Time Barriers to Healthful Eating Among Young Adults

Time Barriers to Healthful Eating Among Young Adults

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Time Barriers to Healthful Eating Among Young Adults

Work Hours and Perceived Time Barriers to Healthful Eating Among Young Adults

Young adults, though identified as underinsured and having limited access to primary care, are also identified as a group knowledgeable about the benefits of healthy eating.

This age group (20 to 31 years) has been confirmed in numerous national surveys as not regularly engaging in healthy eating habits, especially eating fewer than the recommended daily servings of fruits and vegetables and consuming a diet high in fast foods.

Earlier studies among college students identified the following barriers: cost, stress, lack of knowledge related to food preparation, peer influence, and lack of time to balance busy lives.

A population study survey involved responses from 2287 individuals who were originally among a population of 4776 high school juniors and seniors participating in a program called Project EAT-III (Eating and Activity in Teens and Young Adults), a program that looked at dietary intake, weight control, and weight control behaviors during 1998 and 1999.

Ten years later, the original participants were mailed letters asking them to participate in a new questionnaire, to which 1030 men and 1257 women agreed.

Information was collected on time-related beliefs and behaviors about healthful eating, their fast-food intake, fruit and vegetable intake, work hours, and sociodemographic.

This group reported time-related beliefs such as being too rushed to eat breakfast, eating on the run, and no time to eat healthy.

They reported eating fast food weekly. Working at least 40 hours per week was associated with an increase in time-related poor eating habits for men but not for women.

Recommendations included workplace programs—free fruit and vegetables for break, flex time, and other interventions.

When Edna Smith, a 64-year-old client with severe arthritis, received a diagnosis of diabetes, her longtime friend, Frank Gardens, a widower of several years, moved in with her and assumed a caregiver role. The community health nurse assessed the dietary habits of Mr.

Gardens and Mrs. Smith and found that Mr. Gardens did the shopping and the cooking because Mrs. Smith’s mobility was severely restricted by her arthritis. Mr. Gardens did the cooking; therefore he purchased canned fruits and vegetables rather than fresh or frozen.

Mr. Gardens perceived cooking, which was a new role for him, as demanding. After several visits, he disclosed to the nurse that his resistance to preparing fresh or frozen fruits and vegetables came from “the time it takes to clean the darn things, cook ‘em, store ‘em, and clean up the fridge when they go bad on ya.”

He stated unequivocally that it was stressful caring for Mrs. Smith and that he wanted to do it, but it was “much easier” to just “open a can” and “heat it in a pan” than to take the time and energy that preparation of fresh or frozen foods would require.

The shift in roles that is often required of couples when a chronic illness is diagnosed in one can have an influence on the health of the family. Lubkin and Larsen (2013) provide additional reading about how couples manage with chronic illness.

Ten-year-old Jean Wilkie was referred by her teacher to the school nurse. She was withdrawn, had no school friends, and was dropping behind in her schoolwork.

The school nurse talked to Jean in her office. Jean said that she had no friends because the other girls stayed overnight with one another “all the time” and that she did not want to bring her friend’s home because her father “drank all the time.”

The school nurse decided that Jean’s problems needed assessment within the context of the family and arranged to visit the family at home.

The father refused to participate in the family interview, but Jean’s mother, her 13-year-old brother Peter, and Jean expressed concerns that the father had changed jobs several times in the past year, was frequently absent from work, and had been in two recent car accidents while “drinking.”

The school nurse was able to verify the family context as the basis of Jean’s “problems,” continue her family assessment, and plan for intervention at the family level. In addition, she was prompted to assess the community’s preventive efforts directed toward drinking and the ability to provide ongoing care for families of alcoholics.

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Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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