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首页> 外文期刊>Frontiers in Public Health >A Contextual Nutrition Education Program Improves Nutrition Knowledge and Attitudes of South African Teachers and Learners
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A Contextual Nutrition Education Program Improves Nutrition Knowledge and Attitudes of South African Teachers and Learners

机译：语境营养教育计划提高了南非师生和学习者的营养知识和态度

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Background: Evaluating the impact of a nutrition education program could provide insight into the effectiveness of an intervention. Researchers tested the hypothesis that a theory-based contextual nutrition education program (NEP) would improve the nutrition knowledge, attitudes, and dietary practices (KAP) of teachers and learners. Methods: Twenty three teachers who taught nutrition in Grades 4–7 (treatment school, n = 12) and 681 learners (treatment school, n = 350) participated in the study. In this quasi-experimental study, two primary schools were randomly selected to implement a contextual NEP. The nutrition KAP were assessed using previously validated questionnaires. The treatment school teachers taught nutrition using a developed nutrition education manual, while the control school teachers taught nutrition in the usual manner. Random effects Generalized Least Squares regression estimated the difference in the teachers' and learners' KAP for the treatment and control schools; p = 0.025 for a one-tailed test. Results: At post-implementation, the treatment school teachers' had higher total nutrition knowledge mean score (85.5% ± 8.2, p = 0.003) compared to the control school. Within the treatment school, total nutrition knowledge mean score of the teachers improved by 14.1%, p ≤ 0.001. Learners in the treatment school had higher total nutrition knowledge (53.2% ± 16.9, p = 0.002) and nutrition attitude (63.9% ± 19.7, p = 0.001) scores compared to learners in the control school. Within the treatment school, learners' total nutrition knowledge and nutrition attitudes scores increased by 4.9%, p ≤ 0.001 and 6.9%, p ≤ 0.001, respectively. The dietary practices of the teachers and the learners, and the nutrition attitudes of the teachers in the treatment school showed no significant within school improvement or in comparison with the control school ( p 0.025). Conclusions: The NEP led to the improvement in the teachers' and the learners' nutrition knowledge and the learners' nutrition attitudes. However, no significant improvement in the dietary practices of either teachers or learners was found.
机译：背景：评估营养教育计划的影响可以提供洞察干预的有效性。研究人员测试了一个基于理论的上下围营养教育计划（NEP）的假设将改善教师和学习者的营养知识，态度和饮食实践（KAP）。方法：二十三名教师在4-7级（治疗学校，N = 12）和681名学习者（治疗学校，N = 350）参加了这项研究。在这种准实验研究中，随机选择了两所小学以实施上下文的NEP。使用先前验证的问卷评估营养KAP。治疗学校教师使用发达的营养教育手册教授营养，而控制学校教师以通常的方式教授营养。随机效应广义最小二乘回归估计教师和学习者KAP的差异为治疗和控制学校; P = 0.025用于单尾测试。结果：在实施后，与对照学校相比，治疗学校教师的营养知识总量较高（85.5％±8.2，p = 0.003）。在治疗学校内，总营养知识均值均得分提高14.1％，p≤0.001。与对照学校的学习者相比，治疗学校的学习者有更高的营养知识（53.2％±16.9，p = 0.002）和营养态度（63.9％±19.7，p = 0.001）得分。在治疗学校内，学习者的总营养知识和营养态度分数分别增加了4.9％，p≤0.001和6.9％，p≤0.001。教师和学习者的饮食实践以及治疗学校教师的营养态度在学校改进或与对照学校相比（P＆GT; 0.025）中没有显着。结论：NEP导致教师的改善和学习者的营养知识和学习者的营养态度。然而，发现了任何教师或学习者的饮食实践都没有显着改善。

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