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dc.contributor.authorHarmon, Alison H.
dc.contributor.authorLandolfi, Kara
dc.contributor.authorByker Shanks, Carmen
dc.contributor.authorHansen, Leanna
dc.contributor.authorIverson, Laura
dc.contributor.authorAnacker, Melody
dc.date.accessioned2017-08-15T21:03:16Z
dc.date.available2017-08-15T21:03:16Z
dc.date.issued2016-12
dc.identifier.citationHarmon, Alison, Kara Landolfi, Carmen Byker Shanks, Leanna Hansen, Laura Iverson, and Melody Anacker. "Food Insecurity Experience: Building Empathy in Future Food and Nutrition Professionals." Journal of Nutrition Education and Behavior (December 2016). https://dx.doi.org/10.1016/j.jneb.2016.10.023.en_US
dc.identifier.issn1878-2620
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/13509
dc.description.abstractOBJECTIVE: To assess changes in empathy in students completing a food insecurity experience. DESIGN: Mixed methods; quantitative data from survey in years 1 and 2; qualitative data extracted from students' workbooks in years 2-5. This study was conducted over 10weeks annually for 5years. SETTING: Northwest US land-grant university. PARTICIPANTS: Students enrolled in a community nutrition course who chose to complete the food insecurity exercise. Total included 58 students in quantitative analysis in years 1 and 2 and 119 in qualitative analysis, years 2-5. INTERVENTION(S): The intervention was a food insecurity experience in which participants spent no more than $3/d on food for 5days ($15 total) while striving for a nutritious diet and reflecting on their experience. MAIN OUTCOME MEASURES: Empathy scores measured by Likert scales; participant responses and reflections recorded in workbook journals. ANALYSIS: Comparison of means across time using paired t tests (P<.05); coding and sorting themes from workbook journals. RESULTS: Quantitative findings indicated that both classroom content and experiential exercises were important for enhancing empathy about food insecurity. Empathy scores increased from time I to time II and from time I to time III. Qualitative reflections among participants included terms such as guilt, empathy, compassion, and raised consciousness about food insecurity. CONCLUSIONS AND IMPLICATIONS: Experiential and transformational learning to develop empathy can take place in a 5-day food insecurity experience during a typical university-level community nutrition course. This intervention can be tested for applications in other contexts.en_US
dc.titleFood Insecurity Experience: Building Empathy in Future Food and Nutrition Professionalsen_US
dc.typeArticleen_US
mus.citation.extentfirstpage218en_US
mus.citation.extentlastpage227en_US
mus.citation.issue3en_US
mus.citation.journaltitleJournal of Nutrition Education and Behavioren_US
mus.citation.volume49en_US
mus.identifier.categoryHealth & Medical Sciencesen_US
mus.identifier.categorySocial Sciencesen_US
mus.identifier.doi10.1016/j.jneb.2016.10.023en_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.departmentHealth & Human Development.en_US
mus.relation.universityMontana State University - Bozemanen_US
mus.data.thumbpage7en_US
mus.contributor.orcidByker Shanks, Carmen|0000-0002-9030-9938en_US


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