Evaluation of an affective-based adult nutrition education program

Nutrition educators have had limited success using cognitive approaches to effect behavior change. This study evaluated the effectiveness of an affective-based program in changing the nutrition attitudes and behavior of a group of adults, using pre-, post-, and retention test measures of nutrition knowledge, attitudes, and dietary behavior. The sample consisted of a treatment group (n = 59) and a control group (n = 58). The treatment group participated in a five-week nutrition course offered at a public health unit. At the conclusion of the program the respondents had improved nutrition knowledge, maintained positive attitudes, and improved reported nutrition behavior. Nutrition knowledge scores rose significantly from the pretest to posttest situations for both groups. However, only the treatment group showed a rise in knowledge scores from the pretest to the retention test. No significant changes in scores occurred on the attitude scale, which measured flexibility-rigidity in nutrition attitudes. Pretest scores were very high for both treatment and control groups, suggesting a possible ceiling effect. Nutrition behavior was measured by 24-hour recalls which were scored qualitatively. The mean behavior scores rose significantly from pretest to posttest and pretest to retention test for the treatment group only.     

“现代营养与疾病”宣教对大学生营养知识、态度和行为的影响

目的了解＂现代营养与疾病＂宣教对某医科大学学生营养知识、态度和饮食行为的影响,为更有效地开展营养教育提供理论依据。方法随机抽取某医科大学不同专业学生213人,采用自行设计的营养知识、态度和饮食行为问卷,在＂现代营养与疾病＂宣教前后分别进行调查,使用Epidata软件录入资料,SPSS13.0软件进行统计学分析。结果在＂现代营养与疾病＂宣教前,大学生的营养知识知晓率较高,营养态度较积极,但饮食行为存在严重的不合理现象;宣教后大学生的营养知识、态度和饮食行为都得到明显改善。结论 ＂现代营养与疾病＂作为营养宣教内容,可以明显地改善大学生营养知识缺乏和营养态度不积极的现象,并促进其改变不良的饮食行为,达到促进健康的目的 。     

A nutrition education curriculum for senior high home economics students: Its effect on students' knowledge,attitudes, and behaviors

The purpose of this study was to determine the effect of nutrition instruction—using the culrriculum guide Nutrition in a Changing World, Concerns of Young Adults—on nutrition knowledge, selected food/nutrition attitudes, and food behaviors of students enrolled in senior high school home economics courses. A quasi-Solomon four-group experimental design was used. One experimental group was pretested, taught nutrition via the curriculum, and posttested. A second experimental group, which was not pretested, was taught nutrition via the curriculum and posttested. One control group was pretested and posttested, and a second control group was only posttested. Neither control group received food and nutrition instruction until after the study was complete. We used three instruments to collect data: a nutrition knowledge test, a food/nutrition attitude instrument containing four scales, and a two-part food behavior assessment form. The results indicate that the experimental group had significantly improved knowledge scores and improved attitude scores on the scale entitled Nutrition Affects Health. No significant changes were observed in posttest scores on the food behavior assessment form.     

A Nutrition Curriculum for Health Education: Its Effect on Students'' Knowledge, Attitude, and Behavior

The objective of the study was to determine the effect of nutrition instruction, using the curriculum guides, Nutrition In A Changing World, A Curriculum for Junior High Health, and A Curriculum for Senior High Health, on improving the nutrition knowledge, selected food/nutrition attitudes, and dietary behavior of students enrolled in secondary level health courses. Three groups of students were utilized including one experimental and two control groups at each level (junior high and senior high). The experimental group was pretested, taught the nutrition curriculum, and posttested. One control group was posttested only to measure the effect of the pretest on posttest performance. A second control group was pretested and posttested. Neither control group received nutrition instruction until after the study was completed. The three instruments used to collect data were a nutrition knowledge test, a food/nutrition attitude instrument, and a food frequency form. The results indicate that, at all grade levels, the experimental group had significantly improved knowledge scores. Little change in attitude scale scores was noted in grades seven and eight, while ninth grade experimental students scored significantly higher on the posttest for all attitude scales. Little improvement was seen in the posttest food frequency scores.     

