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Ray, S., C. Laur, M. Rajput-Ray, and P. Douglas. "UK Need for Nutrition Education Programme." BMJ 346, mar13 3 (March 13, 2013): f1548. http://dx.doi.org/10.1136/bmj.f1548.
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Rogers, Beatrice, and Nina Schlossman. "“Public Nutrition”: The Need for Cross-Disciplinary Breadth in the Education of Applied Nutrition Professionals." Food and Nutrition Bulletin 18, no. 2 (January 1997): 1–13. http://dx.doi.org/10.1177/156482659701800211.
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A study supported by the Pew Charitable Trusts investigated whether the nutrition situation in Central America and Mexico would be improved by professional training in applied, operationally oriented nutrition. The results reported here are based on interviews conducted with nutrition professionals in the United States and abroad and a survey of graduates of US graduate programmes. The respondents agreed that appropriate training of nutrition professionals could improve the nutrition situation of the region, recognizing that social and economic factors are critical determinants of nutrition. This field was seen as a social science discipline. The name “public nutrition” is proposed for the field. Critical elements of training include reaching a critical mass of persons at multiple levels; obtaining institutional commitment to allow newly trained professionals the resources and responsibility to apply what they have learned in their jobs; building in follow-up through networking, information exchange, and reunions of participants and faculty; and combining the skills and knowledge of public nutrition with a strong disciplinary base in a recognized field. The substance of the training programme would consist of applied research skills; communication and advocacy skills; programme management and administration; nutrition science; nutrition programmes and policies; social science concepts of economic and political economy; and fieldwork, internships, or practical. The usefulness of each of these fields is assessed by employed graduates of US programmes. Effective professionals also need personal qualities of leadership, dedication, motivation, and an entrepreneurial spirit. Immediate returns to short-term training of front-line programme managers should not result in ignoring the long-term benefit of higher-level professional education of senior administrators, policy makers, and researchers needed to advance the field of nutrition.
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Verdonschot, Angeliek, Emely de Vet, Natalie van Seeters, Jolieke Warmer, Clare E. Collins, Tamara Bucher, and Annemien Haveman-Nies. "Caregivers’ Role in the Effectiveness of Two Dutch School-Based Nutrition Education Programmes for Children Aged 7–12 Years Old." Nutrients 13, no. 1 (January 1, 2021): 140. http://dx.doi.org/10.3390/nu13010140.
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Childhood eating behaviours can track into adulthood. Therefore, programmes that support early healthy eating, including school-based nutrition education programmes, are important. Although school-based programmes may be beneficial in improving nutrition knowledge, impact on actual fruit and vegetable (FV) intake is generally limited as FV intake is also influenced by the home environment. The current study includes secondary analyses of data from an evaluation study on Dutch nutrition education and examined the role of caregivers’ health promotion behaviours (HPB) in influencing healthy eating behaviours in primary school children (n = 1460, aged 7–12 years) and whether caregivers’ HPB contribute to programme effectiveness. Children’s nutrition knowledge, FV intake and caregivers’ HPB (FV/sugar-sweetened beverages/sweets provision to take to school, cooking together and talking about healthy food at home) were measured by child-reported questionnaires at baseline, during, and 6 months post-programme. Results indicated that caregivers’ HPB was positively associated with children’s healthy eating behaviours and that programme effectiveness was highest in those in the lower HPB subcategory. In conclusion, children with less encouragement to eat healthily at home potentially benefit more from school-based nutrition education programmes than children receiving more encouragement. This highlights the important role of the home environment in supporting healthy eating behaviour in children.
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Meiklejohn, Sarah J., Liza Barbour, and Claire E. Palermo. "An impact evaluation of the FoodMate programme: Perspectives of homeless young people and staff." Health Education Journal 76, no. 7 (July 14, 2017): 829–41. http://dx.doi.org/10.1177/0017896917715780.
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Objectives: Food insecurity remains an issue for vulnerable populations in developed countries. The potential dietary and food security impacts of nutrition education programmes in Australia remain largely undocumented. This study investigated the impacts of an eight-session nutrition education programme delivered within community case management services for young people experiencing homelessness. Design and setting: A qualitative case study was undertaken in a community-based youth housing agency in Western Melbourne, Australia. Methods: Seven semi-structured interviews and two focus groups were conducted with a purposive sample of 10 past programme graduates and five youth service staff. Data were thematically analysed using a phenomenological lens. Results: The impacts of the programme were described by four themes: (1) the nutrition education programme created a platform for social engagement, (2) reduced reliance on emergency food relief for participants, (3) participants developed food-related knowledge and skills and (4) the programme was seen as a step towards food security for young people. These impacts were dependent on a myriad of personal and programme-related characteristics. Personal characteristics included participants’ intrinsic motivating factors to change their behaviours or a pre-existing interest in nutrition. Programme characteristics included the programme’s flexible structure and facilitation by caseworkers that were known to the young people. Conclusion: Study findings highlight the potential impacts of a nutrition education programme on dietary behaviours and food security status when embedded within community-based services.
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Mehta, Kaye, Carolyn Dent, Georgia Middleton, and Sue Booth. "Personal development, wellbeing and empowerment gains for nutrition peer educators: a South Australian perspective." Health Promotion International 35, no. 5 (November 7, 2019): 1159–67. http://dx.doi.org/10.1093/heapro/daz099.
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Abstract This study aimed to explore the experience of being a Community Foodies (CF) peer educator with respect to personal benefits, specifically, personal development, wellbeing and empowerment. Qualitative semi-structured telephone interviews conducted with metropolitan and country peer educators of the CF programme. The CF programme in South Australia (SA) delivers nutrition education to disadvantaged communities. Ten adult peer educators from the CF programme: seven from country SA and three from Adelaide. Phenomenon of interest is that peer educators’ perceptions of personal growth and development from involvement in the CF programme. The interviews were audiotaped and analysed thematically. The experience of being a nutrition peer educator improved personal skills and knowledge, dietary habits, self-esteem, confidence, sense of belonging and civic engagement. Peer educators felt that the CF programme was run in a straightforward, easy to understand way, with a welcoming environment and abundant support from the coordinators. Apart from benefits to themselves, peer educators appeared to be most proud of their capacity to contribute to the nutritional health of the broader community. Peer education programmes in disadvantaged communities provide policy makers with valuable and cost-effective approaches to improve health, build self-efficacy, strengthen community engagement, and, foster active participation and trust.
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Sheikholeslam, R., Z. Abdollahi, and F. N. Haghighi. "Managing nutritional programmes in developing countries." Eastern Mediterranean Health Journal 10, no. 6 (June 13, 2004): 737–46. http://dx.doi.org/10.26719/2004.10.6.737.
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Improving community nutrition in developing countries requires a detailed epidemiological picture of the prevalent nutritional problems in different regions and age groups. This makes it possible to identify priorities, sensitize policy-makers, establish political commitment and design appropriate community programmes for income generation and education for the best use of food resources. Experiences acquired from community-based nutritional programmes show that ownership of a programme by the community and using a tailor-made approach are essential factors in the successful implementation of programmes. A multifaceted approach is needed, involving a range of sectors-agriculture, commerce, education and health– and commitment at all levels from government to communities and individuals
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Alzaben, Abeer Salman, Noha Ibrahim Alnashwan, Afnan Abdullah Alatr, Nourah Abdullah Alneghamshi, and Anwar Mohammed Alhashem. "Effectiveness of a nutrition education and intervention programme on nutrition knowledge and dietary practice among Princess Nourah Bint Abdulrahman University’s population." Public Health Nutrition 24, no. 7 (February 10, 2021): 1854–60. http://dx.doi.org/10.1017/s1368980021000604.
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AbstractObjective:The study sought to assess the influence of nutrition education and intervention programmes on nutrition knowledge and dietary practice among both students and staff (including faculty) of Princess Nourah Bint Abdulrahman University in Saudi Arabia.Design:A pretest–posttest, non-randomised experimental study design was implemented at Princess Nourah Bint Abdulrahman University in Riyadh City between September 2019 and February 2020.Setting:Princess Nourah Bint Abdulrahman University is the largest women’s university in the world and has eighteen colleges and institutions and around ninety academic programmes.Participants:The survey was completed by 1824 participants (1350 students and 474 staff/faculty) before the intervention and by a different cohort of 1731 participants (1317 students and 414 staff/faculty) after the intervention. In total, an independent sample of 3555 staff and students participated. Participants were asked about dietary knowledge and practices. Dietary knowledge entailed food variety and nutrients, fast food and its poor nutritional value, and the influence of cooking style on the nutritional quality of food. Dietary practices involved eating breakfast; consuming salt/sugar, eating high-salt food; eating pre-packaged food and consumption of vegetables, fruits, supplements, water and caffeine.Results:The majority of the sample consisted of students (75·1 %) and had not been diagnosed with any disease (73·7 %). The result of the current study showed that nutrition knowledge improved after completion of the nutrition programme.Conclusions:The nutrition awareness programme improved students’ nutritional knowledge; however, there was no significant effect on their dietary practices. Future nutrition awareness programmes should separate activities for students and staff, focusing on one target population at a time.
