Nutrition Education Impact on Nutrition Knowledge, Attitude and Practice of Schoolchildren: A Pilot Study in Ghana

Abstract Objectives Malnutrition among children, and adolescents remains a crucial public health concern in sub-Saharan Africa. Nutrition education contributes to acquisition of nutrition knowledge, attitude, and practices (KAP) which may lead to improved nutrition status and health, and brings greatest benefits to the poor and the most vulnerable particularly school-age children (SAC). We evaluated the impact of a 6-week nutrition education intervention on nutrition KAP, and nutrition status of SAC. The effect of nutrition education training on the knowledge of teachers and caregivers was also evaluated. Methods Pretest-posttest controlled design was used in elementary schools in Ghana. A total of 325 SAC 6–12 years old, 6 teachers and 99 caregivers completed the study. Nutrition KAP were estimated using a standardized questionnaire. Nutrition status was calculated using height and weight measurements. Results Schoolchildren in the intervention group had significantly higher knowledge scores (8.8 ± 2.0 vs. 5.9 ± 2.1, P < 0.0001) compared to controls in lower elementary level. The attitude of children in learning about food and nutrition issues was a higher proportion in the intervention group as compared to control group (88% vs. 77%, P = 0.031). Dietary diversity score did not differ significantly between intervention and control groups (4.8 ± 2.0 vs. 5.1 ± 1.4, P = 0.184). Intervention group had a marginally lower proportion of stunted SAC at the end of the study period as compared to control group (3.6% vs. 8.2%, P = 0.080). The nutrition knowledge of teachers, and caregivers significantly improved (12.5 ± 1.87 vs. 9.2 ± 2.1; P = 0.031) and (5.85 ± 0.73 to 6.29 ± 1.02, P = 0.009), respectively. Conclusions Nutrition education could have positive effects for passing on nutrition knowledge, and attitudes to elementary school children which are essential to developing healthy behaviors, and managing nutrition status. Funding Sources This study was funded by the Institute of International Education with award of the Carnegie African Diaspora Fellowship Program.

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Primary school-based nutrition education intervention on nutrition knowledge, attitude and practices among school-age children in Ghana

Global Health Promotion ◽

10.1177/1757975920945241 ◽

2020 ◽

Vol 27 (4) ◽

pp. 114-122

Author(s):

Janet Antwi ◽

Agartha Ohemeng ◽

Laurene Boateng ◽

Esi Quaidoo ◽

Boateng Bannerman

Keyword(s):

Nutrition Education ◽

Dietary Diversity ◽

Intervention Group ◽

Nutrition Knowledge ◽

Nutrition Status ◽

School Age Children ◽

Control Group ◽

Education Intervention ◽

School Age ◽

Significant Difference

This study was performed to evaluate the effect of a six-week nutrition education intervention on the nutrition knowledge, attitude, practices, and nutrition status of school-age children (aged 6–12 years) in basic schools in Ghana. Short-term effects of nutrition education training sessions on teachers and caregivers were also assessed. Pre-post controlled design was used to evaluate the program. Intervention groups had significantly higher nutrition knowledge scores (8.8 ± 2.0 vs. 5.9 ± 2.1, P < 0.0001) compared to controls in the lower primary level. A higher proportion of children in the intervention group strongly agreed they enjoyed learning about food and nutrition issues compared to the control group (88% vs. 77%, P = 0.031). There was no significant difference in dietary diversity scores (4.8 ± 2.0 vs. 5.1 ± 1.4, P = 0.184) or in measured anthropometric indices (3.6% vs. 8.2%, P = 0.08). A marginally lower proportion of stunted schoolchildren was observed among the intervention group compared to the control group (3.6% vs. 8.2%, P = 0.080). Nutrition knowledge of teachers and caregivers significantly improved (12.5 ± 1.87 vs. 9.2 ± 2.1; P = 0.031) and (5.86 ± 0.73 to 6.24 ± 1.02, P = 0.009), respectively. Nutrition education intervention could have positive impacts on knowledge and attitudes of school children, and may be crucial in the development of healthy behaviors for improved nutrition status.

