom and the perceived usability of a nutrition-integrated pilot curriculum.

Design: Early childhood teachers' perceptions of four nutrition-integrated lessons were explored through a qualitative research approach. Data were collected through pre- and post-focus groups, lesson observations and teacher feedback. Focus group transcripts were analysed using inductive thematic analysis and supplemented with observations and lesson feedback.

Setting: This pilot study took place in Northwest Mississippi at three pre-schools which are part of the Mississippi Early Learning Collaborative.

Participants: A non-probability convenience sample was utilised to acquire participants. Ten early childhood teachers and 132 Pre-K4 students participated in the study.

Results: Three themes emerged and were categorised accordingly: (a) preconceived concern of the unknown v. experienced reality, (b) promoting buy-in and engagement through hands-on learning experiences and (c) manifestation of perceived prioritisation.

Conclusions: Nutrition-integrated lessons were reported to be creative, facilitate positive food behaviours and highly engaging for teachers and children. Concerns for new and unfamiliar curriculum were noted but could be alleviated with more detailed instructions. Future nutrition-integrated curriculum efforts should include detailed video instructions and offer a gradual and flexible schedule allowing teacher autonomy in how to prioritise implementation.
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July 2021

Smart snacks in universities: possibilities for university vending.

Health Promot Perspect 2020 7;10(4):393-400. Epub 2020 Nov 7.

University of Memphis Dining, University of Memphis, TN, 38152, United States.

The study goal was to evaluate the nutritional impact of a healthy snack intervention on a southern university campus. This quasi-experimental study was conducted during the fall 2017 semester weekly for 14 weeks in a large southern U.S. university. For the intervention, half of vending snacks in four campus residential halls (housing from 216 to 361 students) were substituted with snacks complying with federal Smart Snacks in School nutrition standards for K-12 schools. For analysis, data from the Nutrition Facts labels of 14 vending machines or from manufacturer's websites was collected by trained graduate and undergraduate researchers. On average, for each Smart Snack sold, there was a statistically significant reduction of 99.38 calories (CI=42.32, 156.43), 4 g saturated fat (CI = 2.23, 5.75), and 10.06 g of sugar(CI=2.92, 17.20). An average reduction of 41.88 mg in sodium and an increase of 0.81g in fiber was also found, but was not statistically significant. There was a significant difference (t(16)=3.02, P < 0.025, 95% CI = 10.77, 55.79) between the Quality Score of Smart Snacks (M=59.13,SD= ± 36.50) and that of non-compliant snacks (M=25.85, SD= ± 24.72). The nutritional impact with even a 50% Smart Snack replacement is promising. Many available comparable snacks mimic the mouthfeel, taste, and appearance of their original full-fat, full-sodium, and full-sugar counterparts. Including healthier snack choices in vending machines may be a viable option for universities to transform the campus eating environment.
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November 2020

Measuring university students' beliefs toward healthy snack selection.

J Am Coll Health 2020 Mar 24:1-8. Epub 2020 Mar 24.

Department of Nutrition and Hospitality Management, Student Health Services, University of Mississippi, Oxford, Mississippi, USA.

Understanding university students' beliefs toward selecting healthy snacks is important in developing effective programs targeting healthy eating behaviors. The purpose of this research was to assess students' beliefs toward healthy snack selection and consumption. In November 2017, a convenience sample of 779 undergraduate students living on campus completed an online survey. A survey was developed to measure students' beliefs about eating healthy snacks. Paired t-tests were used to compare differences in beliefs and their importance. Independent t-tests were used to compare differences in belief responses by gender. Students believed that healthy snacks were good for health and assisting with weight management. However, time management, motivation, preparation needs, and poor taste were reported as barriers to selection and consumption of healthy snacks. Increasing students' awareness of available food preparation facilities, developing food preparation skills, and motivation for consumption of healthy-good tasting snacks may increase healthier snacking.
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March 2020

Allowing and Using Foods of Low Nutritional Value in Elementary School Classrooms: The Implications of Teachers' Beliefs.

J Nutr Educ Behav 2016 Feb 23;48(2):86-92.e1. Epub 2015 Oct 23.

Objective: To investigate elementary teachers' behavior toward allowing and using foods with low nutritional value in the classroom.

Design/setting: A survey guided by the Theory of Planned Behavior was administered in fall, 2012 in 10 schools.

Participants: Elementary public school teachers in grades pre-kindergarten through 6.

Main Outcome Measures: Teachers' behavior and beliefs regarding allowing and using foods with low nutritional value in the classroom and Theory of Planned Behavior determinants.

Analysis: Pairwise correlation coefficients and multivariate linear regression to assess relationships between theory determinants and descriptive statistics.

Results: All 3 determinants, Attitude Toward the Behavior (t = 4.04; P < .01), Subjective Norms (t = 3.78; P < .01), and Perceived Behavioral Control (t = 5.19; p < .01), were statistically significant predictors of behavior. The majority of teachers (94%) allowed foods of low nutritional value for celebrations at least some of the time, and 75% stated that they had control over what foods they allow.

Conclusions And Implications: Discussions among teachers and school health professionals should ensue to improve nutritional content of foods allowed in classrooms. School policies can be developed and evaluated for effectiveness to have a positive impact on childhood obesity and school nutrition environments.
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February 2016

Mississippi elementary school teachers' perspectives on providing nutrition competencies under the framework of their school wellness policy.

J Nutr Educ Behav 2010 Jul-Aug;42(4):271-276.e4

Department of Nutrition and Hospitality Management, School of Applied Sciences, The University of Mississippi, University, MS 38677, USA.

Objective: Identify elementary teachers' implementation of nutrition competencies as part of their school wellness policies (SWP) guided by Organizational Change Theory (OCT) constructs.

Methods: A 32-item, cross-sectional survey was distributed through a Web link e-mailed to teachers in Mississippi public elementary schools. Response rate was 34% (n = 947) from 30 schools. Principal component factor analysis for inter-item correlations and theoretical fit to OCT was used with internal consistency reliability coefficients determined using Cronbach's alpha for Likert-type scales.

Results: A majority of teachers (85.5%) favors their SWPs and has transitioned through the unfreezing stage. Lack of teacher input, time, resources, and recognition for providing nutrition education reflects that teachers do not have support for transitioning through the moving stage.

Conclusions And Implications: Use of evaluation tools to facilitate teachers' progress through the moving stage into the refreezing stage would be advantageous in supporting organizational change as school administrations implement SWPs.
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November 2010

Feasibility of a home-delivered Internet obesity prevention program for fourth-grade students.

Pediatr Exerc Sci 2009 Aug;21(3):279-90

Department of Health, Exercise Science, and Recreation Management, University of Mississippi, University, MS 38677, USA.

This pilot study examined the feasibility of an interactive obesity prevention program delivered to a class of fourth-grade students utilizing daily e-mail messages sent to the students' home computers. The study involved a single intact class of 22 students, 17 (77%) of whom submitted parental permission documentation and received e-mail messages each school day over the course of one month. Concerns regarding Internet safety and children's use of e-mail were addressed fairly easily. Cost/benefit issues for the school did not seem prohibitive. Providing e-mail access to students without a home computer was accomplished by loaning them personal digital assistant (PDA) devices. In larger interventions, loaning PDAs is probably not feasible economically, although cell phones may be an acceptable alternative. It was concluded that this type of interactive obesity prevention program is feasible from most perspectives. Data from a larger scale effectiveness study is still needed.
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August 2009