More Than Just “Cooking Matters.
” A proposal on
adapting the Cooking Matters for long term lifestyle
changes.
Vi Vien Khoo; OHSU, Georgia Brown; OHSU, Hannah Lochner; OHSU, Tricia Maloney; OHSU
Project Mentor: Claire Nichols, RD, Clark County Food Bank.
Background
• We partnered with Clark County Food Bank (CCFB)
in Vancouver, Washington to teach Cooking Matters
for Diabetes.
• The CCFB is a regional food bank that partners with
various agencies and programs to serve those who
are food in secure.
Cooking Matters
• • Utilize the trans theoretical model to assess the participants’ readiness to
Cooking Matters is a nutrition education program that connects
individuals with food by teaching them how to prepare healthy and
tasty meals on a limited budget.
• This is a The curriculum includes a six week hands-on cooking course
that would challenge participants to reconsider food choices, habits,
nutrition, food safety, shopping and meal planning.
• Cooking Matters provide the professional level curriculum,
instructional materials and training whilst the local program partners
customizes and build relationships to help address issues at a more
local level.
Significance
• According to the 2017 National Diabetes Statistic, 23 million living
humans are diagnosed with diabetes and 7 million individuals are not
diagnosed with diabetes yet.
• Research indicates that people with poorly controlled blood glucose
concentrations will show a decrease in HbA1C concentrations if
influenced by at least 10 hours of diabetes self-management
education.
• Cooking and preparing foods at home not only helps with blood
glucose control home but can improve over all diet, consumption of
fewer calories and healthier families.
• • Jessika Brenin; AmeriCorp Nutrition Educator
Participants that completed the Cooking Matters curriculum not only
improved their cooking skills but also increase in self confidence in
meal preparation and in the kitchen.
Goals
•
Participant Quotes
• Encourage and provide room for participants to give support to each
• “I am a person who doesn’t give compliments easily. I have met with
other in dealing with any problems regarding their health
many health care professionals and this is the only time I hadn’t feel
• Establishing a safe environment as nutrition educators for participants to like I was attack or judged.” ~Male, Class 1
openly share stories about their current health status and barriers • “I like the idea of not focusing on the numbers on the scale for weight
• Use motivational interviewing to help participants achieve their S.M loss but looking at being healthy as whole. It has changes how I feel
about becoming healthier.” ~ Female, Class 4
• “I am starting to make changes on my diet because I want to be a
Objectives good role model for my granddaughter and my daughter.” ~ Male,
Class 3
make behavioral changes. Each participants’ progressed is tracked from • “ I hate food. I think eating is a chore. But now I am re-discovering the
class one to six. joys in eating.” ~ Female, Class 2
• Participants are assigned mentors that will check in with the participants
once a week to help encourage and enhance behavior change throughout Afterthoughts
the six week course.
• These participants have great knowledge when it comes
• Helping participants create their very own S.M.A.R.T goal/s at class one to to cooking and diabetes. By using motivational
help track the progression of a specific behavior change base on what they
believe is their top priority for better health. interviewing, we were able to have some participants
reconsider their food choices and habits.
• By allowing a safe environment for participants to talk and
Population
interact with one another, we encourage learning via
• Adults with prediabetes or diabetes
exchanging ideas.
• Care takers or family members or decision makers
• Even though, we had a curriculum to follow; it was flexible
• Participants on SNAP/WIC enough to allow us to tailor and customize it to the needs
of our participants.
Implementation
Acknowledgement
Class Description We would like to thank:
1 • Introductions
• Clark County Food Bank
• Claire Nichols; RDN
• Establishing S.M.A.R.T Goals • Taylor Hargis; AmeriCorp Nutrition Educator
• Assigning participants with mentors • Nichole Martinez; RDN, CDE
2-6 • Use motivational Interview to encourage class participation and
interaction Insert class picture here
• Building a safe environment and allow room for participants to
support each other.
• Address nutrition misinformation
Weekly • Weekly reminded calls to increase class attendance
Check-
ins • Update on participant’s progress of their S.M.A.R.T Goals
• Addressing nutrition questions that participants may have