Impact of Technology and School-Based Nutrition Education Programs on Nutrition Knowledge and Behavior During Adolescence—A Systematic Review

2019 ◽  
pp. 1-12 ◽  
Author(s):  
J. M. Tallon ◽  
R. Saavedra Dias ◽  
A. M. Costa ◽  
J. C. Leitão ◽  
A. Barros ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nutrition Education ◽  
Nutrition Knowledge ◽  
Education Programs ◽  
School Based ◽  
Impact Of Technology ◽  
And Behavior

scholarly journals Education or Provision? A Comparison of Two School-Based Fruit and Vegetable Nutrition Education Programs in the Netherlands

Nutrients ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 3280
Author(s):  
Angeliek Verdonschot ◽  
Emely de Vet ◽  
Jolien van Rossum ◽  
Anouk Mesch ◽  
Clare E. Collins ◽  
...  
Keyword(s):  
Nutrition Education ◽  
School Children ◽  
Fruits And Vegetables ◽  
Nutrition Knowledge ◽  
Child Growth ◽  
Primary School Children ◽  
Education Programs ◽  
Post Intervention ◽  
School Based ◽  
Food Policies

A healthy diet is important for optimal child growth and development. School-based opportunities to encourage children to achieve healthy eating behaviors should be explored. Nutrition education programs can provide school children with classroom-based nutrition education and access to fruits and vegetables (FV). However, the effectiveness of specific program components implemented separately has not yet been comprehensively evaluated. The current study examined effectiveness of individual components of two programs targeting primary school children (n = 1460, n = 37 schools) aged 7–12 years. Nutrition knowledge and FV consumption were measured using a student questionnaire, and presence of school food policies was measured in the teachers’ questionnaire. A quasi-experimental design with three arms compared: (1) schools that implemented both programs: FV provision + education (n = 15), (2) schools that implemented the FV provision program only (n = 12), (3) schools that did not implement either program (n = 10). Outcomes were assessed pre-intervention (T0), during the intervention (T1), and 6 months post-intervention (T2). Results indicated a significant increase in nutrition knowledge for children attending schools that had participated in both programs, compared to control schools (p < 0.01), but no significant increase in FV intake. In schools without food policies, FV provision alone contributed to an increase in child FV intake (p < 0.05).

School-Based Education Programs for Preparing Children for Natural Hazards: A Systematic Review

2021 ◽  
pp. 1-13
Author(s):  
Hamed Seddighi ◽  
Homeira Sajjadi ◽  
Sepideh Yousefzadeh ◽  
Mónica López López ◽  
Meroe Vameghi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Natural Hazards ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
English Language ◽  
Education Programs ◽  
School Based ◽  
Disaster Education ◽  
The Difference ◽  
And Gender

Abstract Schools have a significant role in disaster education to children. This study investigates the research works about school-based education programs in order to discover challenges and best practices. We conducted a systematic review of English language papers published in peer-review journals. The search identified 2577 publications and 61 articles meeting selection criteria and included in the review. Reviewed studies indicated that disaster education in schools is effective but yet insufficient in many countries. Lack of equipment, financial resources, policy gaps, and teachers’ knowledge are common problems in programs. Main outcomes of this systematic review are showing methods used for health emergency preparedness of children of different ages and gender differences in school-based disaster preparedness, as well as the difference in their lifesaving skills in disasters. This study shows that some disaster education programs reported in the papers reviewed were not high-quality enough, which may lead to insufficient preparedness of children in disasters and consequently may put their health at risk, considering the increasing number of natural hazards.

scholarly journals Evaluation of a computer-based nutrition education tool

2004 ◽  
Vol 7 (2) ◽  
pp. 271-277 ◽  
Author(s):  
Katrin Kreisel
Keyword(s):  
Student Teachers ◽  
Nutrition Education ◽  
Repeated Measures ◽  
Nutrition Knowledge ◽  
Primary School Children ◽  
Teaching Tool ◽  
School Based ◽  
Computer Based ◽  
Dependent Samples

