scholarly journals Complementary Feeding Knowledge and Practices of Caregivers in Orphanages Improved after Nutrition Education Intervention in Ibadan, Nigeria

2021 ◽  
Vol 11 (07) ◽  
pp. 642-652
Author(s):  
Folake O. Samuel ◽  
Boluwatife Akintayo ◽  
Toluwalope E. Eyinla
Keyword(s):  
Nutrition Education ◽  
Complementary Feeding ◽  
Education Intervention ◽  
Ibadan Nigeria

scholarly journals Field Testing of Complementary Feeding and Nutrition Education Intervention in Selected Philippine Villages

2018 ◽  
Vol 50 (7) ◽  
pp. S159-S160 ◽  
Author(s):  
Julieta B. Dorado ◽  
Clarita R. Magsadia ◽  
Rowena V. Viajar ◽  
Chona F. Patalen ◽  
Glenda P. Azana ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Complementary Feeding ◽  
Field Testing ◽  
Education Intervention

scholarly journals Effects of Nutrition Education on Improving Knowledge and Practice of Complementary Feeding of Mothers with 6- to 23-Month-Old Children in Daycare Centers in Hawassa Town, Southern Ethiopia: An Institution-Based Randomized Control Trial

2020 ◽  
Vol 2020 ◽  
pp. 1-10
Author(s):  
Selam Deksiyous Muluye ◽  
Tefera Belachew Lemma ◽  
Tona Zema Diddana
Keyword(s):  
Nutrition Education ◽  
Randomized Control Trial ◽  
Complementary Feeding ◽  
Dietary Diversity ◽  
Southern Ethiopia ◽  
Control Group ◽  
Feeding Practice ◽  
Daycare Centers ◽  
Randomized Control ◽  
Knowledge And Practice

Undernutrition and hidden hunger threaten the survival, growth, and development of children, young people, economies, and nations. Inappropriate complementary feeding practice due to poor maternal knowledge and awareness in combination with low income and infectious disease is the contributing factor for child undernutrition. Hence, this study was aimed at determining the effect of nutrition education on improving the knowledge and practice of complementary feeding of the mothers with 6- to 23-month old children in daycare centers of Hawassa Town, Southern Ethiopia. An institution-based randomized control trial design was employed. Daycare centers were randomly allocated for the intervention group and the control group. Among the total daycare centers in the town, five were assigned to receive nutrition education and the rest five for the control group (CG). The simple random sampling technique used to select individual participants from each daycare center. Two hundred (200) mother-child pairs (100 for each group) were recruited. Sociodemographic and economic variables were collected by the structured questionnaire. Knowledge of appropriate complementary feeding was assessed by seven knowledge questions. Appropriate complementary feeding practice was assessed by adapting Alive and Thrive Infant and Young Child Feeding (IYCF) practice guidelines. Nutrition education was given for four consecutive months by using Alive and Thrive IYCF guidelines. Data were analyzed by the SPSS software program version 20. The chi-squared test was used to test the significant differences in the proportion of good knowledge and good practice of complementary feeding and good dietary diversity between two groups. The independent t test was used to test the significant differences in mean dietary diversity between two groups. At 95% confidence interval, p<0.05 was considered statistically significant. The results revealed that the proportion of mothers with good knowledge of appropriate complementary feeding was increased from 59% at pretest to 96% at posttest and the appropriate complementary feeding practice was improved from 54% at pretest to 86% at posttest in IG. There was no change in the knowledge and practice of complementary feeding practice in CG after four months. The proportion of mothers with good complementary knowledge was 54% both at pretest and at posttest and good complementary feeding practice was 51% and 52% at pre- and posttest in CG, respectively. There was no significant difference (p>0.05) on complementary feeding knowledge and practice between two groups at pretest, while the difference was highly significant (p<0.05) at the posttest. In conclusion, providing nutrition education improved the appropriate complementary feeding knowledge and practice of mothers. In recommendation, government and other partners working on sustainable child nutrition reduction should focus on the nutrition education to improve the knowledge and appropriate complementary feeding practice including daycare centers.

scholarly journals Effect of nutrition education intervention on undernutrition among under five children in urban and rural areas of Bhopal district, Madhya Pradesh

2018 ◽  
Vol 5 (10) ◽  
pp. 4536
Author(s):  
Shailendra Meena ◽  
Pratibha Meena
Keyword(s):  
Nutrition Education ◽  
Rural Areas ◽  
Normal Weight ◽  
Madhya Pradesh ◽  
Dietary Behaviour ◽  
Nutrition Status ◽  
Education Intervention ◽  
Z Score ◽  
Area Reduction ◽  
Urban And Rural Areas