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Nutrition Knowledge and Dietary Intake in Pregnancy in Rural Malawi: Comparing Supplementary Nutrition Education and -Counseling With Routine Antenatal Care

Current Developments in Nutrition ◽

10.1093/cdn/nzab035_053 ◽

2021 ◽

Vol 5 (Supplement_2) ◽

pp. 145-145

Author(s):

Lillian Katenga-Kaunda ◽

Penjani Rhoda Kamudoni ◽

Gerd Holmboe-Ottesen ◽

Heidi Fjeld ◽

Ibrahimu Mdala ◽

...

Keyword(s):

Nutrition Education ◽

Low Income ◽

Dietary Habits ◽

Dietary Diversity ◽

Intervention Group ◽

Study Groups ◽

Nutrition Knowledge ◽

Randomised Control Trial ◽

Control Group ◽

End Point

Abstract Objectives To describe and compare changes in nutrition knowledge, perception and dietary habits between the intervention and control group and to evaluate the effects of nutrition knowledge on dietary diversification among the two study groups. Methods This study was a two armed randomised control trial. We recruited 257 women (gestational week 9–12) of which 195 (76%) were available for analyses: intervention 92; Control 103) the women were assessed at inclusion (baseine) and two weeks before the expected date of delivery (study end-point) for differences in nutrition knowledge, perception (using a structured questionnaire) and dietary habits (assessing dietary diversity score). We performed descriptive analyses to assess these differences between the two study groups. Three-level linear multilevel regression models with random intercept and random effect of time on participant at level 1 and village level 2 were used to expore the association between nutrition knowledge and dietary habits Results Our results show that both nutrition knowledge and dietary diversity improved in both study groups, but the improvement were significantly higher in the intervention group at study-end point. Increase in nutrition knowledge was associated with improved dietary diversity only among women in the intervention group. Moreover, women in the intervention group improved their nutrition perception and behaviour. Conclusions Our results provide evidence that poor nutrition knowledge is a barrier to consumption of healthy diet during pregnancy, thus supporting the relevance for augmenting nutrition education offered at ANC with supplementary and community-based nutrition interventions. We thus suggest that efforts should be made to strengthen the education component of ANC services as these are decentralized and locally accessible in Malawi and other low-income countries Funding Sources This project was funded by the University of Oslo, The Global Health and Vaccination Program (GLOBVAC) of the research council of Norway and by the Throne Holst foundation.

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Scaled-Up Nutrition Education on Pulse-Cereal Complementary Food Practice in Ethiopia: A Cluster-Randomized Trial

10.21203/rs.2.23631/v2 ◽

2020 ◽

Author(s):

Getenesh Berhanu Teshome ◽

Susan J. Whiting ◽

Timothy J. Green ◽

Demelash Mulualem ◽

Carol J. Henry

Keyword(s):

