scholarly journals Knowledge of educators and dieticians on food and nutrition education in the school environment

2013 ◽  
Vol 26 (3) ◽  
pp. 291-300 ◽  
Author(s):  
Alicinez Guerra Albuquerque ◽  
Cleide Maria Pontes ◽  
Mônica Maria Osório
Keyword(s):  
Nutrition Education ◽  
School Environment ◽  
Eating Habits ◽  
Department Of Education ◽  
Pedagogical Practice ◽  
The Social ◽  
Food And Nutrition ◽  
Healthy Eating Habits ◽  
The Subject ◽  
Food And Nutrition Education

OBJECTIVE: The purpose of this qualitative study was to reveal the expertise of educators and dieticians on food and nutrition education in the school environment. METHODS: This study used a qualitative approach developed jointly by the Department of Education of the state of Pernambuco, Brazil, and a school in that state. The participants were seven teaching technicians, eight teachers, and thirteen dieticians. The information was collected by interview and submitted to thematic content analysis. RESULTS: Six themes emerged from the participants' statements: food and nutrition education as a guideline for eating correctly; the purpose of food and nutrition education as an instrument for promoting healthy eating habits; the school as a promoter and empowering environment for food and nutrition education; food and nutrition education as a pedagogical practice focused on the reality of students' eating habits; school agents' assignments and partnerships for food and nutrition education; lack of knowledge in the practice of food and nutrition education. CONCLUSION: The participants' knowledge on food and nutrition education is dichotomous, at times permeated by biological aspects, at other times by the social context. Although there are gaps in the knowledge of the subject, educators and dieticians consider themselves partners for the provision of food and nutrition education in school.

scholarly journals Longitudinal monitoring of the nutritional status of schoolchildren in a public school

2020 ◽  
Vol 30 (2) ◽  
pp. 209-215
Author(s):  
Adriana Jesus de Medeiros ◽  
Poliana De Araújo Palmeira ◽  
Jackson Silva Lima ◽  
Vanille Valério Barbosa Pessoa Cardoso
Keyword(s):  
Public School ◽  
Nutritional Status ◽  
Nutrition Education ◽  
Eating Habits ◽  
Overweight And Obesity ◽  
Final Sample ◽  
Food And Nutrition ◽  
Healthy Eating Habits ◽  
Nutritional Transition ◽  
Nutritional Status Of Children

Introduction: The nutritional transition in Brazil has also reached the infant population. In this context, studies have demonstrated high prevalence of overweight and obesity in school-aged children. Objective: analyze the nutritional and anthropometric status of children in a public school between the years of 2013 and 2015. Methods: for which a longitudinal study was developed using a 2013 baseline study. The final sample consisted of 73 students with initial age between 3 and 9 years. Socioeconomic, anthropometric and school feeding practices were collected using questionnaires according to the school age. The nutritional status was determined by the collection of measures of weight and height, later these were used for expression z Weight / Age and Height / Age scores. SPSS was used for statistical analysis. Results: The results showed that a significant percentage of schoolchildren remained overweight and obese from the Weight / Age index (21.8%) and at low weight risk by the Height / Age and Weight / Age (4.1% and 3%, 6%). These students presented a growth and weight gain within the norms of normality and the majority presented adequate weight for the age, nevertheless there was an expressive portion of schoolchildren who are underweight and overweight / obese. Conclusions: The nutritional status of children is related to several factors that should be addressed through actions to develop food and nutrition surveillance and food and nutrition education with students to promote healthy eating habits.

scholarly journals Effectiveness of different interventions in public nurseries based on food and nutrition education: promoting breast-feeding and healthy complementary feeding

2018 ◽  
Vol 21 (13) ◽  
pp. 2454-2461
Author(s):  
Naiara Abrantes Cândido ◽  
Taciana Maia de Sousa ◽  
Luana Caroline dos Santos
Keyword(s):  
Nutrition Education ◽  
Complementary Feeding ◽  
Eating Habits ◽  
Intervention Group ◽  
Early Years ◽  
Control Group ◽  
Face To Face ◽  
Food And Nutrition ◽  
Food And Nutrition Education ◽  
Belo Horizonte

