Abstract
Objective
To understand how the addition of an evidence-based framework to an online nutrition
module influences college students’ critical thinking decision making (CT-DM).
Design
Students were individually randomized into an intervention group or a control group.
The nutrition modules focused on 2 topics related to different types of eating behavior.
Students completed a CT-DM activity to generate a score.
Participants
College students, between 18 and 24 years old, recruited from introductory nutrition
and agriculture science courses at 2 universities.
Intervention
Intervention and control received 2 nutrition modules. The intervention added a CT-DM
framework that framed the topic as a problem, incorporated activities, and provided
scaffolding.
Main Outcome Measures
CT-DM was scored using a validated rubric to assess the use of critical thinking skills
when making a food-related decision. Green eating and critical thinking disposition
were measured.
Analysis
Hierarchical linear regression and t tests were used to assess outcomes.
Results
A total of 431 students participated (intervention = 203; control = 228). After controlling
for university, the intervention group scored significantly higher on CT-DM (18.1
± 7.6) compared with the control (15.4 ± 8.4); F (3,428) = 14.58, P < .001.
Conclusions and Implications
The results show that an evidence-based framework using nutrition topics encourages
CT-DM skills. Future higher-education nutrition interventions should use frameworks
to enhance student learning.
Key Words
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Article info
Publication history
Published online: July 26, 2019
Accepted:
June 10,
2019
Footnotes
Conflict of Interest Disclosure: The authors have not stated any conflicts of interest.
Identification
Copyright
© 2019 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