Nutritional Status ◽

Nutrition Education ◽

Weight Status ◽

Dietary Diversity ◽

Intervention Group ◽

Complementary Food ◽

Control Group ◽

Dietary Diversity Score ◽

Cluster Randomized ◽

The Impact

Abstract Background: Improving children's weight status through nutrition education (NE) for mothers about using pulses in complementary feeding has been demonstrated in pilot studies, but no effect on stunting was reported. The aim of the study was to assess the impact of a 9-month pulse-nutrition education program on improving mothers' knowledge, attitude, and practices (KAP) towards pulses, as well as its effect on children's diet diversity, and nutritional status. The NE was delivered by Health Extension Workers (HEWs). Methods: A cluster randomized study was employed for the community-based interventional study. Twelve randomly selected villages in Sidama Zone, Southern Ethiopia were included in the study. A total of 772 mother-child pairs involved in the study; where 386 mother-child pairs in the intervention group received additional messages about pulse-cereal complementary food, and 386 pairs (the control) received only routine health education for 9 months. A survey on mothers’ KAP and anthropometric measurements of the children were taken at baseline, midline, and endline. ANOVA and descriptive statistics were used to analyzed data. Results: At baseline and endline, maternal KAP and the dietary diversity score of the children (mean age at endline 18.8 ± 2.9 mo) were assessed. Intervention mothers’ KAP improved (p<0.001) at midline and endline compared to that of the control group, as did frequency of pulse consumption and Dietary Diversity Score (DDS) among children. At 9 months, the prevalence of stunting, wasting, and underweight was significantly reduced in the intervention group compared to the control group (p=0.001). Conclusions: NE delivered by HEWs improved KAP of mothers regarding pulse consumption and dietary diversity of children led to improved nutritional status of the children. Training HEWs on the use of pulses for complementary food may be an effective way to improve the health of children in Ethiopian communities. Trial Registration: Clinicaltrials.gov #NCT02638571

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Community-based educational intervention improved the diversity of complementary diets in western Kenya: results from a randomized controlled trial

Public Health Nutrition ◽

10.1017/s1368980015000920 ◽

2015 ◽

Vol 18 (18) ◽

pp. 3406-3419 ◽

Cited By ~ 24

Author(s):

Lydiah M Waswa ◽

Irmgard Jordan ◽

Johannes Herrmann ◽

Michael B Krawinkel ◽

Gudrun B Keding

Keyword(s):

Nutrition Education ◽

Educational Intervention ◽

Treatment Effect ◽

Rural Areas ◽

Dietary Diversity ◽

Intervention Group ◽

Nutrition Knowledge ◽

Control Group ◽

Education Intervention ◽

Western Kenya

AbstractObjectiveLack of diversity is a major factor contributing to inadequate nutrient intakes among children during the complementary feeding period in many rural areas in developing countries. This has been attributed to inadequate feeding practices and nutrition knowledge among their caregivers. The aim of the present study was to assess the effect of an educational intervention on children’s dietary diversity and nutrition knowledge of caregivers.DesignCluster randomization was applied and twenty matched village pairs were randomly assigned to the intervention or control group. The nutrition education intervention consisted of four sessions comprising of group trainings and cooking demonstrations that were conducted over a period of 5 months.SettingHouseholds in rural communities in Bondo and Teso South sub-counties, western Kenya.SubjectsCaregivers with children aged 6–17 months receiving nutrition education.ResultsThe children’s dietary diversity scores (CDDS) and nutrition knowledge scores of the caregivers improved significantly in the intervention group at endline. The treatment effect on CDDS was positive and significant (P=0·001). The CDDS rate of the children in the intervention group was 27 % larger than it would have been without the treatment effect. The intervention also had a significant effect on the caregivers’ nutrition knowledge scores (incidence rate ratio=2·05; P<0·001). However, the nutrition knowledge of the caregivers did not have a significant effect on CDDS (P=0·731).ConclusionsThe nutrition education intervention led to improvements in children’s dietary diversity and nutrition knowledge of the caregivers.

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Scaled-up nutrition education on pulse-cereal complementary food practice in Ethiopia: a cluster-randomized trial

BMC Public Health ◽

10.1186/s12889-020-09262-8 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Getenesh Berhanu Teshome ◽

Susan J. Whiting ◽

Timothy J. Green ◽

Demmelash Mulualem ◽

Carol J. Henry

Keyword(s):

