P19 (continued)

S20 Poster Abstracts Journal of Nutrition Education and Behavior � Volume 43, Number 4S1, 2011

Counseling Education. Sessions included lecture, work-sheets, and in-class role-play activities.Outcome Measures and Analysis: Mixed between-within subjects analysis of covariance was conducted toanalyze MI knowledge and counseling self-efficacychanges from pre to post within and between groups.Counseling videos were assessed by 2 trained graduate stu-dents using the Motivational Interviewing Treatment In-tegrity (MITI 3.1) instrument. An independent-samples ttest was conducted to compare MITI scores of interventionand control groups.Results: After the MI curriculum, the intervention grouphad significant improvements in MI knowledge from preto post compared with the control group, but there wereno significant improvements in counseling self-efficacy.Four of 5 MITI summary scores were significantly higherin the intervention group compared with the controlgroup.Conclusions and Implications: A short 4-class MI cur-riculum was sufficient to improve MI knowledge and skillsamong nutrition undergraduates.Funding: Internal funding.

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P20 College Students’ Characterization ofDinners as a Snack/Meal or ‘‘Real’’ MealLora Beth Brown, EdD, RD, CD, lorabeth_brown@byu.edu,Brigham Young University, S-245 ESC, Provo, UT 84602

Objective: To describe the relationship between the char-acterization of dinner and students' perception of fullnessand satisfaction.Design, Setting andParticipants: Six hundred sixteenstudents in an introductory nutrition course describedtheir previous day's dinner and how filling and satisfyingit was (Likert scales of 1-5, with descriptive words anchor-ing the ends).Outcome Measures and Analysis: c2 Analysis.Results: Preliminary qualitative research described‘‘real meals’’ as filling and psychologically satisfying.This research confirms that association: 58% of stu-dents characterized their dinner as 4 to 5 (‘‘realmeals’’), and the term ‘‘real meals’’ was positively asso-ciated with both ‘‘filling’’ (P < .001) and ‘‘psychologi-cally satisfying’’ (P < .001). Of dinners described asreal meals, only a few were not filling (1%) or satisfy-ing (1.6%). Conversely, of dinners described assnacks/meals, only a few were filling (3.7%) or satisfy-ing (3.7%). Examples are given of dinners rangingfrom snacks/meals to ‘‘real meals’’ at different ratingsof fullness and satisfaction.Conclusions and Implications: Examples of fillingand satisfying dinners eaten by college students mightprovide ideas to encourage other students to improvetheir own dinners. Promoting the filling and psycho-logically satisfying benefits of eating ‘‘real meals’’may be an appealing way to encourage good nutri-tion.Funding: None.

P21 Promoting Beta-Carotene-Rich Vegetablesin an Introductory Nutrition Course: AnInterventionLora Beth Brown, EdD, RD, CD, lorabeth_brown@byu.edu,Brigham Young University, S-245 ESC, Provo, UT 84602

Objective: To increase stage of change for or actual intakeof beta-carotene-rich vegetables.Use of Theory or Research: Transtheoretical model.Target Audience: Six hundred sixteen students en-rolled in all sections of an introductory college nutritioncourse.Description:Course sections were assigned to the vegeta-ble intervention or no intervention. The intervention in-cluded stage-of-change tailored motivational messagesplus food samples for a randomly selected group of stu-dents to taste, twice per week for 4 weeks. Data on stageof change and the previous day's vegetable intake were col-lected before and after the intervention.Evaluation: Descriptive statistics, analysis of variance,analysis of covariance.Conclusions and Implications: No statistically signifi-cant differences were detected between the interventionand control sections of the course at pretest or posttest.Overall, 32.5% of students increased their stage for eatingthe vegetables, whereas 12.8% decreased their stage. (Per-centages of students changed their stage as follows: –3stages [0.7%], –2 stages [1.5%], –1 stage [10.6%], nochange in stage [54.9%], +1 stage [24.2%], +2 stages[7.0%], +3 stages [1.3%].) However, actual intake of beta-carotene-rich vegetables decreased from 38.8% eatingnone on the previous day at pretest to 58.6% eatingnone at posttest. It appears that students generally havegood intentions about implementing course learning,but the specific promotion of vegetables was no betterthan the overall nutrition course in influencing students'actual intake. The intervention may not have been longenough to have the intended influence. Data were notcollected on college students' priority, time, or cost con-straints that might affect their actual vegetable consump-tion practices.Funding: None.

P22 Relationship of Food Availability in theHome and Prevalence of Picky EatingAmy MacInnes, BS, macinne2@illinois.edu, University ofIllinois 376 Bevier Hall MC-182, 905 South GoodwinAvenue, Urbana, IL 61801; Mandy Bouquin, MS;Sharon Donovan, PhD, RD; Soo-Yeun Lee, PhD; Sarah Smith-Simpson, PhD, Nestle Nutrition

Objective: To examine differences in the variety of foodsconsumed between perceived picky eater (PE) and nonp-icky eater (NPE) children aged 24 to 48 months and to in-vestigate whether food availability in the home is linked topicky eating status.