AbstractObjective:To evaluate the efficacy and feasibility of using a computer-based teaching tool (http://www.coolfoodplanet.org) for nutrition and lifestyle education developed for primary school children.Design:This was a 2-week school-based intervention in third and fourth grades. The study design was multi-factorial with repeated measures of nutrition knowledge, at three points in time, of dependent samples from control and intervention groups. Control schools (n=7) used ‘traditional’ nutrition education materials and intervention schools (n=8) additionally used the computer-based educational tool. Qualitative information was collected in focus group discussions with student teachers and pupils, and by observing the nutrition lessons.Setting/subjects:Pupils aged 8–11 years (n=271) from participating schools in Vienna, Austria.Results:Nutrition knowledge increased significantly in both intervention and control schools, irrespective of the teaching tool used (P<0.001). The significant effect was maintained at 3 months' follow-up. There was no detectable difference in nutrition knowledge post intervention or at follow-up between the two study groups. In intervention schools, younger pupils (8–9 years) had better nutrition knowledge than older pupils (10–11 years) (P=0.011).Conclusion:This computer-based tool increases the possibilities of school-based nutrition education. If the tool's weaknesses identified during the formative evaluation are eliminated, it has the potential to make learning about nutrition more enjoyable, exciting and effective. This is of great importance considering that ‘healthy’ nutrition is not necessarily a topic that easily attracts pupils' attention and in view of the potential long-term health benefits of early and effective nutrition education.

Nutrition across the curriculum: a scoping review exploring the integration of nutrition education within primary schools

2021 ◽  
pp. 1-44
Author(s):  
Berit M. Follong ◽  
Angeliek Verdonschot ◽  
Elena Prieto-Rodriguez ◽  
Andrew Miller ◽  
Clare E. Collins ◽  
...  
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Scoping Review ◽  
Primary Schools ◽  
Student Outcomes ◽  
Overweight And Obesity ◽  
Integrative Approach ◽  
Intervention Effectiveness ◽  
Education Programs ◽  
School Based

Abstract Primary schools contribute to promoting healthy eating behaviour and preventing overweight and obesity by providing nutrition education. Research highlights the importance of improving teachers’ program implementation to enhance intervention effectiveness. An integrative approach has been suggested to reduce time barriers that teachers currently experience in teaching nutrition. This scoping review explores use and effectiveness of integrative teaching in primary school-based nutrition education programs. Six databases were searched for primary school-based interventions on nutrition education. Papers reporting on integration of nutrition topics within core curriculum were included. Abstracts and full texts of potentially relevant articles were screened to determine eligibility. Next, data were extracted and tabulated. Findings were collated and summarised to describe intervention characteristics, subject integration and effectiveness of the included programs. Data describing integration of nutrition into the primary school curriculum were extracted from 39 eligible papers. Nutrition education programs often involve lessons about food groups and are frequently embedded within the mathematics, science or literacy syllabus. Although articles report on the integration of nutrition, the use of this approach was not commonly described in detail. Only seven papers discussed student outcomes related to the integration of nutrition education within core subjects. The ability to draw strong conclusions about school-based nutrition intervention effectiveness is limited by the current lack of program description and methodological issues. Hence, more research is warranted to inform evidence on effectiveness of integrative nutrition education for both teacher and student outcomes. Future studies that include greater detail regarding the integrative approach are needed.

School-Based Sleep Education Programs for Short Sleep Duration in Adolescents: A Systematic Review and Meta-Analysis

2017 ◽  
Vol 87 (6) ◽  
pp. 401-408 ◽  
Author(s):  
Ka-Fai Chung ◽  
Man-Sum Chan ◽  
Ying-Yin Lam ◽  
Cindy Sin-Yee Lai ◽  
Wing-Fai Yeung
Keyword(s):  
Systematic Review ◽  
Sleep Duration ◽  
Meta Analysis ◽  
Education Programs ◽  
Short Sleep Duration ◽  
Sleep Education ◽  
Short Sleep ◽  
School Based

Effects of a nutrition education intervention on fruit and vegetable consumption-related dietary behavioural factors among elementary school children

2020 ◽  
Vol 79 (8) ◽  
pp. 963-973
Author(s):  
Sanjoy Saha ◽  
John Dawson ◽  
Mary Murimi ◽  
Sara Dodd ◽  
Wilna Oldewage-Theron
Keyword(s):  
Elementary Schools ◽  
Title I ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Nutrition Knowledge ◽  
Education Intervention ◽  
Fruit And Vegetable ◽  
School Based ◽  
Title I Elementary Schools ◽  
5Th Grade

