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

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.

scholarly journals The influence of dietary advice on nutrient intake during pregnancy

1995 ◽  
Vol 73 (2) ◽  
pp. 163-177 ◽  
Author(s):  
Annie S. Anderson ◽  
Doris M. Campbell ◽  
Richard Shepherd
Keyword(s):  
Nutrition Education ◽  
Nutrient Intake ◽  
Local Population ◽  
Intervention Group ◽  
Education Programme ◽  
Nutrition Knowledge ◽  
Dietary Advice ◽  
Education Group ◽  
Antenatal Clinics ◽  
Nutrition Programme

To assess the effect of an antenatal nutrition programme designed specifically for the local population, questionnaires on nutrition knowledge, attitudes to healthier eating and 4 d diet diaries were completed by women attending routine antenatal clinics. Women who received the nutrition education programme were allocated into an Intervention Education Group whilst those women who did not were allocated into a Routine Education Group. The results showed that knowledge about nutrition was significantly higher in the intervention group. However, no significant differences were detected between the two groups for attitude variables or nutrient intake. It is concluded, therefore, that the most-widely-read form of nutrition advice for pregnant women may have some impact on nutrition knowledge but has little effect on nutrient intake during pregnancy.

scholarly journals The Program Niño Sano, Adulto Sano Improves Mothers’ Nutrition Knowledge and Food Practices, and Reduces Obesity in School-aged Children from a Low-income Setting in Mexico (FS16-02-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Yolitzin C Hernandez ◽  
Gilda Zacarias ◽  
Olga García
Keyword(s):  
Nutrition Education ◽  
Low Income ◽  
Cognitive Theory ◽  
Nutrition Knowledge ◽  
Overweight And Obesity ◽  
Controlled Study ◽  
Control Group ◽  
Nutrition Program ◽  
School Aged Children ◽  
Food Practices

Abstract Objectives Evaluate the effect of the nutrition program Niño Sano, Adulto Sano (Healthy Child, Healthy Adult) on mother's nutrition knowledge and food practices. Also, to determine its effect on Body Mass Index (BMI) of both mothers and their children. Methods A total of 43 mothers (35 ± 5 y) and their school-aged children (9 ± 3 y) participated in a 6-month longitudinal controlled study. Participants were residents of two low income communities in Queretaro, Mexico. The program Niño Sano, Adulto Sano was developed using the Intervention Mapping Approach and Social Cognitive Theory and consisted on six nutrition education sessions (1 per month) and six cooking workshops. The control group received three sessions (1 every 2 months) of nutrition education following the Mexican Official Guidelines. Height and weight of mothers and children were taken at baseline and after 6 months to determine mother's BMI and children's BMI-for-age z-score following WHO procedures. Mothers answered a validated questionnaire that consisted of eight Likert-type questions to evaluate nutrition knowledge and food practices at the beginning and end of the study. The data was analyzed by T-student of dependent variables using SPSSv19. Results The combined prevalence of overweight and obesity at baseline was 88.3% and 51.4% for the mothers and their children, respectively. 47% of the children were girls. Mothers that participated in the nutrition program improved their nutrition related knowledge and food practices by 2.99 points (3.14, 95%CI: 1.21, 4.76; P = 0.0001) compared to the control group (1.27, 95%CI: 0.15, 2.39; P = 0.028). Children of the mothers that participated in the program significantly reduce their BMI for age by −0.27 units (0.30, 95%CI: 0.22, 0.39; P = 0.0001) compared with the control group (0.02, 95%IC: −0.11, 0.17 P = 0.70). No differences were observed between groups in the mothers’ BMI at the end of the study. Conclusions The nutrition intervention Niño Sano, Adulto Sano improved nutrition knowledge and food practices of participating mothers, it reduced BMI for age a of their children, but had no effect on mother's BMI. Funding Sources Fondo de Proyectos Especiales de Rectoría (FOPER) of the Universidad Autónoma de Querétaro.

The Prevention of Depression in 8- to 9-Year-Old Children: A Pilot Study

2006 ◽  
Vol 16 (1) ◽  
pp. 76-90 ◽  
Author(s):  
Rosanna Rooney ◽  
Clare Roberts ◽  
Robert Kane ◽  
Lisbeth Pike ◽  
Amber Winsor ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Primary Schools ◽  
Depressive Disorders ◽  
Intervention Group ◽  
Health Promotion Program ◽  
Control Group ◽  
Positive Thinking ◽  
Post Intervention ◽  
Developmental Needs ◽  
Children In The Middle

AbstractThe outcomes of a new universal program aimed at preventing depressive symptoms and disorders in 8- to 9-year-old children are presented. The Positive Thinking Program is a mental health promotion program based on cognitive and behavioural strategies. It is designed to meet the developmental needs of children in the middle primary school Years 4 and 5. Four state primary schools were randomly assigned to receive the program implemented by psychologists or to a control condition involving their regular Health Education curriculum. Seventy-two children participated in the intervention condition and 48 children in the control condition. Children completed measures of depressive and anxiety symptomatology, depressive disorders, and attribution style. The intervention was associated with reductions in depressive symptoms and more positive attributions at post-intervention. Compared to the control group, there was a lower prevalence of depressive disorders at posttest and fewer intervention group children developed a depressive disorder at a 9-month follow-up.

