A Qualitative Study Exploring College Student Nutrition Behaviors Within a Service-Learning Course

Abstract

This qualitative case study explored the influence that service-learning involvement has on undergraduate college students’ cognitive, environmental, and behavioral factors related to nutrition. As higher education is looking for ways to improve student health behaviors, service-learning is an unexplored area that has tremendous potential. Utilizing the major constructs of the social cognitive theory (Bandura, 1997; Glanz et al., 2015), the research questions guided the investigation of how participants in a previously established nutrition service-learning course described their cognitive, environment, and behavioral influences related to nutrition throughout the course. Participants also described their nutrition self-efficacy after participating in a service-learning nutrition course. Participants described their experiences through a pre-post survey, reflections, and voluntary interviews. Based on these constructs, this service-learning course was found to improve knowledge, awareness, values, and behaviors related to nutrition for all study participants. Findings show positive changes in nutrition-related self-efficacy, especially related to the meaning-making experience of the service-learning. Results from this study suggest that intentional reflection questions related to health behavior factors in health-based service-learning courses may be utilized to influence behavioral outcomes.

Service-learning has been well established as a high-impact educational pedagogy (Astin et al., 2000; Kuh, 2015; Jacoby, 2015). As service-learning courses increase in higher education, understanding their effectiveness beyond academic outcomes is crucial. Service-learning courses have been demonstrated to influence positive health behaviors in community populations (Gray et al., 2017; Himelein et al., 2010; Jarvis et al., 2004), yet service-learning course outcomes have not been explored for health promotion among the students that are delivering the service. There is limited research available for evidence-based, comprehensive approaches to promoting health and student health behavior change during the college years (ACHA, 2018). An additional method to support improved student health behaviors through self-efficacy development could be through service-learning courses.

Much of the research on non-environmental methods to influence health behaviors in college students is associated with self-efficacy development (Dinger, 1999; Kelly et al., 1991; O'Leary, 1985; Von Ah et al., 2004). Understanding student self-efficacy related to nutrition choices could be an indicator for positive nutrition behavioral changes (Bandura, 2004; Von Ah et al., 2004). The reflective methods already embedded into service-learning platforms can serve as a meaningful way to gather additional data related to the student experience, reflecting on health behaviors. Research has eluded to improved self-efficacy, growth, and self-understanding as a result from service-learning experiences (Astin, 2000; Jacoby, 2015; Kuh, 2015). Understanding students’ personal factors such as values, beliefs, and attitudes towards nutrition-related behaviors before, during, and after a service-learning course related to nutrition, can provide an in-depth understanding of the student experience that might lead to behavior change. The purpose of this study is to deepen the understanding of how service-learning courses might impact nutrition-related behaviors among the students providing the service.