Social and Behavioral Sciences Commons^™

Know Your Noodles! Assessing Variations In Sodium Content Of Instant Noodles Across Countries, Clare Farrand, Karen E. Charlton, Michelle Crino, Joseph Santos, Rodrigo Rodriguez-Fernandez, Cliona Ni Mhurchu, Jacqui Webster

Faculty of Science, Medicine and Health - Papers: part A

Reducing salt intake is a cost-effective public health intervention to reduce the global burden of non-communicable disease (NCDs). Ultra-processed foods contribute ~80% of dietary salt in high income countries, and are becoming prominent in low-middle income countries. Instant noodle consumption is particularly high in the Asia Pacific region. The aim of this study was to compare the sodium content of instant noodles sold worldwide to identify potential for reformulation. Analysis was undertaken for 765 instant noodle products from 10 countries using packaged food composition databases of ultra-processed foods compiled by the Global Food Monitoring Group (GFMG) and national shop survey …

Re: Food-Frequency Questionnaire For Assessing Long-Chain Ω-3 Fatty-Acid Intake, Barbara Meyer

Faculty of Science, Medicine and Health - Papers: part A

To the Editor: I agree with Kuratko that there is a need for tailored food frequency questionnaires (FFQ), particularly for nutrients that have limited food sources, such as long chain ω-3 polyunsaturated fatty acids (LC ω-3 PUFA). Fish are the best food source of LC ω-3 PUFA, and oily fish such as sardines and Atlantic salmon contain approximately 10 times more LC ω-3 PUFA than lean fish, such as fish cakes/patties. Fish oil supplements are also a rich source of LC ω-3 PUFA, but in Australia they only contribute approximately 8% to total LC ω-3 PUFA intake [1]. Other foods, …

Assessing Long-Chain Ω-3 Polyunsaturated Fatty Acids: A Tailored Food-Frequency Questionnaire Is Better, Barbara J. Meyer, Monika Swierk, Ken Russell

Faculty of Science, Medicine and Health - Papers: part A

Polyunsaturated fatty acids (PUFAs), including the long-chain (LC) ω-3 PUFAs, are important for health. The aim was to assess if the Anti-Cancer Council of Victoria Dietary Questionnaire (ACC DQ) accurately determines PUFA intakes compared with the recently validated electronic PUFA food-frequency questionnaire (FFQ). Forty-one study volunteers were recruited from the local Illawarra region of New South Wales, Australia. The method of triads was used to determine validity coefficients by comparing the ACC DQ intakes against a 3-d weighed food record and appropriate blood biomarkers (erythrocytes and plasma fatty acids). These validity coefficients were subsequently compared with previously published validity coefficients …

Assessing Competence During Professional Experience Placements For Undergraduate Nursing Students: A Systematic Review, Sharon Bourgeois, Denise Blanchard, Katherine Nelson

Faculty of Science, Medicine and Health - Papers: part A

Review Objectives To identify and synthesise the best available evidence about the meaningfulness of assessments of competence during the professional experience placement for undergraduate nursing students, with the overarching aim to make recommendations concerning strategies and initiatives that support assessment of competence for undergraduate nursing programs.

Review Questions What are undergraduate nurses‟ experiences of the clinical assessment of competence? What are registered nurses‟/health care professionals experiences of the clinical assessment of competence?

A Practical Guide To Assessing Clinical Decision-Making Skills Using The Key Features Approach, Elizabeth Farmer, Gordon Page

Faculty of Science, Medicine and Health - Papers: part A

Aim  This paper in the series on professional assessment provides a practical guide to writing key features problems (KFPs). Key features problems test clinical decision-making skills in written or computer-based formats. They are based on the concept of critical steps or ‘key features’ in decision making and represent an advance on the older, less reliable patient management problem (PMP) formats.

Method  The practical steps in writing these problems are discussed and illustrated by examples. Steps include assembling problem-writing groups, selecting a suitable clinical scenario or problem and defining its key features, writing the questions, selecting question response formats, preparing scoring …