REDCieN

Scientific literacy as a key element in nutrition education and professional practice

Fri, 30 Oct 2026 00:00:00 +0000

Introduction: This article analyzes the importance of scientific literacy in the education and training of nutrition professionals, particularly in developing countries where educational, technological, and socioeconomic inequalities continue to limit access to updated scientific knowledge. Scientific literacy is understood as the ability to understand, interpret, and apply scientific evidence to make informed decisions in health and nutrition. Objective: Identify the main challenges, benefits, and educational strategies related to strengthening this competency among nutrition students and professionals. Methodology: A narrative review of recent scientific literature on scientific literacy, nutrition education, and professional health training was conducted. Results: findings indicate that a strong scientific background enhances the critical interpretation of research studies, the implementation of evidence-based practices, and the design of context-specific nutritional interventions. In addition, significant barriers were identified in developing countries, including limited educational infrastructure, the digital divide, and economic and cultural difficulties. Among the most effective strategies for strengthening scientific literacy are inquiry- based learning, the analysis of socioscientific issues, gamification, the use of digital technologies, and Massive Open Online Courses (MOOC). Furthermore, several successful experiences have demonstrated improvements in nutritional knowledge and dietary practices through educational interventions. Conclusion: Strengthening scientific literacy in the training of nutrition professionals is essential to improve the quality of nutritional care, promote critical thinking, and contribute to addressing public health challenges through an evidence-based approach.

How the Relationship with Food Is Built Across the Life Course: The Link Between Emotions and Eating

Claudia Hunot Alexander — Fri, 30 Oct 2026 00:00:00 +0000

Introduction: Eating is often approached through nutrients, portions, and adherence to recommendations; however, the relationship with food is built across the life course through the interaction of emotions, appetitive traits, early learning, and relational context. This perspective is especially relevant to the training of nutrition professionals, who frequently support eating behaviors that cannot be explained solely by physiological hunger. Author’s opinion: The relationship with food is not defined only by individual choices but is shaped from early stages through the interaction of appetitive traits, emotional experiences, caregiving practices, family modeling, and the food environment. Within this process, emotional eating is a relevant expression, as emotions such as sadness, anxiety, frustration, or stress may modify food intake, either as emotional overeating or emotional undereating. These trajectories are neither homogeneous nor static: they share part of the family environment that shapes them, may follow different developmental courses, and can be associated with later outcomes in eating behavior and nutritional status. Conclusion: Understanding how the relationship with food is built across the life course makes it possible to move beyond the plate and recognize eating as a biological, emotional, and social experience. Incorporating this perspective into teaching and nutrition practice may strengthen nutrition counseling and support a more humane, reflective, and emotionally sensitive approach to people’s experiences.

Subspecialization as part of the nutrition development process

Robinson Cruz Gallo — Fri, 30 Oct 2026 00:00:00 +0000

Professions emerge to address specific problems. Over time, as knowledge accumulates, a need arises to delve deeper into the subject matter and specialize. Over the past two decades, this process has influenced the field of nutrition, driving the creation of various specializations. These offer significant benefits for patients and, naturally, have a substantial impact on the positioning of nutritionists within interdisciplinary and transdisciplinary teams. It remains to be seen whether these new specializations actually represent a substantial improvement in the approach to treating diseases.

Bromatological composition and qualitative chromatographic profiles of Lentinula edodes and Pleurotus ostreatus

Fri, 30 Oct 2026 00:00:00 +0000

Introduction: Edible mushrooms provide nutrients and metabolites of food interest; however, their composition depends on the species and cultivation and analytical conditions. Objective: To describe the bromatological composition and qualitative chromatographic profiles of Lentinula edodes and Pleurotus ostreatus. Methods: One sample from a single batch of each species was analyzed. Moisture, dry matter, crude protein, fat, ash, and carbohydrates were determined in technical duplicate and expressed as mean ± standard deviation. Extracts intended for the analysis of phenols, terpenes, and flavonoids were evaluated by thin-layer chromatography under UV light at 254 and 365 nm. Results: L. edodes showed 91.00 ± 1.41% moisture, 4.65 ± 0.49% protein, and 2.35 ± 0.00% carbohydrates; P. ostreatus showed 92.69 ± 4.71%, 4.35 ± 0.66%, and 0.96 ± 0.00%, respectively. Chromatographic signals and fluorescent zones compatible with the metabolite groups studied were observed in both species. Conclusion: The samples showed high moisture content, numerically similar protein values, and distinguishable qualitative chromatographic profiles.

Perception of satiation among college students using a Visual Analog Scale of Hunger and Satiation based on the Hunger Scale

Fri, 30 Oct 2026 00:00:00 +0000

Introduction: In nutrition, appetite assessment focuses on understanding how individuals perceive their feelings of hunger and satiation in relation to food intake. Visual Analog Scales are useful tools to record this subjective experience and describe perceived appetite responses in different contexts. Methods: A qualitative, descriptive, cross-sectional study was conducted in 84 apparently healthy university students aged 18 to 25 years, with the objective of evaluating the subjective perception of hunger and satiation using an adapted Visual Analog Scale. Participants were divided into three groups according to the food consumed: drinkable yogurt, yogurt with walnuts, and yogurt with fruit. The scale, with values ranging from 0 to 10 and supported by graphic representations and descriptions of sensations, was applied before food consumption, immediately after intake, and 15 minutes postprandially. Additionally, sociodemographic data, estimated weight and height, type of food, and amount consumed were recorded. Results: The final sample consisted of 78 university students, mostly women (76.9%), with a mean age of 21 ± 2 years and a mean BMI of 22.65 ± 6.68 kg/m2. At baseline, participants reported scores between 3 and 4, corresponding to moderate or mild hunger. After food consumption, the score increased to 7 in all three groups, indicating a state of satiation. At 15 minutes postprandially, satiation remained stable in the drinkable yogurt and yogurt with apple groups, while the yogurt with walnuts group increased to a score of 8, corresponding to “very satisfied.” Overall, the results show a shift from mild to moderate hunger toward satiation after food consumption, highlighting a greater perception of satiation in the group that consumed yogurt with walnuts. Conclusion: The subjective perception of hunger and satiation in university students was described using an adapted scale that was practical and easy to understand. Participants shifted from mild to moderate hunger levels to states of satisfaction after food consumption, maintaining this perception 15 minutes postprandially. The group that consumed yogurt with walnuts showed a greater perception of fullness, reaching levels of “very satisfied.” Overall, the scale proved to be a useful tool for qualitatively assessing appetite in university students within a real academic setting.