The correlation between nutrition knowledge and eating behavior in an American school: the role of ethnicity

The purpose of this study was to examine the relationship between nutrition knowledge and eating behavior of a sample of middle school children. The participants were 532 students in the sixth, seventh, and eighth grades from Shawnee Middle School in Lima, Ohio. The students were asked to a complete a questionnaire (CANKAP--Comprehensive Assessment of Nutrition Knowledge, Attitudes, and Practices), which measured nutrition knowledge and eating behavior, and is reproduced here. The data were coded and computer-analyzed using the SAS statistical program for analysis by frequency distribution, one-way analysis of variance, Pearson Correlation Coefficients. Data analysis provided the following results: Mean nutrition knowledge scores of sixth grade students (68.4) were higher than mean nutrition knowledge scores of seventh and eighth grade students (58.5 per cent). The relationship between nutrition knowledge and eating behavior was insignificant for sixth grade students, but significant for seventh and eighth grade students. Also, "Caucasians" had higher mean knowledge scores than "Other" ethnic groups combined. The students demonstrated knowledge about the cultural and psychological aspects of nutrition. However, they were not able to identify the food sources of nutrients or nutrient functions, and they did not use a daily food guide to choose foods, although they were aware of the importance of milk and vegetable consumption. Knowledge about nutrition and healthy eating behavior appears to be weak within this group, and it would be beneficial to promote a nutrition curriculum for students in middle schools.     

长沙市岳麓区559名小学教师营养知信行现状研究

目的了解小学教师的营养知识、态度和行为现状,分析其影响因素,为今后开展小学生营养教育干预提供依据。方法采用整群抽样的方法,2006年9月对长沙市岳麓区29所小学559名小学教师进行营养知识-态度-行为的问卷调查。结果小学教师掌握了一定的基础营养知识,平均得分为20．72±3．49分,答题正确率达到71．46％±12．04％。营养态度方面,对接受营养知识和营养教育的态度很好,但营养行为有待进一步改善。经两样本t检验和逐步回归分析发现,性别（P〈0．05）、城郊分组（P〈0．01）是小学教师营养知识得分的影响因素。结论有必要对小学教师开展营养教育。     

Evaluation of nutrition instruction in a group of Senegalese students at the secondary level

BACKGROUND: In Senegal, nutrition instruction was implanted in 1981 in the national curriculum of biology and has never been evaluated since. METHODS: The purpose of this study, was to evaluate the effect of a six weeks nutrition instruction program on improving nutrition knowledge and nutrition attitudes in an experimental group including 81 subjects aged 16.7+/-1.2 years and a control group including 80 subjects aged 15.7+/-1.3 years. These subjects came respectively from third and fourth grade. A questionnaire on knowledge and one on attitudes were administered to the experimental group, before and after the nutrition instruction, while the control group, who did not received any nutrition instruction, also answered the questionnaires. RESULTS: Results indicate that the adjusted mean knowledge posttest scores did not significantly increase in the experimental group compared to the control group. In addition, the adjusted mean attitude postscores of the boys and girls of the experimental group on the attitude scale "Nutrition affects health" were significantly higher from that of the control group. CONCLUSION: An evaluation of the nutrition curriculum and the teaching methods is suggested in order to improve the effectiveness of this nutrition program.     

Comparison of family interaction patterns related to food and nutrition

The study examined family interaction patterns related to food and nutrition and parents' attitudes toward the importance of nutrition and compared interaction patterns and attitudes of parents participating in a nutrition education program (self-selected) to a cross-sectional sample of parents. It also assessed differences according to educational level, income, and mother's employment status. Income and education levels were higher for the self-selected sample. Parents from the self-selected sample had higher attitude scores and interaction behavior scores than those in the cross-sectional sample. Ninety-five percent of mothers and 83% of fathers with young children in the cross-sectional sample ate the evening meal together. Parents who participated in a nutrition education program reported discussing topics related to food and nutrition with their families more frequently than did parents in the cross-sectional sample. For both fathers and mothers, attitude and interaction scores differed with education level. Mothers who were employed part-time showed the most positive attitudes toward nutrition and the highest family interaction scores. Possible explanations for and implications of these findings are discussed.     

