Mirko Prosen

The relationship between health, environmental sustainability, and food systems has garnered increasing attention, emphasizing the crucial role of healthcare professionals in advocating for sustainable food practices. This systematic literature review aimed to examine their role in promoting health and environmental sustainability through sustainable food advocacy. Following a systematic and rigorous methodology, eligible articles published in English within the past five years were searched and screened, resulting in a total of five articles for further analysis. The review revealed the fragmented debate on food security and sustainability, emphasizing the need for sustainable food systems to address various challenges. Specific actions identified include reducing plate waste in hospitals, implementing sustainable food sourcing strategies in healthcare to mitigate the climate footprint, and promoting sustainable nutrition. The findings underscore the importance of education, community engagement, governance, and a systemic approach in driving positive change regarding nutrition, health, and sustainability. This review offers important perspectives for healthcare practice, allied health educational programs, research, and public health policy development. It highlights the importance of healthcare professionals in advocating for sustainable food practices, which play a critical role in improving health outcomes and reducing environmental impacts.

The development and evaluation of eLearning approaches is a global trend in higher education today. This study aimed to develop a companion evaluation toolkit consisting of formative and summative assessment scales to evaluate academics’ experiences in designing, delivering, and evaluating eLearning. To test the psychometric properties of the companion evaluation toolkit, an instrument validation study was conducted. Items were created, then tested for content and face validity. A confirmatory factor analysis (n = 185 participants) for the summative assessment scale examined the underlying structure of the scale, while reliability was assessed using the Cronbach’s alpha coefficient. The results show that the model examined is consistent with the 3 factors (33 items) explaining a total of 62% of the variance. The results also show a high level of reliability for both the formative and summative scales that comprise the companion evaluation toolkit. The results of this study can be used and welcomed by both teachers and professionals involved in the development and use of learning management systems or in the design, delivery, and evaluation of the eLearning process.