Peles, Chagit ORCID: https://orcid.org/0000-0002-9197-7399, Rudolf, Mary C. J. ORCID: https://orcid.org/0000-0002-0684-738X, Shloim, Danielle and Shloim, Netalie ORCID: https://orcid.org/0000-0001-7548-5434 (2024) Exploring Partners’ Part in Shaping the Home Food Environment During the Transition to Fatherhood. Nutrients, 16 (24).

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Abstract

Objective: To investigate primiparous women’s partners for knowledge, attitudes, and practices regarding the physical home food environment (PHFE), and to assess if the first pregnancy provides a teachable opportunity to enhance the PHFE of first-time pregnant couples. Design: This was a two-phase longitudinal in-depth qualitative study involving questionnaires and individual interviews during and after pregnancy. Participants: Fifteen male partners of primigravida women. Main outcome measures: Knowledge, attitudes, and behaviors concerning PHFE; lifestyle and dietary habits; and interest in guidance regarding healthy PHFE during the first pregnancy and the transition to parenthood. Analysis involved descriptive statistics and thematic analysis for qualitative data. Results: Key findings include the importance of mutual prenatal PHFE decisions; increased motivation for a healthier PHFE during pregnancy; a desire to provide a healthier environment than their own parents offered, acknowledgement of their wives as ‘nutrition experts’; challenges in accessibility of health foods in the home; and ‘the child eats what we eat’. The first pregnancy was recognized as a critical period for establishing a healthy PHFE. Conclusions and Implications: Expectant fathers have a crucial role in nestrition (nutritional nesting) in first pregnancies. Their engagement is essential in establishing a more supportive nutritional environment in the home and influencing the family nutrition in the long term. There is a need to promote partner involvement, investigate the broader roles of expectant fathers and non-male partners, and develop effective PHFE education for couples in the first pregnancy.

Item Type:	Article
Status:	Published
DOI:	10.3390/nu16244356
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/11306

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