Objective: To examine the relationship between the number of vegetable dishes consumed per day and economic status, eating habits, and attitudes toward choosing vegetable dishes in eating out and home meal replacements among university students according to living arrangements.

Methods: A self-administered questionnaire was completed by first to fourth-year university students of one university via Google Forms. Participants’ information regarding the number of vegetable dishes consumed per day, demographics, economic status, eating habits, and attitudes toward choosing vegetable dishes in eating out and home meal replacement were obtained. The participants were divided into two groups based on their consumption of vegetable dishes: ≥ and <3 dishes per day (high and low vegetable intake, respectively). Furthermore, the items were compared by a chi-squared test and logistic regression analysis.

Results: Among students who lived alone, those who frequently consumed a well-balanced diet (combination of staple food, main, and side dishes) and chose vegetable side dishes in eating out or home replacement meal frequently showed significantly higher odds ratio for high vegetable intake than those who did not, adjusted for demographics. Among students who lived with family, those who frequently ate rice for breakfast and ate a combination of staple foods less frequently showed significantly lower odds ratio for high vegetable intake. Those who frequently ate rice for dinner showed significantly higher odds ratio for high vegetable intake.

Conclusion: Eating habits and attitudes were partially associated with vegetable dishes intake and differed based on living arrangements.

Objective: Food expenses are related to dietary quality. Changes in diet and nutrient intake from mid to late-gestation were examined by birth weight.

Methods: Food expenditures were calculated from the dietary records of 112 women who gave birth at a hospital during mid- to late-gestations, and changes in food and nutritional intake were examined. Food expenditures were divided into three categories: eating-at-home, out-of-home, and luxury items. Children were divided into three groups based on their birth weight (<2,500 g, 2,500 g–3,000 g, and ≧3,000 g), and comparison between these groups was performed using ANCOVA. Changes from mid- to late-gestation were analyzed using one-way repeated measures ANOVA.

Results: The average daily food expenditure increased from 1,019 to 1,066 yen, and eating at-home expenses increased. The daily food expenditures for the 3,000 g group increased, whereas the 2,500 g–3,000 g group decreased. Moreover, no significant change was observed in the <2,500 g group. Regarding nutrient intake, total energy and several nutrient intakes increased in all groups. During mid-gestation, there was no significant difference in nutrient intakes between the three groups, but during late-gestation, the intakes of protein, dietary fiber, and multiple vitamins and minerals were higher in the <2,500 g group than in other groups.

Conclusion: As food expenditures changed from mid- to late-gestation, their expenditures for eating at home and their nutrient intake increased. Although the <2,500 g group had a higher nutrient intake than other groups, it was suggested that this was insufficient for the baby’s weight gain.

Objective: To examine whether receiving education from specialists on health and nutrition in one year had an impact on the improvement of healthy eating literacy.

Methods: We conducted a longitudinal study using a web-based survey targeting monitors aged 30 to 59 from a social research firm. The baseline survey was conducted in 2018, and the follow-up survey in 2019. A total of 1,967 individuals were included in the analysis. We assessed healthy eating literacy scores and the frequency of education on health and nutrition received from specialists (physicians, nurses, public health nurses, dietitians, etc.) over the course of a year. Based on the frequency of education in 2019, we classified participants into the no-education and education groups. Within the education group, we further subcategorized the participants into personalized learning, group learning, and “personalized+group” learning groups. We examined the changes in healthy eating literacy scores over time among these groups using a repeated measures two-way analysis of variance.

Results: No significant inter-group differences were observed in the changes over time in healthy eating literacy scores from 2018 to 2019 in both the no-education and education groups (men; P=0.268, women; P=0.540). When analyzed based on the learning forms, no significant inter-group differences in healthy eating literacy scores were found (men; P=0.553, women; P=0.692).

Conclusion: In both men and women, education provided by specialists on health and nutrition did not have an impact on improving healthy eating literacy.

Background: The Nutrition Education Committee from the Japanese Society of Health Education and Promotion has been working on the theme of nudges since 2019. This article reports on the annual committee workshop titled “Immediate! Inexpensive! Effective! Practical nudge techniques for immediate use—learn to nudge with case studies” conducted on March 25, 2023.

Contents: The workshop consisted of 40 participants. Dr. Masaki Takebayashi delivered a lecture titled “Moving One Step Forward with Nudges” that explained the basics of nudges and key points for their application. Ai Kawashima and Teruko Kawabata shared actual case studies in which nudges were used. Kawashima introduced improvements in serving and clearing meals during lunchtime at an elementary school, and Kawabata described a case study to promote healthier food and drink choices in a convenience store within a hospital. Current challenges were also presented, followed by group work sessions brainstorming nudges to address these challenges. A survey conducted after the sessions include 37 respondents (93% response rate) revealed that the respondents learned something new, and 97% of them were satisfied with the sessions.

Conclusion: By presenting practical case studies involving nudges and conducting group work sessions based on the content, the practical application of nudges was further concretized. The workshop contributed toward bridging the gap between nudges and the practice of nutrition education.

Research methodology of program evaluation applicable for research and practice in health education and promotion was reviewed from the perspectives of formative evaluation for Evidence-Based Practice (EBP). There have been a lot of successful records of building effective program models including EBPs to solve health problems in particular areas using formative evaluation. It has been expected that more effective EBP programs could be produced combining organically their available theories in the field of health education and promotion, where many attractive practical theories have been generated during the several decades, using program evaluation research methods.