A comparison of two teaching strategies on nutrition knowledge,attitudes and food behavior of preschool children

The purpose of this study was to investigate the effect of two teaching strategies, benefit appeal and threat appeal, on the nutrition knowledge, attitudes and food behavior of 103 preschool children. Nutrition information was conveyed using three traditional fairy tales that were rewritten to present basic nutrition concepts. The fairy tales modified for the benefit appeal group emphasized the positive, favorable results of eating a variety of vegetables, while those modified for the threat appeal group focused on the health and nutrition risks arising from not eating vegetables. Classes of preschool children were randomly assigned to a control group or to one of two experimental groups (the benefit appeal or threat appeal). The researcher used a flannel board to illustrate the fairy tales as they were presented to the two experimental groups. One fairy tale was presented on each of three consecutive school days. Control group children did not hear the modified fairy tales. Nutrition knowledge, attitude and behavior were assessed prior to and after the story presentations. Results revealed that the benefits appeal group had higher adjusted mean posttest knowledge scores than the threat appeal group, and that both experimental groups had significantly higher adjusted mean post-test knowledge scores than the control group. Both experimental groups had similar significantly higher adjusted mean post-assessment attitude scores than the control group, but the experimental groups did not differ significantly. Results of the food behavior assessment varied with the snack choice offerings. Children in the benefit appeal group had significantly higher adjusted mean post-intervention scores than the control group for all snack choices and significantly higher adjusted mean post-intervention scores than those of the threat appeal group for half of the snack food choices; the adjusted mean post-intervention scores for the threat appeal group were significantly higher than those of the control group for only half of the snack food choices.Further research is needed, with a more demographically diverse sample, to validate the positive effect of the benefit appeal teaching strategy with preschool children.     

Using the PRECEDE Model to Determine Junior High School Students'' Knowledge, Attitudes, and Beliefs about AIDS

The effectiveness of a one-period school-based AIDS education program on an adolescent population of seventh and eighth grade students (N = 585) was determined. An instrument based on the PRECEDE model was used to assess program effectiveness. Three-way analysis of variance indicated significant differences (p v .01) between pretest to posttest scores for knowledge, attitude, and beliefs for those who received the program versus those who did not by grade and gender of students. The intervention group scored significantly higher than the comparison group on knowledge gain for both seventh and eighth grade students and for males and females. On attitude items, a significant increase occurred from pretest to posttest for eighth grade students who received the program, but not for seventh grade students. The experimental group of eighth grade students scored higher on the attitudes component than the comparison of eighth grade students on the posttest. When attitudes were examined by gender for females in the educational intervention, an increase occurred in attitude scores from pretest to posttest. While belief scores increased significantly from pretest to posttest for the experimental seventh and eighth grade students, significant increases occurred only for experimental group females. Findings support the contention that a one-class period AIDS education program can affect more than just knowledge since attitudes and beliefs also were partially affected.     

2011年深圳市宝安区石岩社区幼儿园教师营养知识、态度、行为调查

[目的]了解城市社区幼儿园教师营养知识、态度、行为状况,以便有效改善幼儿的营养水平。[方法]2011年5月,对深圳市宝安区石岩街道的18所社区幼儿园(提供中餐)的284名教师进行问卷调查。[调查]调查284人,营养知识得分为19.63±3.22分,营养态度得分为5.64±0.81分,营养行为得分为18.62±3.53分。幼儿教师营养知识、态度、行为总分,低等、中等、高等文化程度者分别为50.81±2.98、53.82±3.02、56.44±3.86分(P<0.05);托幼工龄1～5、6～10、>10年者分别为53.64±2.89、55.62±2.67、53.13±2.98分(P>0.05)。营养知识、态度、行为单项得分,不同文化程度幼儿教师之间的差异均有统计学意义(P<0.01)。不同托幼工龄幼儿教师营养知识得分的差异有统计学意义(P<0.01),营养态度、营养行为得分的差异均无统计学意义(P>0.05)。[结论]社区幼儿园教师特别是文化程度较低者的营养知识有待加强。     

