scholarly journals RE-AIM Analysis of a School-Based Nutrition Education Intervention in Kindergarteners

2016 ◽  
Vol 87 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Andrew L. Larsen ◽  
Yue Liao ◽  
Janel Alberts ◽  
Jimi Huh ◽  
Trina Robertson ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Education Intervention ◽  
Aim Analysis ◽  
School Based

The Shaping Healthy Choices Program: Design and Implementation Methodologies for a Multicomponent, School-Based Nutrition Education Intervention

2014 ◽  
Vol 46 (6) ◽  
pp. e13-e21 ◽  
Author(s):  
Rachel E. Scherr ◽  
Jessica D. Linnell ◽  
Martin H. Smith ◽  
Marilyn Briggs ◽  
Jacqueline Bergman ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Program Design ◽  
Education Intervention ◽  
Design And Implementation ◽  
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 Protocol for systematic reviews of school-based food and nutrition education intervention for adolescent health promotion

Medicine ◽  
2019 ◽  
Vol 98 (35) ◽  
pp. e16977 ◽  
Author(s):  
Gidyenne Christine Bandeira Silva de Medeiros ◽  
Kesley Pablo Morais de Azevedo ◽  
Daniel Ángel Garcia ◽  
Victor Hugo de Oliveira Segundo ◽  
Ádala Nayana de Sousa Mata ◽  
...  
Keyword(s):  
Health Promotion ◽  
Nutrition Education ◽  
Adolescent Health ◽  
Systematic Reviews ◽  
Education Intervention ◽  
School Based ◽  
Food And Nutrition ◽  
Food And Nutrition Education

scholarly journals The impact of a school-based nutrition education intervention on dietary intake and cognitive and attitudinal variables relating to fruits and vegetables

2005 ◽  
Vol 8 (6) ◽  
pp. 650-656 ◽  
Author(s):  
AS Anderson ◽  
LEG Porteous ◽  
E Foster ◽  
C Higgins ◽  
M Stead ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Primary Schools ◽  
Fruits And Vegetables ◽  
Control Group ◽  
Fruit Intake ◽  
Education Intervention ◽  
Intervention Programme ◽  
Whole School ◽  
School Based ◽  
The Impact

AbstractObjectiveTo assess the impact of a school-based nutrition education intervention aimed at increasing the consumption of fruits and vegetables.DesignThe intervention programme increased the provision of fruits and vegetables in schools and provided a range of point-of-purchase marketing materials, newsletters for children and parents, and teacher information. Curriculum materials at age 6–7 and 10–11 years were also developed and utilised. Evaluation was undertaken with groups of younger (aged 6–7 years) and older (aged 10–11 years) children. Methods included 3-day dietary records with interview and cognitive and attitudinal measures at baseline, with follow-up at 9 months, in intervention and control schools.SettingThe work was undertaken in primary schools in Dundee, Scotland.SubjectsSubjects comprised 511 children in two intervention schools with a further 464 children from two schools acting as controls.ResultsChildren (n = 64) in the intervention schools had an average increase in fruit intake (133±1.9 to 183±17.0 g day-1) that was significantly (P < 0.05) greater than the increase (100±11.7 to 107±14.2 g day-1) estimated in children (n = 65) in control schools. No other changes in food or nutrient intake were detected. Increases in scores for variables relating to knowledge about fruits and vegetables and subjective norms were also greater in the intervention than in the control group, although taste preferences for fruits and vegetables were unchanged.ConclusionsIt is concluded that a whole school approach to increasing intakes of fruits and vegetables has a modest but significant effect on cognitive and attitudinal variables and on fruit intake.

Design and Implementation of a 5-Year School-Based Nutrition Education Intervention

2020 ◽  
Vol 52 (4) ◽  
pp. 421-428
Author(s):  
Melissa Hawkins ◽  
Erin Watts ◽  
Sarah Irvine Belson ◽  
Anastasia Snelling
Keyword(s):  
Nutrition Education ◽  
Education Intervention ◽  
Design And Implementation ◽  
School Based

School-Based Nutrition Education Intervention

2011 ◽  
Vol 17 (2) ◽  
pp. 141-146 ◽  
Author(s):  
Kay W. Craven ◽  
Justin B. Moore ◽  
Allison S. Swart ◽  
Alice F. Keene ◽  
Kathryn M. Kolasa
Keyword(s):  
Nutrition Education ◽  
Education Intervention ◽  
School Based

scholarly journals Effect of a health education intervention on intestinal parasitic infections in Bolivian children