Nutritional Status ◽

Nutrition Education ◽

Dietary Diversity ◽

Intervention Group ◽

Complementary Food ◽

Control Group ◽

Dietary Diversity Score ◽

End Point ◽

Cluster Randomized ◽

The Impact

Abstract Background Improving children’s weight status through nutrition education (NE) for mothers about using pulses in complementary feeding has been demonstrated in pilot studies, but no effect on stunting was reported. The aim of the study was to assess the impact of a 9-month pulse-nutrition education program on improving mothers’ knowledge, attitude, and practices (KAP) towards pulses, as well as its effect on children’s diet diversity, and nutritional status. The NE was delivered by Health Extension Workers (HEWs). Methods A cluster randomized study was employed for the community-based interventional study. Twelve randomly selected villages in Sidama Zone, Southern Ethiopia were included in the study. A total of 772 mother-child pairs involved in the study; where 386 mother-child pairs in the intervention group received additional messages about pulse-cereal complementary food, and 386 pairs (the control) received only routine health education for 9 months. A survey on mothers’ KAP and anthropometric measurements of the children were taken at baseline, midpoint, and end point. ANOVA and descriptive statistics were used to analyzed data. Results At baseline and end point, maternal KAP and the dietary diversity score of the children (mean age at end point 18.8 ± 2.9 mo) were assessed. Intervention mothers’ KAP improved (p < 0.001) at midpoint and end point compared to that of the control group, as did frequency of pulse consumption and Dietary Diversity Score (DDS) among children. At 9 months, the prevalence of stunting, wasting, and underweight was significantly reduced in the intervention group compared to the control group (p = 0.001). Conclusions NE delivered by HEWs improved KAP of mothers regarding pulse consumption and dietary diversity of children led to improved nutritional status of the children. Training HEWs on the use of pulses for complementary food may be an effective way to improve the health of children in Ethiopian communities. Trial registration Clinicaltrials.gov #NCT02638571. Date of registration: 12/18/2015. Prospectively registered.

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The Effect of a Teacher-led Nutrition Education Program towards Nutrition and Anemia Status of Adolescent Girls in Bogor, Indonesia

NUTRIRE DIAITA ◽

10.47007/nut.v13i01.4050 ◽

2021 ◽

Vol 13 (01) ◽

Author(s):

Purnawati Hustina Rachman ◽

Karina Rahmadia Ekawidyani ◽

Anna Vipta Resti Mauludyani ◽

Judhiastuty Februhartanty

Keyword(s):

Nutrition Education ◽

Adolescent Girls ◽

Education Program ◽

Intervention Group ◽

Hemoglobin Level ◽

Nutrition Status ◽

Control Group ◽

Continuous Variables ◽

Nutrition Education Program ◽

The Impact

Nutrition education among adolescents is lacking in Indonesian schools. Whereas adolescent girls, in particular, need adequate nutrients to prepare them for their future pregnancy which may improve their nutrition status in the long term. Therefore, this study aims to assess the impact of a teacher-led nutrition education program on the nutrition and anemia status of adolescent girls. A quasi-experimental design was applied in junior high and high schools in Bogor which compared the findings between the intervention (n=112) and the control group (n=129). Teachers in the intervention group received training on health and nutrition for adolescents and were asked to deliver nutrition education for their students for 14 weeks. The control group did not receive any exposure to the topics. The weight, height, and hemoglobin level were measured before and after the program. Paired and independent t-test statistical analysis was used to assess the impact of the intervention for continuous variables and the Chi-Square test was used for categorical data. After the program, although there were no significant improvements in BMI-for-age z-score, however, significant improvements were observed for hemoglobin level among the treatment group. This was consequently shown in the anemia status, where the prevalence of anemia was significantly lower compared to the control group (p<0.001). The findings demonstrate that teacher-led nutrition education can improve the anemia status of adolescent girls.