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Abidoye, R. O., and J. O. Lewis. "Nutrition education ‐‐ an intervention programme for malnourished in nutrition rehabilitation centre." Early Child Development and Care 79, no. 1 (January 1992): 55–63. http://dx.doi.org/10.1080/0300443920790106.
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Seaman, Claire, and Terry Kirk. "Nutrition education for schoolchildren – the Nutri‐Programme approach." British Food Journal 97, no. 1 (February 1995): 11–16. http://dx.doi.org/10.1108/00070709510077926.
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Pettigrew, Simone, Nicole Biagioni, Sarah Moore, and Iain S. Pratt. "Whetting disadvantaged adults’ appetite for nutrition education." Public Health Nutrition 20, no. 14 (September 19, 2016): 2629–35. http://dx.doi.org/10.1017/s1368980016002512.
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Abstract Objective To identify the features of a nutrition education programme for disadvantaged adults deemed most attractive and useful by participants. Design A two-year, multi-method, qualitative evaluation of pre and post data collected from programme participants. Data were imported into NVivo10 for coding to facilitate a thematic analysis. Setting Western Australia. Participants Individuals attending the Western Australian FOODcents nutrition education programme that is designed to provide knowledge and skills needed to consume a healthy diet on a budget. Focus groups were conducted several weeks after course completion (five groups, forty-seven participants), observations were conducted during FOODcents sessions (thirty-one observation episodes, 237 participants), and open-ended questions were asked in pre–post hard-copy surveys administered in sessions (n 927) and an online survey administered on average six weeks after course completion (n 114). Results The course attributes that were found to be especially important to participants were: (i) user-friendly, practical information that could be immediately translated to their daily lives; (ii) experiential learning that involved direct contact with food products; and (iii) opportunities for social interaction. These aspects of nutrition education were described as being highly influential in the decision to participate in the course, the application of the information in their subsequent food purchase and preparation activities, and their word-of-mouth communications with others about the course. Conclusions Incorporating aspects of most importance to participants into nutrition education programme delivery and promotion may increase joining rates, enjoyment, satisfaction with course content and, ultimately, the uptake of recommended behaviours.
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Qian, Ling, Ian M. Newman, Lok-Wa Yuen, Weijing Du, and Duane F. Shell. "Effects of a comprehensive nutrition education programme to change grade 4 primary-school students’ eating behaviours in China." Public Health Nutrition 22, no. 5 (January 8, 2019): 903–11. http://dx.doi.org/10.1017/s1368980018003713.
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AbstractObjectiveAs part of a national initiative to reduce child obesity, a comprehensive school-based nutrition education intervention to change eating behaviours among grade 4 primary-school students was developed, implemented and evaluated.DesignThe intervention was developed by school staff, with technical assistance from outside health education specialists. The programme included school facility upgrades, school teacher/staff training, curriculum changes and activities for parents. Student scores on nine key eating behaviours were assessed prior to and after the programme. The quality of programme implementation in the schools was monitored by technical assistance teams.SettingShandong Province (high household income) and Qinghai Province (low household income), China. Three programme schools and three control schools in each province.ParticipantsStudents in grade 4 (age 8–9 years).ResultsThere were significant positive changes in self-reported eating behaviour scores from pre- to post-assessment in programme schools. At post-test students in programme schools had significantly higher scores than students in control schools after controlling for other variables. The programme was more effective in the high-income province. Observations by the technical assistance teams suggested the programme was implemented more completely in Shandong. The teams noted the challenges for implementing and evaluating programmes like these.ConclusionsThis intervention increased healthy eating behaviours among 4th graders in both provinces and had more effect in the more affluent province. Results suggest that a scaled-up initiative using existing school and public health resources could change eating practices in a large population over time. The intervention also provided lessons for implementing and evaluating similar nutrition programmes.
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Zhang, Fan, Xiaoqi Hu, Zuyin Tian, Qian Zhang, and Guansheng Ma. "Literature research of the Nutrition Improvement Programme for Rural Compulsory Education Students in China." Public Health Nutrition 18, no. 5 (May 27, 2014): 936–43. http://dx.doi.org/10.1017/s1368980014001001.
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AbstractObjectiveTo describe the Nutrition Improvement Programme for Rural Compulsory Education Students (NIPRCES) in China and to share the experiences of developing and implementing nationwide school meal programmes with other countries.DesignThe article is based on a literature review of technical documents and reports of NIPRCES and relevant national legislation, technical reports and studies on school nutrition, minutes of meetings and national conferences, and official documents of the National Office of Student Nutrition and the Chinese Center for Disease Control and Prevention.SettingPeople’s Republic of China.SubjectsPublished papers, national policies, legislation and unpublished official documents.ResultsA total of 23 million rural compulsory education students were covered by NIPRCES. In the development and implementation process of NIPRCES, fifteen ministries and national committees were involved and an efficient collaborative mechanism was established. All NIPRCES-covered schools were required to serve meals on a daily basis. By the end of June 2012, the proportions of students choosing ‘school feeding’, ‘food package’ and ‘family feeding’ modes were respectively 64·0 %, 32·0 % and 4·0 %. The central government subsidized school meals annually by more than $US 2·5 billion and invested $US 4·8 billion on school kitchens to support this programme.ConclusionsThe NIPRCES is a significant movement of governmental nutritional intervention in China. Food safety, financial security, decentralization and other potential concerns should be considered and lessons can be learned from other countries. Further relevant research and a nationwide monitoring and evaluation programme are needed.
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Veronica Ngozi, Orajekwe. "Effects of Community Based Nutrition Education Programme on Nutritional Knowledge of Rural Women in Idemili South Local Government Area." Academic Journal of Life Sciences, no. 512 (December 25, 2019): 124–27. http://dx.doi.org/10.32861/ajls.512.124.127.
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The study was undertaken to investigate the effects of community based nutrition education programme on nutritional knowledge of rural women in Idemili South Local Government Area of Anambra State, Nigeria. In line with the objectives of the study three research questions and two null hypotheses were postulated. Related literatures were reviewed and summarized. Descriptive survey research design was adopted. The accessible population for the study consisted of all the women in the social clubs in the 7 towns that make up Idemili South Local Government Area. The sample consisted of 204 mothers in all the nine social clubs in the randomly selected nine villages. Data were gathered by means of structured questionnaire. Data obtained were analysed using Statistical Package for Social Science (SPSS) version 15. The research questions were answered using mean gain scores. The hypotheses were tested at 0.05 level of significance using t-test. The finding among others showed that there was a significant difference (p<0.001) in the mean gain nutritional knowledge score of the respondents before and after nutrition education. Based on the findings, conclusions and recommendations were made pertinent among which is the need to include nutrition education programmes in the women annual general meeting and other women gathering in Nigeria. This is intended to expose women to accurate nutrition information which will improve their nutrition knowledge of their families.
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Friel, Sharon, Cecily Kelleher, Paula Campbell, and Geraldine Nolan. "Evaluation of the Nutrition Education at Primary School (NEAPS) programme." Public Health Nutrition 2, no. 4 (April 1999): 549–55. http://dx.doi.org/10.1017/s1368980099000737.
