P52 (continued)

Journal of Nutrition Education and Behavior � Volume 42, Number 4S, 2010 Poster Abstracts S107

Conclusions and Implications: Results indicate thatyoung adults are dining out frequently and more oftendine at fast-food vs sit-down restaurants. Health behaviormessages should be tailored for target population groupsaccording to the types of restaurants where they dinemost frequently. This project is funded by NHLBI grantR01HL084064.

Continued on page S108

P53 Success in Comprehensive SchoolWellness: A Culture ShiftRachel Bartlett, MS, RD, rachelmbartlett@gmail.com, 308West 93rd Street, Apartment 1, New York, NY 10025;Pamela Koch, EdD, RD, pak14@columbia.edu, TeachersCollege Columbia University, 525 West 120th Street, Box137, New York, NY 10027; Isobel Contento, PhD, irc6@columbia.edu, Teachers College Columbia University;Zenobia Barlow, zenobia@ecoliteracy.org, Center forEcoliteracy, The David Brower Center, 2150 Allston Way,Suite 270, Berkeley, CA 94704

Objective: To discover how teams attending the Rethink-ing Food, Health, and Environment (RFHE) Institute faredwith implementation of action plans for comprehensiveschool wellness programs including nutrition education,a supportive food environment, and community partner-ships in real-world circumstances of schools.Design, Setting and Participants: Ten teams attend-ing the New York RFHE Institute were contacted; 6 ofthem were available for interviews. Two of the 6 interviewswere carried out with school visits and 4 over the tele-phone. Interviews began with a framework of commonquestions and continued with in-depth, individualized dis-cussions of accomplishments for each team.Intervention: Teachers College Columbia University andthe Center for Ecoliteracy collaborated to hold two 5-dayRFHE Institutes in which teams from 10 schools createdaction plans integrating food-based education, schoolgardens, and food service innovations.Outcome Measures and Analysis: Interviews on imple-mentation of action plans including nutrition education,school gardens, and food service outcomes were tran-scribed. Progress was reported by team and then combinedfor analysis of common themes.Results: Themes found to contribute to success includedshifting school culture toward holistically supportingwellness, communicating changes to the entire schoolcommunity, a collaborative wellness effort with adminis-trative support, parent and community involvement, indi-vidual champions, collaborating with professionalorganizations; and pursuing grants to support efforts.Conclusions and Implications: The 7 themes thatemerged from these data reveal some of the complexitiesof successful wellness implementation. These themescan be used as guidelines to help schools move towardcreated environments that support good eating andactive living. This project is funded by the W.K. KelloggFoundation.

P54 Developing the Theoretical Framework fora Web-based Program to Improve the Nutritionand Physical Activity of College FreshmenMary Klein Buller, MA, mbuller@kleinbuendel.com;Andrea Dunn, PhD, adunn@kleinbuendel.com;Erika Edwards, BS, eedwards@kleinbuendel.com, KleinBuendel, Incorporated, 1667 Cole Boulevard, Suite 225,Golden, CO 80401; Jamie Benedict, PhD, RD, jamieb@cabnr.unr.edu, Department of Nutrition, University ofNevada, Reno, NV 89557; Karen Calfas, PhD, kcalfas@ucsd.edu, UC San Diego Wellness Center, 9500 GilmanDrive, La Jolla, CA 92093-0067

Objective: Live Fit on Campus is a dynamic Web-basedhealth intervention for college freshmen. It was designedto help students who may be regulating their diets forthe first time to increase consumption of fruits and vegeta-bles and minutes of physical activity.Use of Theory or Research: Web program developmentwas framed by social cognitive theory and the Transtheor-etical Model.Target Audience: The target population was collegefreshmen living in residence halls at 4 universities. The841 participants were 48% men, between the ages of 18and 20 years, 86% white, and 11% Hispanic/Latino.Description: Addressing constructs from the theories,a sequential intervention content grid was created toguide development. Twelve Live Fit Skills (ie, learningmodules) addressed nutrition and physical activity acrossthe behavior change continuum. Live Fit Quizzes directedstudents’ attention to learning modules and skill-buildingactivities.Evaluation: Students completed self-reported measuresof satisfaction created by the researchers with face validity.Web usage was recorded objectively by the Web server.Conclusions and Implications: Students were highlysatisfied with the Web site’s style and information, womenmore so than men. The strength of building a theory-basedframework was evident in students spending 45% of theirtotal minutes on the Live Fit Skills and Quizzes. The pro-gram appealed most to students contemplating a changein fruit and vegetable consumption or in action towardmaking a behavioral change. Live Fit on Campus can com-plement a student health services mission and provide nu-trition and physical guidance to freshman transitioningfrom home to independence. This research was fundedby the National Cancer Institute (R44CA106141).

P55 Graduate Course Gives Dietetic InternsExtension Experience and Meets AccreditationRequirementsKarla Shelnutt, PhD, RD, kpagan@ufl.edu, University ofFlorida, Department of Family, Youth & CommunitySciences, 3038 McCarty Hall D, Gainesville, FL 32611;Gail P. A. Kauwell, PhD, RD, LD/N, gkauwell@ufl.edu,University of Florida, Food Science and Human NutritionDepartment, 265 FSHN Building, Gainesville, FL 32611