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Scaled-Up Nutrition Education on Pulse-Cereal Complementary Food Practice in Ethiopia: A Cluster-Randomized Trial

10.21203/rs.2.23631/v3 ◽

2020 ◽

Author(s):

Getenesh Berhanu Teshome ◽

Susan J. Whiting ◽

Timothy J. Green ◽

Demelash Mulualem ◽

Carol J. Henry

Keyword(s):

Nutritional Status ◽

Nutrition Education ◽

Weight Status ◽

Dietary Diversity ◽

Randomized Study ◽

Intervention Group ◽

Complementary Food ◽

Southern Ethiopia ◽

Control Group ◽

Cluster Randomized

Abstract Background Improving children's weight status through nutrition education (NE) for mothers about using pulses in complementary feeding has been demonstrated in pilot studies, but no effect on stunting was reported. The aim of the study was to evaluate the effectiveness of a 9-month pulse-nutrition education program on mothers' knowledge, attitude, and practices (KAP) towards pulses, as well as its impact on children's dietary diversity, and nutritional status. The NE was delivered by Health Extension Workers (HEWs). Methods A cluster randomized study was employed for the community-based interventional study. Twelve randomly selected villages in Sidama Zone, Southern Ethiopia were included in the study. A total of 772 mother-child pairs involved in the study; where 386 mother-child pairs in the intervention group received additional messages about pulse-cereal complementary food, and 386 pairs (the control) received only routine health education for 9 months. A survey on mothers’ KAP and anthropometric measurements of the children were taken at baseline, midline, and endline. Results At baseline and endline, maternal KAP and the dietary diversity score of the children (mean age at endline 18.8 ± 2.9 mo) were assessed. Results : Intervention mothers’ KAP improved ( p <0.001) at midline and endline compared to that of the control group, as did frequency of pulse consumption and DDS among children. At 9 months, the prevalence of stunting, wasting, and underweight was significantly reduced in the intervention group compared to the control group ( p =0.001). Conclusions NE delivered by HEWs improved KAP of mothers regarding pulse consumption and dietary diversity of children led to improved nutritional status of the children. Training HEWs on the use of pulses for CF may be an effective way to improve the health of children in Ethiopian communities.

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Nutrition education improves knowledge and BMI-for-age in Ghanaian school-aged children

African Health Sciences ◽

10.4314/ahs.v21i2.55 ◽

2021 ◽

Vol 21 (2) ◽

pp. 927-941

Author(s):

Reginald A Annan ◽

Charles Apprey ◽

Godwin O Agyemang ◽

Diane M Tuekpe ◽

Odeafo Asamoah-Boakye ◽

...

Keyword(s):

Nutrition Education ◽

Primary Schools ◽

Growth And Development ◽

Intervention Group ◽

Nutrition Knowledge ◽

Control Group ◽

Post Intervention ◽

School Aged Children ◽

Education Group ◽

Children Nutrition

Background: Adequate nutrition is required for growth and development in children. This study tested the effectiveness of nutrition education on knowledge and BMI-for-age (BFA) of school-aged children in the Kumasi Metropolis. Methods: Children, aged 9-13 years old were recruited from ten randomly selected primary schools in the Metropolis. The schools were randomly allocated into 3 groups: nutrition education (3 schools), physical activity (PA) education (3 schools), both interventions (2 schools), or control (2 schools). Following a baseline nutrition and PA knowledge and status assess- ment in 433 children, twice-monthly nutrition and PA education and demonstrations were carried out for 6 months, followed by a post-intervention assessment. Results: PA and nutrition knowledge improved in all groups (P<0.001); the highest improvement was among those who received both interventions (31.0%), followed by the nutrition education group (29.8%), and the least, the control group (19.1%). Overall, BFA improved by +0.36, from baseline (-0.26) to end of the intervention (+0.10, P<0.001). Within the groups, the nutrition group (+0.65, P<.001) had the highest improvement, then, both the intervention group (+0.27, P<0.001), the PA group (+0.23, P<0.001) and lastly, the control group (+0.18, P=0.001). Conclusion: Nutrition education could improve knowledge and BMI-for-age in school-aged children in Ghana. Keywords: School-aged children; nutrition education; BMI-for-age; nutrition knowledge; basic school.