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AbstractObjective:To assess the impact and suitability of a pilot dietary educational programme for primary school pupils. The Nutrition Education at Primary School (NEAPS) programme aimed to build awareness of the benefits of healthy eating, induce positive behaviour change and increase the children's knowledge.Design:A comparative quasi-experimental study with follow-up after 3 months.Setting:Eight primary schools in the Eastern and North Western Health Boards and three control schools in the same board regions.Subjects:Data were used from 821 Irish school children aged 8–10 years old.Methods:The education programme comprised 20 sessions over 10 weeks including circular worksheets, homework assignments and an aerobic exercise regime. At baseline and after 3 months pupils completed food diaries and a validated food pairing questionnaire on food behaviour, knowledge and preferences.Results:Significant differences were found in the intervention children's behaviour and preference levels after the NEAPS programme (P < 0.01 in both sections). Knowledge levels were very high at baseline and though some individual items improved, average change overall was not significant. Rural children appeared to benefit more in behaviour and preferences from the programme (P < 0.01). The NEAPS programme appeared to be less effective in pupils in disadvantaged areas (P < 0.01 for each of the sections: behaviour, preference and knowledge). One hundred and eighty-seven children completed food diaries. The intervention children's consumption of fruit and vegetables increased, and they consumed less salty snacks after the programme. Rural children were confirmed to have healthier diets at baseline.Conclusions:Following the NEAPS pilot programme positive changes were seen in the school children's eating behaviour and preferences for healthier foodstuffs. This suggests successful development of a culturally sensitive nutrition education programme for school children aged 8–10 years.
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Jatau, Audu Andrew. "Effect of Nutrition Education Programme on Food-Related-Knowledge and Attitudes of Literate Women in Pankshin Community, Nigeria." International Letters of Social and Humanistic Sciences 19 (December 2013): 18–27. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.18.
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The study investigated the effect of nutrition education programme on food-related- knowledge and attitudes of literate women in Pankshin community. The non-randomized control group pretest posttest quasi-experimental design was employed for the study. The instruments for data collection were a self developed 53 items nutritional knowledge and attitude questionnaire (NKAQ) and 24 content 12 weeks unit plans. The findings of the study showed that there was statistical significant difference between the mean scores of the nutritional knowledge of women exposed to nutrition education programme (NEP) and those not exposed to NEP. There was statistical significant difference between the mean scores of the nutritional attitudes of the women exposed to NEP and those not exposed to NEP. Level of education has no significant influence on the nutritional attitudes of the women. Age has no significant influence on the nutritional attitudes of the women. Based on these findings, suggestions were proffered on ways to curtail the problems of nutritional disorders.
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Sharma, Jyoti, Homayoun Ludin, Monika Chauhan, and Sanjay Zodpey. "Public health nutrition in Afghanistan-policies, strategies and capacity-building: current scenario and initiatives." Eastern Mediterranean Health Journal 27, no. 7 (July 29, 2021): 728–37. http://dx.doi.org/10.26719/emhj.21.043.
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Background: Afghanistan is grappling with high burden of malnutrition in women and children and a rising burden of noncommunicable diseases. Aims: A narrative review was conducted with the aim of mapping current nutrition policies and capacity development initiatives to assess policy and the institutional environment and identify gaps and opportunities. Methods: A comprehensive, broad based search was conducted, including databases and websites and policy and programme documents. Results: The policy focuses on multisectoral efforts to address nutrition challenges; however; implementation of nutrition-specific and nutrition-sensitive interventions is not delivered uniformly at the community level due to continued conflic situations and geographic inaccessibility, lack of availability of trained human resources and weak institutions. There is limited evidence on the effectiveness of nutrition programmes in Afghanistan. Limited policy provisions are available to address nutrition issues due to the rising burden of noncommunicable diseases, urbanization and changing dietary patterns. The shortage of skilled nutritional professionals is a critical issue. Lack of institutional capacity, educational standards and accreditation mechanism poses major challenges. Ongoing training programmes are fragmented and fail to meet the requirements of a professional nutrition workforce. Conclusion: The findings highlight that well-structured policies and strategies focusing on maternal and child nutrition provide an enabling policy environment to scale up nutrition interventions. Evidence on the implementation of programmes is needed to aid policy recommendations. The lack of an institutional mechanism for professional nutrition education highlights the great need for action in Afghanistan for public health nutrition and education.
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Johnston, Bryan, Ahmad El-Arabi, Krista Tuomela, and David Nelson. "The Food Doctors: A pilot study to connect urban children and medical students using nutrition education." Health Education Journal 78, no. 4 (December 10, 2018): 441–50. http://dx.doi.org/10.1177/0017896918816735.
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Background: Children in the USA face increasing nutrition-related health risks, including obesity rates of 16.9% – a figure that has more than tripled over the past four decades. Nutrition education is beneficial to improve children’s health through obesity prevention and the promotion of healthy habits, and the elementary school years are a key time to implement health education interventions. Objective: To develop a medical student created and operated nutrition education intervention for urban underserved elementary school students. Design: The Food Doctors (TFD) programme is a hands-on, interactive, in-class nutrition education pilot initiative for elementary school students and adheres to the established tenets of effective in-class nutrition education whenever possible: (1) interactive hands-on curriculum, (2) use of culturally relevant topics and (3) the inclusion of effective evaluation techniques. Setting: Urban elementary school classrooms in Milwaukee, Wisconsin, USA. Method: A literature review and feedback from partner schools’ needs informed curriculum development. Institutional review board approval was sought and study materials prepared. The pilot programme was carried out at partner schools during class time. Results: A total of 83 students participated in the pilot study: 46 third-grade students and 37 fourth graders. Evaluation focused on assessing student baseline knowledge and exploring post-programme nutrition knowledge gains. Conclusion: TFD pilot programme demonstrated gaps in baseline nutrition knowledge among elementary school students and showed improved post-programme ability to correctly answer basic nutrition knowledge questions.
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Asokkumar, Ravishankar, and Ennaliza Salazar. "Nutrition training in residency and fellowship programme: time for a change." Proceedings of Singapore Healthcare 29, no. 2 (February 6, 2020): 91–93. http://dx.doi.org/10.1177/2010105820903746.
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Background: Despite several measures, the nutrition education during undergraduate and postgraduate training has been identified to be suboptimal. The objective of this study was to assess the nutrition knowledge, attitudes and practice of residents, fellows and teaching faculties, following a reformation in the training curriculum, in a tertiary teaching hospital. Method: We conducted an anonymous survey involving residents, fellows and teaching faculties in medical and surgical speciality. We assessed four domains: (a) recognition, (b) knowledge, (c) application of basic principles of nutritional and (d) attitude towards clinical nutrition during residency and fellowship training. Each domain had five multiple choice questions and the attitude section was assessed using a five-point Likert scale. Result: We distributed the survey to 305 doctors: 265 completed the first three domains and 259 completed all the domains. The overall mean ± SD score between residents (6.5 ± 1.9), fellows (6.8 ± 1.8) and teaching faculties (6.5 ± 2.2) was similar. All scored similarly in the recognition, knowledge and application domain of the questionnaire. When subcategorised, the gastroenterology sub-speciality scored significantly higher than the rest (8.1 ± 2.2 vs. 6.4 ± 1.9, p = 0.001). Sixty-three per cent and 44% of the responders felt there was lack of adequate focus on clinical nutrition training in residency and during daily ward round, respectively. Only 10% of responders felt confident in providing nutritional counselling and treatment for malnourished patients. Conclusion: Our study shows the current nutritional education during residency and fellowship training is still inadequate and falls short in achieving the recommended goals.
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Mafugu, Tafirenyika. "Stakeholders’ impediments in promoting school nutrition education in South Africa: Implications on youth dietary knowledge of excess fats and carbohydrates." African Journal of Food, Agriculture, Nutrition and Development 21`, no. 01 (February 2, 2021): 17158–77. http://dx.doi.org/10.18697/ajfand.96.19885.
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There is prevalence of overweight and obesity in South Africa. Evidence of nutrition knowledge and challenges affecting the promotion of nutrition interventions is needed to produce more effective strategies to prevent nutrition problems in schoolchildren. The study sought to explore challenges encountered by stakeholders of the school nutrition programme in promoting nutrition education. Furthermore, the study aimed to assess the implications of the stakeholders ‘challenges on learners’ dietary knowledge of excess fats and carbohydrates. The study took place in eight secondary schools in the Pinetown District, KwaZulu-Natal,South Africa. The qualitative data from nine interviewees who were stakeholders of the school nutrition programme were analysed using thematic content analysis. Quantitative data were collected from 108 grade 12learners using self-administered questionnaires.The quantitative data was coded, collated and analysed using SPSS. Independent sample t-test was used to evaluate if there was significant difference between gender and the mean values. One-way ANOVA was used to establish if there was any significant difference between the mean values of learners’ knowledge on various nutrition principles.Learners displayed inadequate knowledge of a healthy diet(34%),the importance of vegetables in the diet (71%), the health risks of excess fats (64.8%) and excess carbohydrates (77.8%),and nutritious food to be eaten daily (40.7%). Comparison of group means of various nutrition principles using one way ANOVA indicated significant difference at p < 0.05 level[F(4, 528) = 43.3, P < 0.001]. The 44 male respondents had significantly higher scores for the awareness of health risks of excess fats t (103) = 2.6, p =0.01and excess carbohydrates t (103) = 2.7, p =0.01 compared to 61 females.Each food group could be listed only by less than 22% of the participants. Challenges encountered in promoting nutrition education included time constraints, lack of training on nutrition principles, lack of supporting documents and lack of nutrition principles in the curriculum.The inadequate knowledge displayed by learners and lack of training and supporting documents in promoting nutrition education indicate areas that can be targeted by intervention programmes to improve nutrition knowledge of learners and stakeholders.