AbstractObjectiveFood practices in the early years of life are important to form healthy eating habits; therefore, it is essential for the caregivers of infants to receive appropriate guidance. The present study aimed to investigate the effectiveness of different nutritional interventions on complementary feeding practices in municipal nurseries.DesignNon-randomized controlled intervention study with education professionals and parents of infants (<2 years). Participants were divided into: control group (CG), standard food and nutrition education in writing; and intervention group (IG), the same information as the CG and face-to-face meetings (professionals, 8 h; parents, 5 h). Changes in professionals’ knowledge on the subject and alterations in parents’ beliefs, attitudes and intentions were assessed using questionnaires before and after the educational activities.SettingTen public nurseries in Nova Lima, Belo Horizonte, Minas Gerais, Brazil, 2015.SubjectsNinety professionals (fifty in CG; forty in IG) and 169 parents (ninety-seven in CG; seventy-two in IG).ResultsAfter the intervention, there was a significant increase in the mean number of correct responses given by professionals in the IG (12·2 v. 10·7; P=0·001). In addition, there were improvements among the parents of the IG in relation to beliefs (soups and broths do not nourish my child: P=0·012), attitudes (offer meat from the sixth month: P=0·032) and intentions (do not offer soups and broths: P=0·003; offer vegetables: P=0·018; offer meat: P<0·001).ConclusionsFace-to-face nutritional intervention had a significantly greater effect on the parameters evaluated, indicating the importance of adequate guidance in childcare services to support the introduction of complementary feeding.

scholarly journals What Social, Program, and Behavioral Factors Influence the Healthy Eating Index for EFNEP and SNAP-Ed Adult Participants?

2015 ◽  
Vol 11 (4) ◽  
pp. 344-353 ◽  
Author(s):  
Dave D. Weatherspoon ◽  
Steven R. Miller ◽  
Marie E. Steele ◽  
Cathy J. Newkirk ◽  
Olga Santiago ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Healthy Eating ◽  
Education Program ◽  
Eating Habits ◽  
Healthy Eating Index ◽  
Social Program ◽  
Behavioral Factors ◽  
Food And Nutrition ◽  
Nutrition Education Program ◽  
Food And Nutrition Education

The main objectives of this article were to determine the demographic factors, the program related factors and the behavioral factors that influence Michigan Expanded Food and Nutrition Education Program and Supplemental Nutrition Assistance Program–Education outcomes. Secondarily, we sought to understand the trends and changes in Healthy Eating Index (HEI) scores across the differing baseline score groups. The data were collected by nutrition instructors in a pretest, posttest design to capture change in healthy eating habits through changes in HEI scores. The participants were all low-income program participants during the years of 2011 and 2012, living in Michigan. Findings show that eating habits improved most in households with weekly per-person income within $100 to $500, and with Caucasian females living in cities or suburbs. Improvements were also greater with those who took part in the Expanded Food and Nutrition Education Program, where the participants exhibited higher baseline frequency of planning meals before grocery shopping, comparing prices, and budgeting enough money for food and food related purchases. Overall, the average change in HEI scores increased by 2.3 points, however, the variability between the participants’ changes was high, suggesting that more targeted program lessons might increase program efficacy, especially for those participants with high baseline HEI scores.

scholarly journals Using nutrition education and cooking classes in primary schools to encourage healthy eating

2011 ◽  
Vol 4 (2) ◽  
pp. 43 ◽  
Author(s):  
Claire Drummond
Keyword(s):  
Nutrition Education ◽  
Healthy Eating ◽  
School Environment ◽  
Primary Schools ◽  
Eating Habits ◽  
Transfer Of Knowledge ◽  
Eating Behaviours ◽  
Agents Of Change ◽  
Healthy Eating Habits ◽  
Cooking Classes