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A Nutrition Education Intervention Using NOVA Is More Effective Than MyPlate Alone: A Proof-of-Concept Randomized Controlled Trial

Nutrients ◽

10.3390/nu11122965 ◽

2019 ◽

Vol 11 (12) ◽

pp. 2965

Author(s):

Aydin Nazmi ◽

Marilyn Tseng ◽

Derrick Robinson ◽

Dawn Neill ◽

John Walker

Keyword(s):

Nutrition Education ◽

Controlled Trial ◽

Intervention Group ◽

Control Group ◽

Education Intervention ◽

Proof Of Concept ◽

Food Groups ◽

Randomized Controlled ◽

The Impact ◽

Level Of Processing

The ability to classify foods based on level of processing, not only conventional MyPlate food groups, might be a useful tool for consumers faced with a wide array of highly processed food products of varying nutritional value. The objective of this study was to assess the impact of a proof-of-concept nutrition education intervention on nutrition knowledge, assessed by correct classification of foods according to MyPlate food groups, MyPlate ‘limit’ status (for fat, sugar, sodium), and level of processing (NOVA categories). We utilized a randomized, controlled design to examine the impact of a MyPlate vs. combined MyPlate + NOVA intervention vs. control group. Intervention groups received educational flyers via email and participants were assessed using electronic baseline and follow-up surveys. The MyPlate + NOVA intervention group performed at least as well as the MyPlate group on classifying conventional food groups and ‘limit’ status. Moreover, the MyPlate + NOVA group far outperformed the other groups on classifying NOVA categories. Longer-term trials are needed, but our results suggest that NOVA principles may be more easily understood and applied than those of MyPlate. Education strategies focusing on level of food processing may be effective in the context of the modern food environment.

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Changes in Sport Nutrition Knowledge, Attitudes/Beliefs and Behaviors Following a Two-Year Sport Nutrition Education and Life-Skills Intervention among High School Soccer Players

Nutrients ◽

10.3390/nu10111636 ◽

2018 ◽

Vol 10 (11) ◽

pp. 1636 ◽

Cited By ~ 8

Author(s):

Megan Patton-Lopez ◽

Melinda Manore ◽

Adam Branscum ◽

Yu Meng ◽

Siew Wong

Keyword(s):

High School ◽

Nutrition Education ◽

Life Skills ◽

Intervention Group ◽

Geographical Location ◽

Nutrition Knowledge ◽

Sport Nutrition ◽

Soccer Players ◽

Race Ethnicity ◽

The Impact

The purpose of this study was to examine the impact of a sport nutrition education and life-skills intervention on sport nutrition knowledge (SNK), attitudes/beliefs and dietary behaviors relevant to sport nutrition among high school (HS) soccer players. Three assessments were done over the 2-year intervention (baseline = time 1, end year 1 = time 2, end year 2 = time 3). Participants (n = 217; females = 64%; Latino = 47.5%; 14.9 ± 0.9-year; 46.5% National School Breakfast/Lunch Program) were assigned to an intervention group (IG, n = 153; 9 schools) or comparison group (CG, n = 64; 4 schools) based on geographical location. Differences over time were examined based on group, sex, socioeconomic status (SES) and race/ethnicity. The IG increased SNK scores by ~10% (time 1 = 51.6%; time 3 = 60.9%; p ≤ 0.001), with the greatest change in the female IG vs. CG and no differences in male IG vs. CG. Daily breakfast consumption was 53.7% in both groups. IG players were 3 times more likely (95%CI = 2.59, 7.77) to report trying to eat for performance (IG = 48.7% vs. CG = 30.2%). By time 3, IG players were less likely to report that ‘diet met nutritional requirements’ (31.6%) compared to CG (47.6%). For IG, the consumption of lunch (≥5-days/week) did not change (92.2–93.4%), but declined in the CG (90.6%) (p = 0.04). No other differences by sub-population (race/ethnicity, SES) were observed. Our findings indicate that HS athletes are motivated to learn and improve diet behaviors, and benefit from team-based nutrition interventions. Future interventions should consider delivery of curriculum/experiential learning during a defined training period, with messages reinforced with supports at home, school and athletic settings.

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