HEALTH PROMOTION

PROJECT

Christine Valente
Sydnie Leroy

PART 1: CONDUCT A NEEDS

ASSESSMENT
Target population freshman students at Marywood University who
live in Loughran Hall
Concerns
Impact on nutritional status: forming poor health habits that may
follow them throughout life and continue to further decline their health
status. Impact mental health due to a decline in self confidence and
lead to a cascade of emotional side effects.
Gaps in knowledge: lack of nutritional education/available information.
Universal ideas that students eat higher amounts of processed
convenience foods, skip meals, sleep less and have higher stress
levels

DEMOGRAPHIC
S
20.5 million students are expected to
attend American colleges and
universities, constituting an increase of
about 5.2 million since fall 2000.
1.7 million females will attend in fall
2016, compared with 8.8 million males
Marywood University itself has a student
enrollment of approximately 2,300
undergraduates and 1,200 graduate
students.

Ethnicity of Students from U.S.

0.1% American Indian/Alaskan Native
2.2% Asian
2.3% Black/African-American
6.1% Hispanic/Latino
1.7% Multi-race (not Hispanic/Latino)
0.1% Native Hawaiian/ Pacific Islander
77.1% White
10.4% Unknown
International Students
2.8% from 9 countries
(The College Board: Annual Survey of Colleges, 2016).

PART 2: DEFINE PROBLEM

GOALS/ OBJECTIVES
Goal: to provide the freshman students living in Loughran Hall at
Marywood University with enough Nutrition information to prevent
weight gain of greater than 5 pounds within the first semester of
the academic year.
Objective 1: Students weight is measured over freshman
orientation week .
Objective 2: Students identify the possible causes of an increase in
body weight that may play a role in their daily lives, and specify
which topics they would like to cover with nutrition education.
Objective 3: Nutrition education is provided to students.
Objective 4: Students weight is measured at the beginning of the

PART 3: DEVELOP THE

PROGRAM PLAN
Knowledge- Attitude Behavior
Model
Theory that acquiring
knowledge leads to attitude
change which eventually leads
to alterations in behavior
(specifically dietary choices)
applied regularly in nutrition
education interventions and is
proven effective for individuals
who are already aware of a
potential health issues.

Intervention plan- 3 10-minute segments

Segment 1- How to Navigate the Dining Hall
Segment 2- How/ what you can cook in a dorm room
Segment 3- Nutrition as related to exercising

PART 4:
DEVELOP
THE
Product: An interactive workshop
held
for college freshmen focused
MARKETING
on forming healthy lifestyle habits
PLAN
during the transition from high
school to college.

Place: Common rooms within

Loughran Hall
Promotion: Use of printed flyers,
email blasts and word of mouth to
promote events.
Position: Relative to nutritionist
competition currently on the
market, our service appeals to the
students in a very tangible way by
relating to their everyday efforts to
make changes to better their health
and coming to them to give live
presentations with samples and
handouts.

PART 5: IMPLEMENT
THE INTERVENTION

PART 5: IMPLEMENT THE

INTERVENTION
Everlasting-Energy Bites

1 cup dry oats

1/2 cup peanut butter (or nut/nut-free
butter of choice)
1/2 cup ground flaxseed
Directions:
1/2 cup chocolate chips 1/3 cup honey
1 TBSP chia sees
1 tsp. vanilla extract
In a medium bowl, mix together all
ingredients until well combined. Place
mixture in the refrigerator for
approximately 30 minutes. Once
chilled, roll into bite-sized rounds. Store
in the refrigerator up to one week!

Quick Quinoa Salad

Serves 1
1 cup broccoli, steamed and chopped 1 handful fresh spinach
1/4 cup dry quinoa, rinsed
1/4 cup water
1/2 water (plus more if needed)
Directions:
Dressing:
2 TBSP olive oil
2 TBSP balsamic vinegar Salt and pepper to taste
*Microwave method: add quinoa and water to a microwave safe bowl.
Cover with a paper towel and microwave for 3 minutes then remove
carefully and stir. Place quinoa back into the microwave for an
additional 3 minutes. Let sit in microwave for 2 minutes covered.
Remove from microwave and fluff with a fork.

PART 6: EVALUATION
Process Evaluation successful
Approximately 15 freshman students in attendance; followed original lesson
plan

Structural Evaluation adequate

While we originally planned for a cooking demo, we altered our intervention plan
based on the room that was available to us.

Impact Evaluation successful

Have received feedback from our key informant that students have been keeping
healthier snacks on hand and trying microwave cooking recipes

Outcome Evaluation unknown

Due to lack of ability to follow-up with students, this is impossible to determine
at this time

Works Cited
Janeway, J., MSA, JD, ABD/PhD (n.d) Obesity Action Coalition. Preventing the Freshmen 5, 10,
15, 40. Retrieved Sept 23rd, 2016, from
http://www.obesityaction.org/educational-resources/resource-articles-2/weight-loss-surge
ry-preventing-the-freshman-5-10-15-140
Li, Kin-Kit, PhD, conception, Rebecca Y., PhD., Lee, Hyo MS, Cardinal, Bradley J. PhD.,
Ebbeck, Vicki PhD, Woekel, Erica MA., Readdy, R PhD. 2011. An examination of sex
differences in relation to the eating habits and nutrient intakes of university students. Journal
of Nutrition Education and Behavior, Vol 44, Issue 3, 246-250 DOI:
http://dx.doi.org/10.1016/jneb.2010.10.002
Lloyd-Richardson, E.E., Lucero, M. L., DiBello, J.R., Jacobson, A.E., & Wing, R.R. 2008. The
relationship between alcohol use, eating habits and weight change in college freshmen.
Eating Behaviors, 9 (4), 504-508. http://doi.org/10.1016/j.eatbeh.2008.06.005
Wengreen, H. J., & Moncur, C. (2009). Change in diet, physical activity, and body weight
among
young-adults during the transition from high school to college. Nutrition Journal, 8, 32.
http://doi.org/10.1186/1475-2891-8-32