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Igbedioh, S. O. "Sustaining Nutrition Security in Africa under Changing Socio-Economic." Nutrition and Health 10, no. 1 (July 1994): 1–15. http://dx.doi.org/10.1177/026010609401000101.
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The adoption and implementation of the structural adjustment programme (SAP) in the 1980's by many African countries as a strategy for economic recovery has increased the magnitude of hunger and protein-energy malnutrition, vitamin A deficiency and anaemia. In addition population growth rate has continued to outstrip the food supply at a time when real income value has fallen, thereby diminishing further the access of the poor to nutritious food. Even though Africa's present food supply situation is inadequate and in some cases unsustainable it is reassuring to note that Africa can feed itself provided the potential of doing so is mobilized and sustained. This paper proposes and highlights strategies for the development of a nutrition strategy and nutrition education programmes with emphasis on nutrition programmes which benefit the vulnerables. The paper further proposes that specific policies should be targeted at the poor while instituting food subsidies schemes for those who are most at risk nutritionally.
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Pettigrew, Simone, Sarah Moore, Iain S. Pratt, and Michelle Jongenelis. "Evaluation outcomes of a long-running adult nutrition education programme." Public Health Nutrition 19, no. 4 (May 20, 2015): 743–52. http://dx.doi.org/10.1017/s1368980015001536.
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AbstractObjectiveFor more than 20 years, the FOODcents adult nutrition education programme has been delivered to Western Australians. The aim of the programme is to provide disadvantaged individuals with the knowledge, skills and motivation to buy healthy foods on a limited budget. The present study evaluated whether the FOODcents curriculum and the way it is delivered are effective in improving participants’ nutrition-related knowledge and behaviours.DesignEvaluation data were collected via in-session pre–post questionnaires and a post-course online questionnaire.SettingWestern Australia.SubjectsData were collected from participants attending just over one-half (54 %) of the FOODcents courses conducted over the two-year evaluation period. In total, 927 course participants provided usable data.ResultsAfter exposure to the course, respondents demonstrated an improved ability to: (i) categorize foods according to the frequency with which they should be consumed and the proportion of the food budget that should be allocated to them; (ii) correctly interpret nutrition labels on food products; and (iii) appreciate the link between diet/obesity and a range of diseases. Improvements in the latter were especially pronounced among participants of low socio-economic status. In terms of behaviour change, significant improvements in fruit and vegetable consumption were reported, along with reductions in the consumption of fast food. Participants of low socio-economic status reported the greatest changes.ConclusionsThe results indicate that the FOODcents nutrition education programme improves participants’ nutrition-related knowledge and behaviours.
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Kelder, Steve, Deanna M. Hoelscher, Cristina S. Barroso, Joey L. Walker, Peter Cribb, and Shaohua Hu. "The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity." Public Health Nutrition 8, no. 2 (April 2005): 133–40. http://dx.doi.org/10.1079/phn2004678.
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AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.
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Wang, Dongxu, Donald Stewart, and Chun Chang. "A holistic school-based nutrition program fails to improve teachers’ nutrition-related knowledge, attitudes and behaviour in rural China." Health Education 116, no. 5 (August 1, 2016): 467–75. http://dx.doi.org/10.1108/he-05-2015-0018.
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Purpose – The purpose of this paper is to examine the effectiveness of a holistic school-based nutrition programme using the health-promoting school (HPS) approach, on teachers’ knowledge, attitudes and behaviour in relation to nutrition in rural China. Design/methodology/approach – A cluster-randomised intervention trial design was employed. Two middle schools were randomly selected and assigned to either the intervention school using the HPS framework (HPS School), or to the Control School, in Miyun County, Beijing. From each school 20 teachers were randomly selected to complete the survey. Nutrition-related knowledge, attitudes and behaviour were measured at pre- and post-intervention surveys with the same instrument. The nutrition intervention last for six months. Findings – The holistic school-based nutrition programme using the HPS framework had no statistical impact on improving teacher’s knowledge, attitudes and behaviour in relation to nutrition (p > 0.05). Practical implications – Future holistic school-based nutrition programmes targeting adolescents should also design and implement longer and more intensive interventions for teachers focusing on how to equip them with the awareness and ability to disseminate their knowledge, positive attitudes and role model behaviours to students, rather than on how to teach them basic knowledge and skills. Originality/value – Although teachers play a critical role in the HPS framework, there is very limited published research investigating the change in teachers’ nutrition-related knowledge, attitudes and behaviour as a result of a nutrition promotion programme.
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Katz, David L., Kim Doughty, Valentine Njike, Judith A. Treu, Jesse Reynolds, Jennifer Walker, Erica Smith, and Catherine Katz. "A cost comparison of more and less nutritious food choices in US supermarkets." Public Health Nutrition 14, no. 9 (February 28, 2011): 1693–99. http://dx.doi.org/10.1017/s1368980011000048.
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AbstractObjectiveThe present study directly compared prices of more and less nutritious foods within given categories in US supermarkets.DesignFoods selected from six supermarkets in Jackson County were categorized using the five criteria of the Nutrition Detectives™ (ND) programme and an item-to-item cost comparison was made using posted prices. The nutritional quality of foods was distinguished using the clues of the ND nutrition education programme for elementary-school children and validated using the Overall Nutritional Quality Index.SettingSupermarkets in Jackson County, MO, USA.SubjectsNot applicable.ResultsThe average price of the item for more nutritious foods did not differ significantly from that of less nutritious foods overall ($US 2·89 (sd $US 0·74) v. $US 2·85 (sd $0·68), P = 0·76). More nutritious breads cost more than less nutritious breads ($US 3·36 (sd $ US 0·28) v. $US 2·56 (sd $US 0·80, P = 0·03), whereas more nutritious cereals ($US 2·46 (sd $US 0·69) v. $US 3·50 (sd $US 0·30), P < 0·01) and cookies ($US 2·76 (sd $US 0·50) v. $US 3·40 (sd $US0·28), P < 0·01) cost less.ConclusionsOur findings indicate that it is possible to choose more nutritious foods within many common categories without spending more money and suggest that making small improvements in dietary choices does not invariably cost more.
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Slusser, Wendelin, Michael Prelip, Janni Kinsler, Jennifer Toller Erausquin, Chan Thai, and Charlotte Neumann. "Challenges to parent nutrition education: a qualitative study of parents of urban children attending low-income schools." Public Health Nutrition 14, no. 10 (April 11, 2011): 1833–41. http://dx.doi.org/10.1017/s1368980011000620.
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AbstractObjectiveThe present study was undertaken to learn more about parents’ (i) knowledge regarding healthy foods, factors associated with food purchasing and preparation, and current nutrition education resources, (ii) barriers to and promoters for establishing healthy eating habits for children and families, and (iii) interest in participating in nutrition interventions.DesignFocus group interviews were conducted with parents of low-income children from the Los Angeles Unified School District (LAUSD).SettingLAUSD Title 1 elementary schools where 50 % or more of students are eligible for free/reduced-price meals.SubjectsSixty-four parents (93 % female; 84 % Hispanic/Latino) of elementary-school students.ResultsThe most common barriers to eating healthy foods were cost, difficulty in getting children to eat healthier foods and easy access to fast food. Parents had a basic knowledge about what foods are healthy and received most of their nutrition education through the media. Parents expressed a desire for nutrition classes and almost all of them said they would attend a nutrition programme at their child's school. Topic areas of interest included what to purchase, how to cook healthier foods, how to encourage their children to eat healthier and how to read food labels. Parents also requested classes that engage the whole family, especially fathers.ConclusionsParents in our study were interested in participating in nutrition education programmes. The information from these focus groups was used to design a parent nutrition education programme especially designed to respond to the needs of the LAUSD parents, the majority of whom are low-income and Hispanic/Latino.