scholarly journals Health and Nutrition Education in Elementary Schools: Changes in health knowledge, nutrient intakes and physical activity over a six year period

1999 ◽  
Vol 2 (3a) ◽  
pp. 445-448 ◽  
Author(s):  
Yannis Manios ◽  
Anthony Kafatos
Keyword(s):  
Physical Activity ◽  
Nutrition Education ◽  
Primary Schools ◽  
Health Knowledge ◽  
Dietary Habits ◽  
Intervention Group ◽  
Nutrition Intervention ◽  
Control Group ◽  
Nutrient Intakes ◽  
Health And Nutrition

AbstractObjective:To examine the effects of a health and nutrition intervention, implemented in primary schools of Crete, on health knowledge, nutrient intakes and physical activity of the intervention population.Methods:The intervention group consisted of 24 schools while the control group consisted of 16 schools. The overall duration of the intervention was six years, while the topics of the intervention primarily focused on children' dietary habits, physical activity and fitness.Results:After the completion of the intervention period, the changes observed in health knowledge, nutrient intakes and physical activity were in favour of the intervention group pupils.Conclusion:The encouraging findings of the study indicate the potential of the programme in health promotion and disease prevention without involving substantial new school resources and time.

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

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.

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

2015 ◽  
Vol 18 (18) ◽  
pp. 3406-3419 ◽  
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.

A RANDOMIZED TRIAL OF BRIEF INDIVIDUAL VERSUS GROUP PARENT TRAINING FOR BEHAVIOUR PROBLEMS IN CHILDREN WITH SEVERE LEARNING DISABILITIES

2001 ◽  
Vol 29 (2) ◽  
pp. 151-167 ◽  
Author(s):  
Oliver Chadwick ◽  
Nataša Momčilović ◽  
Rowena Rossiter ◽  
Elise Stumbles ◽  
Eric Taylor
Keyword(s):  
Learning Disabilities ◽  
Intervention Group ◽  
Control Group ◽  
Behaviour Problems ◽  
Parental Distress ◽  
Post Intervention ◽  
Participant Satisfaction ◽  
School Aged Children ◽  
The Individual

Primary school aged children with severe learning disabilities and behavioural problems were identified from those attending special needs schools in three adjacent Inner London boroughs. In two of the boroughs their parents/carers were randomly allocated to receive 5-7 group- or individually-based intervention sessions aimed at preventing or reducing their child's behaviour problems; teaching and support staff at their schools received a 2-day workshop with the same aims. Children in the third borough served as a “no treatment” control group. Follow-up assessments were carried out shortly after the interventions were completed and 6 months later. Individually-based intervention was superior to group-based intervention in acceptability, attendance, levels of participant satisfaction and the likelihood of reported behavioural improvement. Within the individual intervention group, behaviours that had been targeted for intervention were more likely to show improvements than those that were untargeted. However, in spite of these improvements, there were no significant differences between groups in the absolute frequency or severity of the child's behaviour problems at either post-intervention assessment, and reductions in levels of parental distress noted on completion of the interventions were no longer apparent 6 months later.

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

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.

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

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1287-1287
Author(s):  
Janet Antwi
Keyword(s):  
Nutrition Education ◽  
Dietary Diversity ◽  
Intervention Group ◽  
Nutrition Knowledge ◽  
Sub Saharan Africa ◽  
Health Concern ◽  
Nutrition Status ◽  
Control Group ◽  
Positive Effects ◽  
The Impact

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 &lt; 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.

scholarly journals Effect of Comprehensive Interventions Including Nutrition Education and Physical Activity on High Blood Pressure among Children: Evidence from School-Based Cluster Randomized Control Trial in China

2020 ◽  
Vol 17 (23) ◽  
pp. 8944
Author(s):  
Haiquan Xu ◽  
Yanping Li ◽  
Xianwen Shang ◽  
Songming Du ◽  
Qian Zhang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Blood Pressure ◽  
Nutrition Education ◽  
High Blood Pressure ◽  
Primary Schools ◽  
Intervention Group ◽  
Public Health Problem ◽  
Control Group ◽  
School Based ◽  
Multicenter Randomized Controlled Trial

Childhood hypertension has increasingly become a public health problem globally. However, limited literature research examined the effect of comprehensive interventions including nutrition education and physical activity on blood pressure among children. A total of 6764 children aged 7–13 years were analyzed based on a multicenter randomized controlled trial for comprehensive interventions in 30 primary schools in China to evaluate the effects on blood pressure, which lasted for two semesters. The standards used for the diagnosis of high blood pressure were the cut-off points based on age and sex for Chinese children. Compared with the control group, the intervention effects were −0.5 mm Hg (95% confidence interval (CI): −1.1, 0; p = 0.064) for diastolic blood pressure and −0.9 mmHg (95% CI: −1.5, −0.3; p = 0.005) for systolic blood pressure. For the incidence of high blood pressure, the changes were −1.4% in the intervention group and 0.4% in the control group (1.8% difference between the two groups, p = 0.015) after trial. The school-based comprehensive interventions appeared to have moderate effects on high blood pressure prevention among children in China.

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