PrEss Ential

In the preparatory project PrEssEntial we ask experts which key skills should be taught to people with cognitive impairments in a culinary nutrition program.

Factsheet

  • Schools involved School of Health Professions
  • Institute(s) Nutrition and Dietetics
  • Funding organisation Others
  • Duration (planned) 01.05.2025 - 31.10.2025
  • Head of project Dr. Franziska Pfister
  • Project staff Katja Uhlmann
  • Partner Stiftung zur Förderung der Ernährungsforschung in der Schweiz
  • Keywords Nutrition education, culinary nutrition intervention, people with disabilities

Situation

People with an intellectual disability (ID) experience greater health inequalities than the general population. These include a higher prevalence of being overweight or obese, and of developing diabetes. They also disproportionately suffer the consequences of obesity. Their level of independence has been found to be positively associated with body weight. However, individuals with ID associate community living with improved physical and emotional well-being. Furthermore, the Convention on the Rights of Persons with Disabilities establishes their right to lead independent and autonomous lives. Therefore, individuals with ID living in a community setting should be able to live independently and healthily. The ability to prepare meals is fundamental to increased independence. Culinary nutrition interventions can boost cooking confidence and knowledge, potentially improving food security and well-being while fostering positive long-term dietary habits. However, little is known about the design of such culinary nutrition interventions for adults with mild to moderate intellectual disabilities. Our aim is therefore to develop and evaluate an evidence-based, group-oriented culinary nutrition intervention for young adults with ID in Switzerland, through a co-design process, to promote increased independence, healthier eating habits, and improved well-being. In the preliminary study, PrEssEntial, experts will be consulted to identify the skills to be promoted in this intervention.

This project contributes to the following SDGs

  • 3: Good health and well-being
  • 4: Quality education
  • 10: Reduced inequalities