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WORSLEY, ANTHONY, WAYNE COONAN, and ANDREA WORSLEY. "The First Body Owner's Programme: An integrated school-based physical and nutrition education programme." Health Promotion International 2, no. 1 (1987): 39–50. http://dx.doi.org/10.1093/heapro/2.1.39.
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Walsh, CM, A. Dannhauser, and G. Joubert. "The impact of a nutrition education programme on the anthropometric nutritional status of low-income children in South Africa." Public Health Nutrition 5, no. 1 (February 2002): 3–9. http://dx.doi.org/10.1079/phn2001204.
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AbstractObjective:The study determined the impact of a community-based nutrition education programme, using trained community nutrition advisors, on the anthropometric nutritional status of mixed-race children aged between 2 and 5 years.Design and setting:The programme was implemented over two years in four study areas in the Free State and Northern Cape Provinces. Two control areas were included to differentiate between the effect of the education programme and a food aid programme that were implemented simultaneously. Weight-for-age, height-for-age and weight-for-height were summarised using standard deviations from the NCHS reference median. For each of the indicators, the difference in the percentage of children below minus two standard deviations from the reference NCHS median in the initial and follow-up surveys was determined.Subjects:Initially 536 children were measured and, after two years of intervention, 815.Results:Weight-for-age improved in all areas, but only significantly in boys and girls in the urban study area, and in boys in one rural study area. No significant improvement in height-for-age occurred in any area. Weight-for-height improved significantly in the urban study area.Conclusion:The education programme in combination with food aid succeeded in improving the weight status of children, but was unable to facilitate catch-up growth in stunted children after two years of intervention.
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Valaitis, Renata F., Rhona M. Hanning, and Isabela S. Herrmann. "Programme coordinators’ perceptions of strengths, weaknesses, opportunities and threats associated with school nutrition programmes." Public Health Nutrition 17, no. 6 (June 17, 2013): 1245–54. http://dx.doi.org/10.1017/s136898001300150x.
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AbstractObjectiveAs part of a larger evaluation of school nutrition programmes (SNP), the present study examined programme coordinators’ perceptions of strengths, weaknesses, opportunities and threats (SWOT) regarding their SNP and public health professionals’ support.DesignQualitative interviews were conducted with twenty-two of eighty-one programme coordinators who had completed a programme evaluation survey. Interviews followed a SWOT framework to evaluate programmes and assessed coordinators’ perceptions regarding current and future partnerships with public health professionals.SettingThe study was conducted in a large, urban region within Ontario.SubjectsThe twenty-two coordinators who participated represented a cross-section of elementary, secondary, Public and Catholic schools.ResultsSNP varied enormously in foods/services offered, how they offered them and perceived needs. Major strengths included universality, the ability to reach needy students and the provision of social opportunities. Major weaknesses included challenges in forming funding partnerships, lack of volunteers, scheduling and timing issues, and coordinator workload. Common threats to effective SNP delivery included lack of sustainable funding, complexity in tracking programme use and food distribution, unreliable help from school staff, and conflicts with school administration. Opportunities for increased public health professionals’ assistance included menu planning, nutrition education, expansion of programme food offerings, and help identifying community partners and sustainable funding.ConclusionsThe present research identified opportunities for improving SNP and strategies for building on strengths. Since programmes were so diverse, tailored strategies are needed. Public health professionals can play a major role through supporting menu planning, food safety training, access to healthy foods, curriculum planning and by building community partnerships.
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Fox, Ann, and Joanne Beyers. "Planning a graduate programme in public health nutrition for experienced nutrition professionals." Public Health Nutrition 14, no. 8 (November 17, 2010): 1479–88. http://dx.doi.org/10.1017/s1368980010002995.
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AbstractObjectivePublic health renewal in Canada has highlighted the need for development and expansion of the public health nutrition workforce, particularly in northern and rural communities. The purpose of the present paper is to describe the planning of a more accessible graduate programme for experienced nutrition professionals. The planning effort was challenged by a short timeframe between programme approval and implementation and required intense collaboration with stakeholders and students.DesignThe programme planning model developed by The Health Communication Unit (THCU) at the Centre for Health Promotion was used to guide the process. This six-step model was familiar to key stakeholders and involved pre-planning, conducting a situational assessment, establishing goals and objectives, developing strategies and outcome indicators, and monitoring feedback.ResultsResource constraints, short timelines and debates around distance education options presented challenges that were overcome by conducting a thorough needs assessment, creating an advisory committee, engaging key stakeholders in the planning process, and building on existing resources. Extensive involvement of the first cohort of students in ongoing planning and evaluation was particularly helpful in informing the evolution of the programme.ConclusionsThe THCU planning model provided a useful framework for stakeholder collaboration and for planning and implementing the new graduate programme in public health nutrition. Preliminary data suggest that graduates are benefiting from their educational experiences through career enhancement opportunities. The evaluation strategies built into the programme design will be useful in informing ongoing programme development.
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Stotz, Sarah, Jung Sun Lee, and Jori Hall. "A mixed-methods evaluation using low-income adult Georgians’ experience with a smartphone-based eLearning nutrition education programme." Public Health Nutrition 21, no. 17 (August 13, 2018): 3271–80. http://dx.doi.org/10.1017/s1368980018001933.
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AbstractObjectiveTo understand low-income adults’ expectations and experiences using an innovative smartphone and theory-based eLearning nutrition education programme, entitled Food eTalk.DesignLongitudinal mixed-methods single case study including a series of focus group and individual interviews, demographic and Internet habits surveys, and user-tracking data. Interviews were transcribed verbatim, analysed using the constant comparative method and digitalized using Atlas.ti. Descriptive statistics were analysed for demographics and user-tracking data.SettingCommunity-based locations including libraries, public housing complexes, schools, safety-net clinics and food pantries.SubjectsLow-income Georgian adults aged ≥18 years (n64), USA.ResultsParticipants found Food eTalk easy to navigate and better designed than expected. Primary themes were twofold: (i) motivation to engage in eLearning may be a formidable barrier to Food eTalk’s success but improved programme content, format and external incentives could mitigate this barrier; and (ii) applying knowledge to change nutrition-related behaviour is challenging. To encourage engagement in eLearning nutrition education, programme format should highlight interactive games, videos, be short in length, and feature content that is relevant and important from the perspective of the priority audience. Examples of these topics include quick and easy recipes, chronic disease-specific diet information and tips to feed ‘picky’ children. Additionally, external incentives may help mitigate barriers to healthful eating behaviour and increase engagement in the programme.ConclusionsThe findings suggest eLearning nutrition education programmes are best designed to match low-income adults’ typical smartphone habits, include content considered particularly relevant by the intended audience and highlight solutions to barriers to healthful eating.
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Anderson, Annie S., Doris M. Campbell, and Richard Shepherd. "The influence of dietary advice on nutrient intake during pregnancy." British Journal of Nutrition 73, no. 2 (February 1995): 163–77. http://dx.doi.org/10.1079/bjn19950021.
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To assess the effect of an antenatal nutrition programme designed specifically for the local population, questionnaires on nutrition knowledge, attitudes to healthier eating and 4 d diet diaries were completed by women attending routine antenatal clinics. Women who received the nutrition education programme were allocated into an Intervention Education Group whilst those women who did not were allocated into a Routine Education Group. The results showed that knowledge about nutrition was significantly higher in the intervention group. However, no significant differences were detected between the two groups for attitude variables or nutrient intake. It is concluded, therefore, that the most-widely-read form of nutrition advice for pregnant women may have some impact on nutrition knowledge but has little effect on nutrient intake during pregnancy.
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Fine, Gill A., D. M. Conning, Cella Firmin, Anne E. De Looy, M. S. Losowsky, I. D. G. Richards, and John Webster. "Nutrition education of young women." British Journal of Nutrition 71, no. 5 (May 1994): 789–98. http://dx.doi.org/10.1079/bjn19940184.
