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Critical Literature Study

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Of the nine studies that meet the established criteria, Devine, Farrell, & Hartman (2005), indicated a lack of FVC studies amid low-income families as a justification for need. FVC focused intervention studies in community education setting within this population sector have become more prevalent due to the growing evidence of a correlation between chronic disease and dietary habits. Seven of the nine investigations cite low-income adults and their families consuming below national averages of recommended daily FVC servings as the primary problem and justification for research. On the other hand, there are a plethora of studies identifying FVC barriers among low-income populations. There is also, an abundance of FVC studies in clinical and …show more content…

Though two studies included value added incentives measuring potential influence on behavior, Anderson et al., (2001) utilized $20 coupons redeemed at farmers markets with positive behavioral outcomes in FVC (education and coupons 0.80). While, Ko et al., (2016) provided food baskets of ingredients to replicate class cooking demonstrations at home as an incentive. The results showed increased consumption of 0.5 in fruit and 0.8 in vegetable study outcomes though similar to study issues without incentives. Devine et al., (2006) reminds practitioners that differences between goals of the program and objectives of the participants can have a negative effect on outcomes. Additionally, they highlight the importance of utilizing formative research to align research and program objectives with participants needs to reduce the risk of influencing variables.
C. Study Design
All articles with the exception of Gerstein et al., (2009) had a predominant quantitative research design. As a qualitative focus group design, Gerstein et al. provide nutrition practitioners with anecdotal evidence supporting the adoption of newly gained FVC practices such as offerings more FVC at meals by presenting information in a meaningful way, eliciting lasting change. It also provides personal perceptions further supporting quantitative learner-centered approach results. While six of the nine studies are quasi-experimental design and classified as

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