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
V Lastrucci ◽  
M Spinicci ◽  
F Macchioni ◽  
S Gabrielli ◽  
A L Villagran ◽  
...  
Keyword(s):  
Health Education ◽  
Primary Schools ◽  
Parasitic Infections ◽  
Education Intervention ◽  
Intestinal Parasitic Infections ◽  
School Year ◽  
School Based ◽  
Sanitation And Hygiene ◽  
Health Education Intervention ◽  
Key Events

Abstract Backgrounds Intestinal parasitic infections (IPI) are a major health issue for children of low- and middle-income countries. Water, sanitation and hygiene (WASH) practices are crucial for preventing IPI. The aim of the study was to evaluate the effects of a school-based health education intervention on handwashing behavior and IPI prevalence in children Methods This is a randomized intervention trial in 8 primary schools in rural communities over the course of 3 school years; preliminary results from the first two years of the trial are here presented. Schools were randomly selected and assigned in a 1:1 ratio to intervention or control (no intervention) groups. For each school year, the intervention included 14 school-based educational sessions and 2 skit events, involving children aged 8-12 years. Knowledge, attitude and practice questionnaire and handwashing at key events was assessed at the beginning and end of each school year. IPI prevalence was assessed with repeated cross-sectional parasitology surveys 12 months apart, involving a minimum of 50 children for each school Results At baseline, no significant differences between intervention and control schools were present in the proportion of children who washed their hands at key events (7.2% vs 9.3%, p = 0.28), in IPI (79.4% vs 75.3%, p = 0.3) and multiple parasitic infections (MPI) prevalences (47.6 vs. 38.6; p = 0.051). At the end of the second year, the percentage of children who washed their hands at key events was significantly higher in the intervention schools (75.4% vs 12.1%, p &lt; 0.001), and the prevalence of IPI and MPI in the intervention schools were respectively about 25% and 15% lower than in the control schools (respectively, 42.9% vs 67.8%, p &lt; 0.001; 16.1% vs 31.6%, p &lt; 0.001) Conclusions A school-based health education intervention could achieve significant changes in hand-washing behaviors and reduction in the prevalence of IPI in children. The third year survey results are needed to confirm these findings Key messages An health education intervention on water, sanitation and hygiene (WASH) practices can reduce the risk of IPI infection in children. An health education intervention on water, sanitation and hygiene (WASH) practices could be configured as a sustainable long-term approach to intestinal parasitic infections control in children.

School-Based Nutrition Programs for Adolescents in Dodoma, Tanzania: A Situation Analysis

2021 ◽  
pp. 037957212110207
Author(s):  
Colette Rector ◽  
Nadhira Nuraini Afifa ◽  
Varun Gupta ◽  
Abbas Ismail ◽  
Dominic Mosha ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Ad Hoc ◽  
School Administrators ◽  
School Nutrition ◽  
Overweight And Obesity ◽  
School Meals ◽  
Nutrition Interventions ◽  
Double Burden ◽  
School Based ◽  
Sanitation And Hygiene

Background: Tanzania has a double burden of malnutrition, including a high prevalence of undernutrition and an increasing prevalence of overweight and obesity among adolescents. Schools present a valuable opportunity to reach a large section of the country’s adolescent population with nutrition-oriented interventions. Objective: The objective of this study was to assess the current state of adolescent school nutrition interventions in Dodoma, Tanzania, with emphases on 3 potential school-based nutrition interventions, school vegetable gardens, school meals, and education (on nutrition, agriculture, and water, sanitation, and hygiene). Methods: Focus group discussions were conducted with several regional and district-level governmental stakeholders, including health, education, and agricultural officers. Ten public secondary schools were visited, and interviews with school administrators, teachers, students, and parents were conducted. Results: All stakeholders interviewed supported interventions to improve school-based nutrition, including school gardens, school feeding, and nutrition education. All 10 schools visited had some experience providing school meals, but parents’ contributions were essential for the program’s sustainability. Most schools visited had land available for a school garden program, but water availability could be challenging during certain times of the year. The teachers interviewed expressed that the curriculum on nutrition education was highly theoretical and did not allow students to practice the knowledge and skills they learned in the classroom. Conclusions: The current school-based approach to tackling the double burden of adolescent malnutrition in Dodoma is localized and ad hoc. To leverage the potential of schools as a platform for nutrition interventions, integrated and policy-mandated interventions are needed.

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