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White women aged 25–34 years (n 264) from the lower socio-economic classes (C2, D and E) were classified according to their motivation in respect of health and their educational attainment and arithmetical ability. They were randomly allocated to three groups. One group (test) was given a course in basic nutrition consisting of a video and booklet, each embellished with motivational material. Those classed as of low ability also received the training material in simplified format. A second group (control) received a video and booklet with no motivational or simplified materials. The third group (baseline) received no tuition and represented a control of publicly available information during the period of the experiment. The participants answered a series of questions by administered questionnaire to measure their nutritional knowledge before and one week after they viewed the video programme. All participants achieved significantly higher scores at the second questionnaire. The test and control groups achieved significantly higher scores than the baseline group but there was no significant difference between the test and control groups. The presentation of motivational or simplified materials had no significant effect on learning ability though those classified as more highly motivated and of higher ability achieved higher scores at each questionnaire. The results indicate that young adult females can be taught basic nutrition irrespective of their motivation or ability.
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Devine, Amanda, Ruth Wallace, Johnny Lo, Margaret Miller, Ros Sambell, Leesa Costello, Karen Lombardi, and Samantha Veurink. "Online programs build confidence and improve healthy eating messages in Early Years services." Australasian Journal of Early Childhood 44, no. 2 (March 17, 2019): 139–52. http://dx.doi.org/10.1177/1836939119833244.
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Building on the success of the SNAC (Supporting Nutrition Australian Childcare) community, a comprehensive online programme SNAC Plus provided professional development (PD) and resources to embed nutrition curriculum and supportive food environments in Early Childhood Education and Care (ECEC) services. Process and impact evaluation were conducted to determine the effectiveness of this intervention programme. Participants were recruited from nine long-day-care (LDC) centres and the current SNAC membership list. Resource access was monitored using web analytics. Changes in nutrition knowledge, attitudes, behaviours and food environment were measured using baseline (comparator group, n=100) and post-intervention surveys (intervention group, n=80), contextualised through open-ended questions. The majority of comparator participants perceived nutritious food provision as important yet lacked confidence about estimating serve sizes. Adjusting for years of experience, the intervention significantly influenced educators’ confidence about servings of grains ( p=0.034), dairy ( p=0.015), low fat meat ( p=0.014) and food group servings estimation knowledge ( p<0.001). Intervention participants accessed credible websites and health professionals for nutrition knowledge; reported SNAC Plus positively influenced changes to food service and role-modelling; and knowledge, attitudes and behaviours improved at organisational and individual levels. SNAC Plus provides online nutrition curriculum resources that positively impacted knowledge, attitudes and behaviours of ECEC staff and influenced systematic changes in food environments. Practice and policy implementation that includes all systems within the early years setting will help initiate and maintain healthy food environments.
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Sidaner, Emilie, Daniel Balaban, and Luciene Burlandy. "The Brazilian school feeding programme: an example of an integrated programme in support of food and nutrition security." Public Health Nutrition 16, no. 6 (December 6, 2012): 989–94. http://dx.doi.org/10.1017/s1368980012005101.
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AbstractObjectiveThe present paper analyses the advances and challenges of the school feeding programme in Brazil (PNAE), as part of the Brazilian experience building up an integrated food and nutrition security national system. It explores the role of policy and regulatory frameworks in constructing quality service delivery and intersectoral integration.DesignReview of PNAE and federal government technical documents and studies, legislation, minutes of meetings and official documents of the National Council of Food and Nutrition Security from 2003 to 2011.SettingFood insecurity has decreased significantly in Brazil in the last decade, indicating that appropriate choices were made in terms of public policies and institutional arrangements, which other countries can learn from.SubjectsBrazil food and nutrition security system; school feeding; school food.ResultsBrazil's integrated food and nutrition security policy approach promoted intersectorality in the food system, articulating actions to guarantee access to healthy food and to strengthen family farming. The quality of school meals has progressively improved; in particular, the availability of fruits and vegetables increased. However, national standards regarding menu composition have not yet been met. Regulations were an important factor, along with the policy approach linking food production, nutrition, health and education. Challenges are related to conflict of interests and to farmers’ insufficient capacity to meet supply requirements and comply with technical procedures.ConclusionsLocal food production, school meals and nutrition education can be linked through integrated programmes and policies, improving access to healthier foods. Government leadership, strong legislation, civil society participation and intersectoral decision making are determinant.
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EID, NOURA M. S. "Childhood Obesity and the Basis for Child Nutrition Programmes in Kindergartens of Saudi Arabia." Current Research in Nutrition and Food Science Journal 7, no. 1 (April 18, 2019): 41–51. http://dx.doi.org/10.12944/crnfsj.7.1.05.
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Childhood obesity is increasing in the Middle East and across the globe, due to several environmental factors found in schools and at home. Therefore, implementing Child Nutrition Programmes in schools is essential to deliver nutrition education, school meals, and training to children, teachers and caregivers. We have designed a qualitative study on focus groups using interview-based questionnaires, which was applied to48 kindergartens, 20 parents, two bookstores and 12 global nutrition consulting companies. SPSS 21 was used to analyse the frequency and percentages of the data. This study focused on the barriers and factors that will contribute to the successful implementation of Child Nutrition Programmes in the kinder gardens of Saudi Arabia. Furthermore, the respondents showed positive attitudes towards developing child nutrition programmes with the following activities: nutrition education for children, training/workshops for teachers and parents and meal planning for healthy meals at home. According to global consulting companies, the greatest obstacles to the delivery of nutrition programmes to educational institutions are lack of awareness, cost coverage and high resistance and reluctance. Parent pressure, marketing uniqueness and awareness generation should be addressed prior to the programme’s implementation to facilitate programme appreciation and parental acknowledgement. Finally, support from the government and non-government organisations will facilitate the successful implementation of the Child Nutrition Programmes thereby reducing the incidence of childhood obesity in the kinder gardens of Saudi Arabia.
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Brands, Brigitte, Ngoc Nhan Tran, Erin Baudendistel-Happ, Marina Sanchez-Garcia, Martin R. Fischer, and Berthold Koletzko. "Global e-Learning in Early Nutrition and Lifestyle for International Healthcare Professionals: Design and Evaluation of the Early Nutrition Specialist Programme (ENS)." Nutrients 13, no. 3 (February 27, 2021): 775. http://dx.doi.org/10.3390/nu13030775.
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Background: Every encounter a healthcare professional has with new or expecting parents offers an opportunity for addressing improved early nutrition and lifestyle. Evidence-based qualification programmes via e-learning offer valuable tools for attenuating the world’s huge double burden of both under- and overnutrition in early childhood. We evaluated use and learner satisfaction of a global e-learning programme on early nutrition and lifestyle addressing international healthcare professionals. Methods: We implemented the Early Nutrition Specialist Programme (ENS) with six interactive e-learning courses on early nutrition building on more than ten years of experience with global e-learning platforms, expert knowledge and an international network in the subject field. We collected descriptive and explorative evaluation data on usage and learner satisfaction with a questionnaire and log data over three years among 4003 learners from 48 countries. Results: Results show high completion of the ENS programme, with 85.5% of learners finalizing the programme after enrollment into the first of six courses. Very good results were provided for learner satisfaction with the courses (96.7% of users), for increasing understanding of the topic (97.4%) and matching the indicated time investment (94.4%). Most predominant themes in the open text fields of user feedback questionnaires were “Increase interactivity or number of audio-visuals”, “Content suggestions or more examples” and “Technical (quality) issues or navigation problems”. Conclusions: The ENS programme evaluation shows high completion rates and level of satisfaction by learners from numerous countries. The different needs for Continuing Medical Education (CME) of healthcare professionals in diverse healthcare system settings can be met by a joint e-learning qualification programme. Further optimizations will be implemented based on user feedback. More research with a learning analytics approach may help to further identify the most effective and efficient didactic and pedagogic elements of e-learning.
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Samal, Janmejaya, and Ranjit Kumar Dehury. "Family Impact Analysis of Mid-day Meal (MDM) Scheme in India with Special Focus on Child Education and Nutrition." Journal of Development Policy and Practice 2, no. 2 (July 2017): 151–62. http://dx.doi.org/10.1177/2455133317703212.
