Change in Dietetic Students' Attitudes Toward Older Adults Following a Nutrition Education Program for Older Adults

• Published in: Journal of nutrition education and behavior Vol. 55; no. 7; pp. 64 - 65
• Main Authors: Canales Franco, Leslie, Reed, Megan Alexis, Milovich, Michael, Vermeulen, Meagan, LoBuono, Dara Lyn
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.07.2023
• ISSN: 1499-4046; 1878-2620
• DOI: 10.1016/j.jneb.2023.05.142

Reverse mentoring and service-learning experiences offer experiential learning opportunities for college students. These experiences can encourage young adults to provide support and knowledge to older adults, promote mutual support through knowledge sharing, and improve student attitudes toward working with older adults. Moreover, delivering technology-enhanced nutrition education to older adults through a reverse mentoring and service-learning project has yet to be studied. This exploratory study's aim is to capture nutrition student instructors' attitudes toward aging. Furthermore, we assessed their desire to work with older adults following participation in a reverse mentoring and service-learning nutrition education intervention, where students teach older adults how to use the "Start Simple with MyPlate App." Five student instructors were recruited and trained through the Department of Health and Exercise Science to deliver an 8-week nutrition education for older adults enhanced by technology. Data collection occurred before and after the 8-week intervention through a survey containing both open and close-ended questions. The Geriatrics Attitudes Scale (GAS) was used to assess student instructors' attitudes toward aging and working with older adults. Descriptive statistics reporting includes mean, standard deviation, percentages, and frequencies. A paired-sample t-test examined changes in GAS scores. Five student instructors, ages 20-28, completed the intervention. At baseline, three students regularly interacted with older adults. All students agreed the program enhanced their professional development. At baseline and post-intervention, three out of five students planned on working with older adults in their careers. Changes in pre- and post-intervention GAS scores were not statistically significant (54.6±5.7 vs. 57.0±4.95, d=0.487). Preliminary data shows no change in student instructors' attitudes toward aging nor desire to work with older adults; however, our sample of students already had a generally positive attitude toward aging. These preliminary data provide insight into the potential benefits of reverse mentoring and service learning in nutrition education, and further research is warranted. Internally funded