西双版纳州大学生营养知识、态度和饮食行为调查

目的 了解西双版纳州大学生营养知识、态度和行为状况,为高校普及营养知识提供参考依据。方法 采用随机抽样法,对西双版纳州大学生进行营养知识、态度和饮食行为情况进行问卷调查。结果 大学生营养知识得分率57.44%,饮食行为得分率为51.8%,营养态度得分率为92.6%;食品专业营养知识和饮食行为得分为(34.7±6.05)和(18.09±4.15),高于其他专业得分:(30.83±6.73)和(15.42±4.21),(t=4.185、-4.555,P值均<0.001),汉族学生营养知识和饮食行为得分为(32.49±6.45)和(16.36±4.31),高于其他民族得分(29.99±6.77)和(14.98±4.10),(t=6.333、5.482,P值均<0.001),高年级学生营养知识和饮食行为得分为(31.10±6.81)和(17.33±4.55),高于一年级得分(28.91±4.86)和(15.47±4.21),(t=-2.158、-2.912,P值均=0.031),女生营养知识得分为(31.36±6.75),高于男生(29.50±6.55),(t=-3.641,P<0.001),女生饮食行为得分为(15.22±4.18),低于男生(16.97±4.24)(t=5.483,P<0.001);营养知识、营养态度与饮食行为呈显著正相关(P<0.01)。结论 西双版纳州大学生营养知识欠缺,饮食习惯较差,但营养态度积极,应在高校开展营养相关教育。     

中学生营养知识、态度及饮食行为的现状调查

目的:了解中学生营养知识的掌握情况及其对合理营养的态度和饮食行为情况,以便指导学生正确的饮食行为,改正不良饮食习惯,提高学生营养知识水平。方法:采用自行设计的问卷调查表,随机抽取样本进行中学生营养知识、态度和饮食行为的调查。结果:93.3%的中学生对了解营养知识的态度积极,营养知识测试最高分为50分(满分),最低分为5分,平均分为42.06分,比较理想;有50%以上的中学生选择食物时最关心的是个人口味和爱好,其次是价格。把既有营养又卫生,有利于健康作为第一考虑的仅有19.1%。结论:本次调查中学生常识性营养知识得分较高,饮食行为较合理,但选择食物的标准欠合理。     

Nutritional knowledge, attitudes, and food patterns of women athletes

Nutritional knowledge, attitudes, and food patterns of women athletes at the University of Nebraska at Lincoln were studied. Mean test scores for nutritional knowledge were higher for questions relating to "nutrition for the athlete" than to "general nutrition." Attitudes toward nutrition were generally favorable, with a positive correlation between nutritional knowledge and attitudes. Athletes who had received some form of nutrition education had higher nutritional knowledge and attitude scores than those who had not. Respondents were especially concerned with diet as it relates to weight control; those with higher knowledge scores consistently followed food patterns for weight-control diets similar to those used in training and pre-event diets.     

洛阳市大学生营养知识态度行为与膳食结构调查

目的 了解洛阳市大学生营养知识、态度、行为与膳食结构状况,为开展大学生营养宣传教育提供科学依据.方法 分层整群抽取洛阳市3所大学965名学生,运用健康教育KAP模型问卷调查大学生营养知识、态度、行为及营养意愿,计算各自得分.同时用简化膳食频率问卷结合称重法调查大学生膳食结构.结果 医学食品科学类、理工类、师范类专业学生的营养知识平均得分分别为(18.32±3.06),(13.21 ±3.0),(15.02 ±3.44)分,膳食态度平均得分分别为(18.25±2.54),(9.58±2.65),(16.36±2.65)分,差异均有统计学意义(P值均＜0.05);膳食行为平均得分分别为(9.47±2.54),(8.25 ±2.65),(8.47±2.65)分,差异无统计学意义(P＞0.05).不同专业学生对营养知识的兴趣、营养重要性认识和是否愿意改变不良饮食习惯方面差异均有统计学意义(P值均＜0.05).大学生膳食结构除粮谷类和蛋类外,其余类别的食物摄入量均低于膳食宝塔的要求;男生水果和奶类摄入量低于女生,差异均有统计学意义(P值均＜0.05).结论 应对大学生加强营养健康教育,形成科学的膳食认知和结构.     