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The school lunch programme in India was first implemented in 1925 by the Madras Municipal Corporation for disadvantaged children. At present, the school lunch programme in India is known as mid-day meal (MDM) scheme. It was started with an objective to enhance enrolment, retention and attendance rates, and simultaneously improve nutritional levels among children. MDM not only impacts the well-being of each child but also affects the overall prosperity of families. Hence, a family impact analysis of the MDM scheme of India would be instrumental in charting out the future directions of this programme. For this study, no primary research has been carried out, rather this paper is based on secondary literature pertaining to MDM with relation to child nutrition and education. The checklist developed by the Family Criteria (Ad Hoc) Task Force of the Consortium of Family Organizations (COFO) for assessing the intended and unintended impact of public policies, proposals and social programmes on families is used. This checklist, which was later revised by the Policy Institute for Family Impact Seminars, outlines six principles to guide analyses of the family supportiveness of policies and programmes: (1) family support and responsibilities, (2) family membership and stability, (3) family involvement and interdependence, (4) family partnership and empowerment, (5) family diversity and (6) support of vulnerable families. There are a good number of intended consequences of MDM scheme which include enrolment, retention, attendance, eradication of school hunger, family stability, improvement of malnutrition, employment to women of disadvantaged communities, improvement of girl child education, etc. However, it also has some unintended consequences, including food contamination or food poisoning. Social discrimination can also be seen as an intended or unintended consequence of MDM.
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Mahr, Johanna, Marzella Wuestefeld, Joep ten Haaf, and Michael B. Krawinkel. "Nutrition education for illiterate children in southern Madagascar – addressing their needs, perceptions and capabilities." Public Health Nutrition 8, no. 4 (June 2005): 366–72. http://dx.doi.org/10.1079/phn2004683.
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AbstractObjectiveA Knowledge, Attitudes and Practices (KAP) study was conducted in three villages of Bekily District in southern Madagascar prior to the implementation of a health education programme with children. The participatory learning concept of the Child-to-Child approach was followed to involve the children in the planning and implementation of the programme, which was covered by the German Agency for Technical Cooperation.DesignTo this effect, qualitative research methods such as Participatory Learning and Action techniques (focus group discussions, mapping and matrix ranking, etc.) were applied.SubjectsThe survey was conducted between August and December 1999. It involved a total of 55 school-aged children (6–14 years) along with 21 mothers and 34 fathers, representing different ethnic groups and educational backgrounds.ResultsThe results show that children's KAP related to health and nutrition strongly reflect those of adults. They are not aware of a possible link between bad hygiene and the occurrence of diseases. According to them, diarrhoea or malaria is caused by consuming too large amounts of certain foods. Even if they know about certain elementary hygiene behaviours, they do not practise this in their everyday life.ConclusionA major objective of the health education programme for children should be to tackle the discrepancy between hygiene-related knowledge and behaviour. Through the participatory study approach the children revealed their ability to contribute to the programme development. In using appropriate communication channels, the Child-to-Child health education programme is expected to influence the health behaviours of both adults and children. The health education programme should be combined with a literacy programme to address the children's desire to learn reading and writing.
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Waters, H. R. "The cost-effectiveness of a child nutrition education programme in Peru." Health Policy and Planning 21, no. 4 (May 3, 2006): 257–64. http://dx.doi.org/10.1093/heapol/czl010.
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Doidge, Mary J. "Evaluation of a nutrition education programme for people with multiple sclerosis." Journal of Human Nutrition and Dietetics 6, no. 2 (April 1993): 131–47. http://dx.doi.org/10.1111/j.1365-277x.1993.tb00357.x.
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Bhat, Shivani, Martin Kohlmeier, and Sumantra Ray. "Bridging Research, Education and Practice Across Disciplines: Need for Nutrition Education/Innovation Programme (NNEdPro)." Journal of Nutrition Education and Behavior 49, no. 7 (July 2017): S62. http://dx.doi.org/10.1016/j.jneb.2017.05.285.
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Broad, Jonathan, and Megan Wallace. "Nutrition and public health in medical education in the UK: reflections and next steps." Public Health Nutrition 21, no. 13 (April 30, 2018): 2523–25. http://dx.doi.org/10.1017/s1368980018000800.
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AbstractObjectiveDoctors play an important role in the identification of nutritional disorders and as advocates for a healthy diet, and although the key tenets of good nutrition education for medical students have been discussed, reports on implementation are sparse. The present commentary responds to a gap in UK medical students’ understanding of nutrition and public health and suggests ways to improve it.DesignWe review literature about nutrition education in medical schools and discuss a 6-week elective in public health nutrition for medical students. We discuss suggested competencies in nutrition and compare means of students’ confidence and knowledge before and after.SettingA nutrition and public health elective in a UK medical school, discussing advocacy, motivational interviewing, supplements, nutritional deficits, parenteral nutrition, obesity services. We utilised multidisciplinary teaching approaches including dietitians, managers and pharmacists, and students implemented a public health activity in a local school.SubjectsFifteen final-year medical students were enrolled; sixty school pupils participated in the public health activity.ResultsThe students were not confident in nutrition competencies before and were taught less than European counterparts. Students enjoyed the course, had improved knowledge, and felt more confident in interviewing and prescribing supplements. Feedback from the local school was positive.ConclusionsStudents in our UK medical school were not confident in their required competencies within the confines of the current educational programme. An elective course can improve medical students’ knowledge. Similar courses could be implemented in other medical schools to improve nutrition and public health knowledge and practice in future doctors.
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Glasson, Colleen, Kathy Chapman, Tamara Wilson, Kristi Gander, Clare Hughes, Nayerra Hudson, and Erica James. "Increased exposure to community-based education and ‘below the line’ social marketing results in increased fruit and vegetable consumption." Public Health Nutrition 16, no. 11 (June 28, 2013): 1961–70. http://dx.doi.org/10.1017/s1368980013001614.
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AbstractObjectiveTo determine if localised programmes that are successful in engaging the community can add value to larger fruit and vegetable mass-media campaigns by evaluating the results of the Eat It To Beat It programme.DesignThe Eat It To Beat It programme is a multi-strategy intervention that uses community-based education and ‘below the line’ social marketing to increase fruit and vegetable consumption in parents. This programme was evaluated by a controlled before-and-after study with repeat cross-sectional data collected via computer-assisted telephone interviews with 1403 parents before the intervention (2008) and 1401 following intervention delivery (2011).SettingThe intervention area was the Hunter region and the control area was the New England region of New South Wales, Australia.SubjectsParents of primary school-aged children (Kindergarten to Year 6).ResultsThe programme achieved improvements in knowledge of recommended intakes for fruit and vegetables and some positive changes in knowledge of serving size for vegetables. Exposure to the programme resulted in a net increase of 0·5 servings of fruit and vegetables daily for those who recalled the programme compared with those who did not (P= 0·004). Increased intake of fruit and vegetables was significantly associated with increasing exposure to programme strategies.ConclusionsThe Eat It To Beat It programme demonstrates that an increase in consumption of fruit and vegetables can be achieved by programmes that build on the successes of larger mass-media and social-marketing campaigns. This suggests that funding for localised, community-based programmes should be increased.
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Melnick, Emily M., Karen Thomas, Charlotte Farewell, Jennie Quinlan, Deanna LaFlamme, Diane Brogden, Sharon Scarbro, and Jini E. Puma. "Impact of a nutrition education programme on preschool children’s willingness to consume fruits and vegetables." Public Health Nutrition 23, no. 10 (April 28, 2020): 1846–53. http://dx.doi.org/10.1017/s1368980019005032.
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AbstractObjective:To evaluate the impact of a preschool-based nutrition education programme consisting of twelve ‘hands on’ nutrition education lessons delivered during the school year on young children’s willingness to consume fruits and vegetables.Design:Quasi-experimental, pre-post design including the collection of plate waste evaluation data at the start and end of the 2015–2016 school year within two groups: (1) randomly selected classrooms receiving the intervention and (2) within conveniently sampled preschool classrooms not receiving the intervention serving as a comparison group.Setting:Centre-based preschool programmes serving low-income families in the Denver metro area.Participants:Three- to five-year-old children in preschool classrooms participating in the intervention during the 2015–2016 school year (n 308) and children enrolled in comparison classrooms (n 215).Results:Repeated-measures logit models assessed whether increases in the odds of consuming small samples of fruits and vegetables between Time 1 (pre-intervention) and Time 2 (post-intervention) were different for children within the intervention group compared with the comparison group. Analyses showed that the change over time in consumption of the three vegetable samples varied by intervention status with greater change occurring among children within the intervention group (edamame: P = 0·001; cauliflower: P ≤ 0·0001 and red pepper: P ≤ 0·0001). Unlike vegetables, the change over time in consumption of the two fruit samples was not different between children within the intervention and comparison groups.Conclusions:An experiential-learning nutrition education programme can positively influence eating behaviours of low-income preschoolers in a centre-based setting by increasing willingness to consume vegetables.