Objective: To increase nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy among 3rd- to 5th-grade students after a 6-week school-based nutrition education intervention. Design: Quasi-experimental pre–post design. Setting: Title I elementary schools, South Plains, West Texas. Method: A nutrition education curriculum informed by social cognitive theory was developed and implemented in four Title I elementary schools. A total of 115 children from 3rd to 5th grade (age range: 8–11 years) participated and completed both baseline and post-intervention surveys. The intervention included class-based nutrition education for 25 minutes, and a cooking and tasting session for 20 minutes each week. Nutrition handouts on fruit and vegetable were sent to parents. Face-to-face survey questionnaires were administered on nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy during pre- and post-surveys. Changes in mean score of nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy were analysed using paired t-tests. Results: Participants showed significant improvements in nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy after the intervention. Conclusion: Study results suggest that a brief 6-week multi-component and school-based nutrition education intervention had the potential to engage students and create health-promoting behaviours.

scholarly journals Effectiveness of school-based nutrition interventions in sub-Saharan Africa: a systematic review

2020 ◽  
Vol 23 (14) ◽  
pp. 2626-2636
Author(s):  
Paul Kyere ◽  
J Lennert Veerman ◽  
Patricia Lee ◽  
Donald E Stewart
Keyword(s):  
Nutrition Education ◽  
School Nutrition ◽  
Nutrition Knowledge ◽  
Sub Saharan Africa ◽  
Nutrition Status ◽  
Food Supplementation ◽  
Micronutrient Deficiencies ◽  
Nutrition Interventions ◽  
School Based ◽  
Sub Saharan

AbstractObjective:To evaluate the effect of school-based nutrition interventions (SBNI) involving schoolchildren and adolescents in sub-Saharan Africa (SSA) on child nutrition status and nutrition-related knowledge, attitudes and behaviour.Design:A systematic review on published school nutrition intervention studies of randomised controlled trials, controlled clinical trials, controlled before-and-after studies or quasi-experimental designs with control. Nine electronic bibliographic databases were searched. To be included, interventions had to involve changes to the school’s physical and social environments, to the school’s nutrition policies, to teaching curriculum to incorporate nutrition education and/or to partnership with parents/community.Setting:Schools in SSA.Participants:School-aged children and adolescents, aged 5–19 years.Results:Fourteen studies met our inclusion criteria. While there are few existing studies of SBNI in SSA, the evidence shows that food supplementation/fortification is very effective in reducing micronutrient deficiencies and can improve nutrition status. Secondly, school nutrition education can improve nutrition knowledge, but this may not necessarily translate into healthy nutrition behaviour, indicating that nutrition knowledge may have little impact without a facilitating environment. Results regarding anthropometry were inconclusive; however, there is evidence for the effectiveness of SBNI in improving cognitive abilities.Conclusions:There is enough evidence to warrant further trials of SBNI in SSA. Future research should consider investigating the impact of SBNI on anthropometry and nutrition behaviour, focusing on the role of programme intensity and/or duration. To address the high incidence of micronutrient deficiencies in low- and middle-income countries, food supplementation strategies currently available to schoolchildren should be expanded.

scholarly journals Effects of Nutrition Education Interventions in Team Sport Players. A Systematic Review

Nutrients ◽  
2020 ◽  
Vol 12 (12) ◽  
pp. 3664
Author(s):  
Silvia Sánchez-Díaz ◽  
Javier Yanci ◽  
Daniel Castillo ◽  
Aaron T. Scanlan ◽  
Javier Raya-González
Keyword(s):  
Systematic Review ◽  
Body Composition ◽  
Nutrition Education ◽  
Physical Performance ◽  
Eating Habits ◽  
Team Sport ◽  
Nutrition Knowledge ◽  
Face To Face ◽  
Competition Level ◽  
Education Interventions

Considering nutrition education interventions have been frequently implemented in team sport athletes and have shown promising results, this study aimed to summarize the effects of nutrition education interventions on eating habits, nutrition knowledge, body composition, and physical performance in team sport athletes. A systematic review was conducted using the following databases: PubMed/MEDLINE, Web of Science and SPORTDiscus. A total of 14 studies met the inclusion criteria for the review. The methodological quality of included studies was evaluated, and each study was assessed according to the analyzed variables (i.e., eating habits, nutrition knowledge, body composition, and physical performance). Most studies showed improvements in or maintenance of variables used to indicate eating habits, nutrition knowledge, and body composition. However, limited studies examined the effect of nutrition education interventions on physical performance, with existing studies demonstrating disparate results. These findings suggest implementation of nutrition education interventions in team sport athletes could be an effective strategy to improve their eating habits, nutrition knowledge, and body composition. Due to the heterogeneity across the included studies regarding sport modality, competition level, age, and sex of the athletes investigated, as well as the intervention type adopted (i.e., online or face-to-face), it is difficult to establish optimal nutrition education interventions for each analyzed variable.

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