A self-instruction nutrition program for pregnant women

The Prenatal Nutrition Program (PNP), a self-instruction program, consists of a videocassette and three pamphlets concerning nutrition during pregnancy. An evaluation study made PNP available to 52 white, middle-class, well-educated pregnant women in their physician's waiting room. PNP improved their knowledge but had no significant effect on their attitudes (initially very positive) or dietary behavior. On the basis of combined pre- and post-PNP program testing, significant correlations were found between the pregnant women's knowledge and attitudes and between their knowledge and dietary behavior. All subjects rated PNP very favorably. It is concluded that self-instruction programs offer a viable and less costly alternative to individual nutrition counseling.     

Long-term Student Outcomes of the Integrated Nutrition and Physical Activity Program

ObjectiveTo examine the long-term effects of the Integrated Nutrition and Physical Activity Program (INPAP), a school-based nutrition education program.DesignQuasi-experimental design comparing intervention and comparison cohorts at 3–6 years after delivery of the INPAP intervention on nutrition- and physical activity–related outcomes.SettingThis study was conducted in 1 school district in a low-income rural county of ～15,000 residents in south-central Colorado.ParticipantsIn second grade, intervention and comparison cohorts included 173 (fall 2000) and 190 (fall 1999) students, respectively. Approximately 60% of these students completed assessments in eighth grade.InterventionsINPAP is an experiential school-based nutrition education program, grounded in social cognitive theory and Piaget's cognitive development theory and adapted for use in a rural setting.OutcomesNutrition and physical activity knowledge, self-efficacy, attitudes and behaviors, body mass index.AnalysisWilcoxon signed rank test, chi-square test for proportions, and t test for means.ResultsLong-term effects were observed in nutrition-related knowledge and attitudes but not self-efficacy or behavior change. The effects that did occur were attenuated over time.Conclusion and ImplicationsThis study found that INPAP implemented in elementary school had limited lasting effects by the end of middle school, a time when students have increased autonomy to make food choices.     

中学生预防艾滋病教育题库信效度分析

目的检验学校预防艾滋病教育初、高中题库的应用效果,为发挥其在评估中的教育引导功能提供参考依据。方法在北京、内蒙古、新疆、陕西、上海5个省(市),采用方便整群抽样方法抽取20所初中与20所高中共3 881名学生进行问卷调查并进行分析。结果学校预防艾滋病教育初、高中题库中产生的问卷具有较好的区分度和内容效度;项目省知识和总分得分均高于非项目省,差异均有统计学意义(P值均<0.01);项目省知识和总分的合格率均高于非项目省,差异均有统计学意义(P值均<0.01);初、高中问卷的知识、态度得分和总分与"中学生生活技能评价量表"的8个维度和量表总分之间均呈弱的正相关,差异均有统计学意义(P值均<0.01)。初、高中问卷技能维度的题目有待增加和修订。结论初、高中题库产生的问卷在整体上具有较好的区分度和内容效度,可以作为用于学校艾滋病教育评估的测试工具。     

Dissemination and Use of a School-Based Nutrition Education Program For Secondary School Students

ABSTRACT: Program dissemination and implementation represent critical components of effective school-based health promotion interventions. This study examined the dissemination and implementation of a nutrition teaching program, Nutrition For Life, in New York State secondary schools. Some 1,312 health, home economics, and physical education teachers in junior and senior high schools provided information through random sample mail surveys. Logistic regression procedures examined teacher and school characteristics associated with receipt and use of the program. Overall, 50% of junior high school and 33% of senior high school teachers received the program and three-quarters of these teachers used it. At both levels, home economics teachers were more likely to receive and use the program than health teachers. Peer-led teacher training workshops organized through an existing community-based network provide an effective and efficient mechanism for disseminating nutrition teaching programs.