Schools are in the unique position of being able to influence students’ eating behaviours in a beneficial manner. Positive peer and teacher modelling can encourage students to try foods they exhibited distaste for previously. Pilot research has shown that when nutrition and cooking sessions are conducted in primary schools, foods refused or untried at home during meal times, such as vegetables, were asked for following the school cooking classes using that same food. In this paper I will discuss how nutrition workshops and cooking classes in primary schools can influence healthy eating habits among schoolaged children. The research indicated that there was a transfer of knowledge around healthy nutrition from a school environment to a home environment through students as agents of change.

scholarly journals Digital technologies for promotion of healthy eating habits in teenagers

2019 ◽  
Vol 72 (2) ◽  
pp. 513-520 ◽  
Author(s):  
Caroline Magalhães de Alcântara ◽  
Amanda Newle Sousa Silva ◽  
Patrícia Neyva da Costa Pinheiro ◽  
Maria Veraci Oliveira Queiroz
Keyword(s):  
Healthy Eating ◽  
Scientific Literature ◽  
Eating Habits ◽  
Digital Technologies ◽  
Nutrition Interventions ◽  
Online Programs ◽  
Web Based ◽  
Nutritional Advice ◽  
Healthy Eating Habits ◽  
The Subject

ABSTRACT Objective: Identify and analyze the scientific literature on digital technologies for promotion of healthy eating habits in teenagers. Method: Integrative review of articles published in English and Spanish, available in full on four databases. The descriptors used were (Adolescent health) OR (Teen health) AND (Healthy diet) OR (Healthy eating) AND (Educational technology) OR (Instructional technology), respectively, from which eight articles were selected. Results: Among the studies included, three were digital games; two web-based nutrition interventions; two using online programs to prevent obesity; and one nutritional advice using multimedia. They showed experiences of digital technology and its effects on knowledge improvement and/or behavior of participants when developing healthy eating habits. Conclusion: Digital technologies are innovative tools present in the lives of teenagers, with the possibility of being used for education and promotion of healthy eating, contributing to the empowerment of the subject for his/her self-care.

scholarly journals Interventional Nutrition Education Program for Sixth Grade Students in a Governmental Primary School in Giza Governorate

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
S K Farah ◽  
H A Abouseif ◽  
D A Gamaleldin ◽  
H I Fahim
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Education Program ◽  
Eating Habits ◽  
Sixth Grade ◽  
School Students ◽  
Sixth Grade Students ◽  
Healthy Eating Habits ◽  
Nutrition Education Program ◽  
Knowledge Attitude And Practice

Abstract Background Nutrition is a critical part of health and development. Better nutrition is related to improvement of child health, stronger immune systems, and lower risk of non-communicable diseases. Objectives the study aimed to describe knowledge, attitude and practice of sixth grade, primary school students about healthy eating habits and healthy diet and to implement and assess a nutrition education program for healthy eating habits and healthy diet. Participants and Tools An interventional study was conducted in one governmental primary school in Giza governorate and included 120 sixth grade students. The health education program was divided into three stages: Pre-intervention stage in which the knowledge, attitude and practice (KAP) of students about healthy and unhealthy dietary habits was assessed. Then educational program was implemented and (KAP) of students was re-assessed again twice after the education session immediately and then two months later. Results Most of the children (69.6%) had fair nutrition knowledge, (23.2%) had good knowledge, while (7.2%) had poor knowledge. After the intervention, there was an improvement in nutrition knowledge score of participated students (p &lt; 0.05) and this change was maintained after 2 months of the intervention. The total mean score percentage was (68% ± 9.8%) before intervention and had improved after 2 months of the intervention than before. The attitude of participated students had improved after intervention in relation to the concept that eating a lot of fat can make one become obese and eating a lot of sugar and sweets is harmful for health (p &lt; 0.001) The practice had improved among the study participants after 2 months of the intervention than before intervention (80.1% ± 5.1 vs. 68.5 ± 9.8%). Conclusion School nutrition intervention programs can have a great impact on knowledge and behavior of primary school students especially if various methods of teaching and learning were applied.

Sign in / Sign up

Export Citation Format

Share Document