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Levin, Carol E., Julie L. Self, Ellah Kedera, Moses Wamalwa, Jia Hu, Frederick Grant, Amy Webb Girard, Donald C. Cole, and Jan W. Low. "What is the cost of integration? Evidence from an integrated health and agriculture project to improve nutrition outcomes in Western Kenya." Health Policy and Planning 34, no. 9 (August 29, 2019): 646–55. http://dx.doi.org/10.1093/heapol/czz083.
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Abstract Integrated nutrition and agricultural interventions have the potential to improve the efficiency and effectiveness of investments in food security and nutrition. This article aimed to estimate the costs of an integrated agriculture and health intervention (Mama SASHA) focused on the promotion of orange-fleshed sweet potato (OFSP) production and consumption in Western Kenya. Programme activities included nutrition education and distribution of vouchers for OFSP vines during antenatal care and postnatal care (PNC) visits. We used expenditures and activity-based costing to estimate the financial costs during programme implementation (2011–13). Cost data were collected from monthly expense reports and interviews with staff members from all implementing organizations. Financial costs totalled US$507 809 for the project period. Recruiting and retaining women over the duration of their pregnancy and postpartum period required significant resources. Mama SASHA reached 3281 pregnant women at a cost of US$155 per beneficiary. Including both pregnant women and infants who attended PNC services with their mothers, the cost was US$110 per beneficiary. Joint planning, co-ordination and training across sectors drove 27% of programme costs. This study found that the average cost per beneficiary to implement an integrated agriculture, health and nutrition programme was substantial. Planning and implementing less intensive integrated interventions may be possible, and economies of scale may reduce overall costs. Empirical estimates of costs by components are critical for future planning and scaling up of integrated programmes.
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Yadav, DK, N. Gupta, N. Shrestha, A. Kumar, and DK Bose. "Community Based Nutrition Education for Promoting Nutritional Status of Children under Three Years of Age in Rural Areas of Mahottari District of Nepal." Journal of Nepal Paediatric Society 34, no. 3 (April 7, 2015): 181–87. http://dx.doi.org/10.3126/jnps.v34i3.10286.
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Introduction: Maternal and child mortality have declined significantly in Nepal to the extent that Nepal is on track to meet the Millennium Development Goals for maternal and child mortality. Similar improvements have not been seen in general nutrition status of them. Objective of this study was to evaluate a nutrition-education intervention designed to improve nutritional status (reduce stunting, wasting and underweight) of children. Materials and Methods: It was an intervention with separate sample pretest posttest design. Two groups of Village Development Committee (VDC) from Mahottari district were recruited as interventional and control areas. The intervention was a 12-months nutrition education program and comprised of twelve times with 2-3 hour nutrition lectures and discussion classless conducted by the Female Community Health Volunteers (FCHVs). Results: The Present study found that number of underweight children increased by 7.6% in control group while it decreased by 17.7% in intervention group from baseline to endline in both groups. So, intervention programme was able to decrease the number of underweight children significantly. Study shows that wasting status of children increased by 11.4% in control group from baseline to endline period. While in intervention group wasting status of children decreased by more than 5% from baseline to endline period. Conclusion: Nutrition education intervention was effective to reduce wasting and underweight but did not reduce the stunting status of children. Stunting reflects failure to receive adequate nutrition over a long period of time and is affected by recurrent and chronic illness. Findings suggested that nutrition programme of longer duration should be implemented to control the stunting status of children. DOI: http://dx.doi.org/10.3126/jnps.v34i3.10286 J Nepal Paediatr Soc 2014;34(3):181-187
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Douglas, Pauline, Helen McCarthy, Lynn McCotter, Siobhan Gallen, Stephen McClean, Alison Gallagher, and Sumantra Ray. "Nutrition Education and Community Pharmacy: A First Exploration of Current Attitudes and Practices in Northern Ireland." Pharmacy 7, no. 1 (March 5, 2019): 27. http://dx.doi.org/10.3390/pharmacy7010027.
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Community pharmacist is one of the most prominent and accessible healthcare professions. The community pharmacists’ role in healthcare is evolving, with opportunities being taken to reduce pressure on primary care services. However, the question remains of how well community pharmacists are equipped for this changing role. This was a sequentially designed study using a mix of methods to explore nutrition education among community pharmacists in Northern Ireland. It consisted of two phases. Phase 1 was a cross-sectional exploration to map the attitudes and practice of Northern Ireland (NI) pharmacists towards diet-related health promotion and disease prevention. An online questionnaire with open and closed questions to gain both quantitative and qualitative responses was developed and distributed to community pharmacists practising in NI. A total of 91% considered nutrition important in reducing the global burden of disease. While the majority (89%) believed patients would value nutritional advice from a pharmacist, 74% were not confident in providing advice to a patient with diabetes. From the consensus gained in Phase 1 a nutrition education intervention (Phase 2) for pre-registration pharmacists was developed using the Hardens 10 question system. The training programme was advertised to pre-registration pharmacy students in NI. It was delivered by nutrition experts who have education qualifications. The intervention was evaluated using a before and after questionnaire that assessed knowledge, attitudes, and practice (KAP). Phase 2 did find sustained improvement from the baseline in KAP but there was a decline from immediately post-training to three months post-training. This suggests the need to further embed nutrition education. The education programme was found to be effective for the target population and sets the stage for the development of an implementation strategy for a wider roll-out with evaluation.
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Yoddumnern-Attig, Bencha, George A. Attig, and Uraiwan Kanungsukkasem. "Incorporating Explanatory Models in Planning Nutrition Education Programmes in Thailand." Nutrition and Health 8, no. 1 (January 1992): 17–31. http://dx.doi.org/10.1177/026010609200800102.
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An intersectoral child development services project is being undertaken in Thailand to develp a model process for providing age appropriate care and education to rural children through an integrated programme of nutrition, health and educational services designed to meet community needs and perceptions. Using behavioral analysis and explanatory models, project results show that the effectiveness of nutrition education can be facilitated by (1) recognizing the family as the unit of service, (2) focusing on solutions rather than problems, (3) using a two-stage promotional message strategy to encourage better child caretaking, and (4) viewing potential new practices as behavioral processes, rather than single entities aimed at a specific outcome. Program planning should also include the successive construction and analysis of community-based explanatory models which justify people's nutrition and health behaviors. The ultimate aim is to identify differences between explanatory models held by community members and health/nutrition educators, negotiate this conflict, and thereafter develop more practical and realistic methods for modifying behavior.
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Shrimpton, Roger, Lisanne M. du Plessis, Hélène Delisle, Sonia Blaney, Stephen J. Atwood, David Sanders, Barrie Margetts, and Roger Hughes. "Public health nutrition capacity: assuring the quality of workforce preparation for scaling up nutrition programmes." Public Health Nutrition 19, no. 11 (February 9, 2016): 2090–100. http://dx.doi.org/10.1017/s136898001500378x.
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AbstractObjectiveTo describe why and how capacity-building systems for scaling up nutrition programmes should be constructed in low- and middle-income countries (LMIC).DesignPosition paper with task force recommendations based on literature review and joint experience of global nutrition programmes, public health nutrition (PHN) workforce size, organization, and pre-service and in-service training.SettingThe review is global but the recommendations are made for LMIC scaling up multisectoral nutrition programmes.SubjectsThe multitude of PHN workers, be they in the health, agriculture, education, social welfare, or water and sanitation sector, as well as the community workers who ensure outreach and coverage of nutrition-specific and -sensitive interventions.ResultsOvernutrition and undernutrition problems affect at least half of the global population, especially those in LMIC. Programme guidance exists for undernutrition and overnutrition, and priority for scaling up multisectoral programmes for tackling undernutrition in LMIC is growing. Guidance on how to organize and scale up such programmes is scarce however, and estimates of existing PHN workforce numbers – although poor – suggest they are also inadequate. Pre-service nutrition training for a PHN workforce is mostly clinical and/or food science oriented and in-service nutrition training is largely restricted to infant and young child nutrition.ConclusionsUnless increased priority and funding is given to building capacity for scaling up nutrition programmes in LMIC, maternal and child undernutrition rates are likely to remain high and nutrition-related non-communicable diseases to escalate. A hybrid distance learning model for PHN workforce managers’ in-service training is urgently needed in LMIC.
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Hussain, A., and G. Kvåle. "Sustainability of a nutrition education programme to prevent night-blindness in Bangladesh." Tropical Medicine & International Health 1, no. 1 (February 1996): 43–51. http://dx.doi.org/10.1046/j.1365-3156.1996.d01-1.x.
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