Background: Nutrition education is defined as instruction or training intended to lead to acquired nutrition-related knowledge and/or nutrition-related skills and be provided in individual. It is also demonstrably capable of improving dietary behaviour and nutrition status on its own.Methods: A prospective observational study was conducted in the urban and rural ICDS projects of Bhopal district, Madhya Pradesh from July 2014 to June 2015. Three types of instruments were used: NIPCCD Suposhan Guide, a structured questionnaire and anthropometric measurements including weight, height and MUAC. Data was entered into Microsoft Excel and was analyzed by using EPI Info version 7.Results: As per Z score 7.9% children had normal weight (Z score above -1SD), 31.7% had mild underweight (Z score between -1SD to -2SD), 40.7% had moderate underweight (Z score between -2SD to -3SD) and 19.6% had severe underweight (Z score below -3SD). Reduction in moderate underweight was from 39.2% to 33.9% and in severe underweight it was from 19.3% to 15.2% in urban area. In the rural area reduction in moderate underweight was from 44.1% to 36.6% and in the severe underweight group it was from 20.4% to 9.7%.Conclusions: In our nutrition education intervention we found that a well planned, short, simple, focused and based on locally available food items delivered with little empathy can do a lot even in weaker sections of the society. 

Effect of nutrition education intervention based on Pender's Health Promotion Model in improving the frequency and nutrient intake of breakfast consumption among female Iranian students

2013 ◽  
Vol 17 (3) ◽  
pp. 657-666 ◽  
Author(s):  
Tahereh Dehdari ◽  
Tahereh Rahimi ◽  
Naheed Aryaeian ◽  
Mahmood Reza Gohari
Keyword(s):  
Health Promotion ◽  
Nutrition Education ◽  
Nutrient Intake ◽  
Control Group ◽  
Education Intervention ◽  
Health Promotion Model ◽  
Breakfast Consumption ◽  
Pender's Health Promotion Model ◽  
Iranian Students ◽  
Experimental Group

AbstractObjectiveTo determine the effectiveness of nutrition education intervention based on Pender's Health Promotion Model in improving the frequency and nutrient intake of breakfast consumption among female Iranian students.DesignThe quasi-experimental study based on Pender's Health Promotion Model was conducted during April–June 2011. Information (data) was collected by self-administered questionnaire. In addition, a 3 d breakfast record was analysed. P < 0·05 was considered significant.SettingTwo middle schools in average-income areas of Qom, Iran.SubjectsOne hundred female middle-school students.ResultsThere was a significant reduction in immediate competing demands and preferences, perceived barriers and negative activity-related affect constructs in the experimental group after education compared with the control group. In addition, perceived benefit, perceived self-efficacy, positive activity-related affect, interpersonal influences, situational influences, commitment to a plan of action, frequency and intakes of macronutrients and most micronutrients of breakfast consumption were also significantly higher in the experimental group compared with the control group after the nutrition education intervention.ConclusionsConstructs of Pender's Health Promotion Model provide a suitable source for designing strategies and content of a nutrition education intervention for improving the frequency and nutrient intake of breakfast consumption among female students.

The BALANCE nutrition education intervention for adolescents with ASD: A formative study in a school setting

2022 ◽  
Vol 91 ◽  
pp. 101912
Author(s):  
Acadia W. Buro ◽  
Heewon L. Gray ◽  
Russell S. Kirby ◽  
Jennifer Marshall ◽  
Whitney Van Arsdale
Keyword(s):  
Nutrition Education ◽  
School Setting ◽  
Education Intervention ◽  
Adolescents With Asd

Effectiveness of Nutrition Education Intervention among High School Students in Tarqumia, Palestine

2013 ◽  
Vol 12 (8) ◽  
pp. 787-792 ◽  
Author(s):  
Farid A.W. Ghray ◽  
Mohamed A. Rusli ◽  
Ayesha Al Rifai ◽  
Mohd I. Ismail
Keyword(s):  
High School ◽  
High School Students ◽  
Nutrition Education ◽  
Education Intervention ◽  
School Students

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

Nutrients ◽  
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.

Process Evaluation of Healthy Toddlers: A Multistate Nutrition Education Intervention Program

2010 ◽  
Vol 42 (4) ◽  
pp. S74 ◽  
Author(s):  
Joel Lindau ◽  
Garry Auld ◽  
Susan Baker ◽  
Katie Rogers ◽  
Gayle Coleman ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Process Evaluation ◽  
Intervention Program ◽  
Education Intervention

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
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