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Food safety attitudes, beliefs, knowledge and self-reported practices of college students before and after educational intervention.

机译：教育干预前后大学生的食品安全态度，信念，知识和自我报告的做法。

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摘要

Preventing foodborne illness and promoting safe food practices among all age groups is a high priority, particularly for college students because little about their food safety awareness and food handling practices has been reported.; The research aim was to evaluate food safety attitudes, beliefs, knowledge, and self-reported practices of current upper-division college students, and to determine whether a three-module interactive educational intervention, developed for this study, positively influenced these variables. Comparisons between health and non-health majors were made.; Two methods of data collection were used with volunteer health and nonhealth majors: focused food safety discussion groups during academic year 2004-05, and a pre-experimental design. Prior to engaging in either method, students completed an on-line food safety questionnaire (FSQ), adapted from a telephone survey used at K-State with older adults. The FSQ was administered again to those in the pre-experimental design group one week after exposure to the food safety education intervention. Five weeks later, the FSQ was administered to determine whether changes in attitudes, beliefs, knowledge, and self-reported practices persisted over time. Focused food safety discussion group responses were qualitatively evaluated. Pre-experimental statistical analyses included Wilcoxin Signed Rank, Friedman, Mann-Whitney U, Chi Square tests, and Spearman rho.; Focused discussion group findings indicated that students perceived themselves at low risk for foodborne illness; few used food thermometers; students without health backgrounds mimicked undesirable home practices; and students stated being open to changing non-recommended behaviors. Pre-experimental findings showed the effects of intervention were improved food safety attitudes, beliefs, and knowledge, with the strongest effects seen in health majors. Students' FSQ attitude scores increased from 114 to 122 (P≤0.001), FSQ belief scores increased from 86 to 98 (P≤0.001), and FSQ knowledge scores increased from 11 to 13 (P≤0.001). Intervention resulted in some improved food safety self-reported practices for health majors but not non-health majors. Intervention module post-test scores improved significantly for all students; health majors had greater increases.; Conclusions. Focused food safety discussion groups were useful for obtaining food safety information from college students; educational intervention improved college students' food safety attitudes, beliefs, and knowledge and for health majors, some self-reported practices improved.
机译：在所有年龄段的人群中，预防食源性疾病和倡导安全的饮食习惯是当务之急，特别是对于大学生而言，因为关于其食品安全意识和食品处理习惯的报道很少。该研究的目的是评估当前高年级大学生的食品安全态度，信念，知识和自我报告的做法，并确定本研究开发的三模块互动教育干预措施是否对这些变量产生了积极影响。在健康专业和非健康专业之间进行了比较。志愿卫生和非卫生专业的学生使用了两种数据收集方法：2004-05学年期间的重点食品安全讨论小组和实验前设计。在采用这两种方法之前，学生们都完成了一份在线食品安全调查表（FSQ），该调查表是根据K-State与老年人进行的电话调查改编而成的。在接受食品安全教育干预后一周，再次向实验前设计小组的那些人进行食品安全检验。五周后，对FSQ进行了管理，以确定态度，信念，知识和自我报告的做法的变化是否随着时间的推移而持续存在。对重点食品安全讨论小组的反应进行了定性评估。实验前的统计分析包括Wilcoxin Signed Rank，Friedman，Mann-Whitney U，Chi Square检验和Spearman rho。小组讨论的重点结果表明，学生认为自己患食源性疾病的风险低；很少使用的食品温度计；没有健康背景的学生模仿不良的家庭习惯；学生表示愿意改变不推荐的行为。实验前的研究结果表明，干预措施的效果是改善了食品安全态度，信念和知识，在卫生专业中效果最明显。学生的FSQ态度评分从114分提高到122分（P≤0.001），FSQ信念得分从86分增加到98分（P≤0.001），FSQ知识得分从11分增加到13分（P≤0.001）。干预导致健康专业学生自我改善的食品安全自我报告行为有所改善，但非健康专业学生则没有。干预模块的测试后分数对所有学生都有显着提高；卫生专业的增长更大。结论。有针对性的食品安全讨论小组有助于从大学生那里获得食品安全信息；教育干预改善了大学生的食品安全态度，信念和知识，对于卫生专业的学生，​​一些自我报告的做法得到了改善。

著录项

  • 作者

    Yarrow, Linda K.;

  • 作者单位

    Kansas State University.;

  • 授予单位 Kansas State University.;
  • 学科 Agriculture Food Science and Technology.; Health Sciences Nutrition.; Health Sciences Public Health.; Education Health.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 171 p.
  • 总页数 171
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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