(PO20-42-22) Learning Perceptions of Adults at Risk for Cardiovascular Disease Participating in an Online Gardening and Nutrition Program: A Qualitative Study

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Presenting Author(s)

Kira Spreenberg-bronsoms, MS
– Graduate Student, The Pennsylvania State University, Hershey, Pennsylvania, United States

Co-Author(s)

Hena Choi, MILR
– Medical Student, Penn State College of Medicine, Harrisburg, Pennsylvania, United States
MS

Mason Stoltzfus, BS
– Penn State College of Medicine
SV

Susan Veldheer, DEd, RD, LDN
– Assistant Professor, Penn State College of Medicine, Hershey, Pennsylvania, United States
MW

Maxfield Whitehead-Zimmers
– Penn State College of Medicine

Disclosure(s):

Kira Spreenberg-bronsoms, MS: No relevant financial relationship(s) with ineligible companies to disclose.

Hena Choi, MILR: No relevant financial relationship(s) with ineligible companies to disclose.

Objectives: There is evidence that teaching gardening skills to new gardeners may improve a range of health behaviors related to cardiovascular disease (CVD) prevention. Little is known about how participation in these programs may influence nutrition knowledge and values. The present study was a qualitative assessment of participant perceptions of learning during a 20-week, 10 session, Zoom-based gardening intervention.

Methods: Semi-structured interviews were conducted after the intervention was complete. Participants (n=26) were asked what they learned about nutrition during the program and how it impacted their nutrition-related attitudes and values. Interviews were recorded and transcribed verbatim. A codebook was established and data were coded and managed in Nvivo 1.5.2. Once coded, major themes were identified along with illustrative quotes.

Results: Participants had a mean age of 50 years and were majority white (83%). The following 3 themes emerged from the interviews: 1) Gaining an awareness of how to transform the eating environment: “For me to be reminded of reading nutrition labels on packages, the food plate, and trying to shoot for the goal of fruits and vegetables helped me immensely. I try to take the time to shop for things that are healthy, like grains, a variety of fruits and vegetables, especially whole foods.” 2) Applying gardening and cooking skills to create healthy habits: “I definitely feel confident in my ability to grow a wider variety of vegetables in my garden and know that they're good. Like the kale is something I never grew before. And I was so surprised by how many uses I have for it. And the zucchini, I was able to make it sauteed, baked, grilled... So I definitely incorporate more diverse vegetables.” 3) Transforming experiences that changed values: “I think that I'm only going to use the store to buy frozen fruits and vegetables, and take more initiative to build connections with the farmers in my area.

Conclusions: Our results suggest that participation in gardening, nutrition, and cooking intervention produced a meaningful impact on learning. Participants established a new connection to food and nutrition and felt that they physically transformed their eating environments and acquired new habits.

Funding Sources: None