Effectiveness of a Teaching Kitchen Intervention on Dietary Intake, Cooking Self-Efficacy, and Psychosocial Health

ABSTRACT

Background

The consumption of fruits, vegetables, and whole grains (FVWG) has been associated with decreased risk of chronic disease, yet over 80% of U.S. adults do not meet dietary recommendations for FVWG.

Purpose

This study explored the effectiveness of a teaching kitchen intervention upon consumption of FVWG and overall dietary patterns. Cooking self-efficacy, comfort in the kitchen, and elements of psychosocial health were also assessed.

Methods

Participants were recruited to the 5-week Complete Health Improvement Program–Teaching Kitchen (CHIP-TK) through a worksite wellness initiative. The program, based upon elements of the social cognitive theory, included cooking classes, health education, and horticulture activities. Pre- and post-surveys were administered and evaluated.

Results

CHIP-TK led to significant increases in FVWG intake. Cooking self-efficacy, comfort in the kitchen, and general well-being scores also improved, with medium-to-large effect sizes. Participant feedback indicated weekly meetings, hands-on cooking classes, facilitator expertise, and group camaraderie were keys to success in the program.

Discussion

Teaching kitchens are well-received within a worksite setting and have the potential to improve dietary intake patterns and psychosocial health.Translation to Health Education Practice: Health educators should design and implement integrative, theory-driven programs to improve nutritional status, well-being, and overall health.

Acknowledgments

The authors wish to thank the University Employee Wellness department for the opportunity to design, implement, and evaluate the findings from the study. Additionally, the authors thank Dr. Todd Daniel for assistance with data analysis related to the project.

Disclosure statement

No potential conflict of interest was reported by the author(s).