Effect of interventions to improve adolescents’ nutrition knowledge in China

Wang, Dongxu; Stewart, Donald Edwin; Chang, Chun; Ji, Ying; Shi, Yongmin

doi:10.1108/he-11-2013-0058

Cited by 5 publications

(3 citation statements)

References 43 publications

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“…Also, nutrition education has been widely integrated into the formal curriculum for many years. After recognising the importance of helping students to acquire accurate and age-related knowledge and to develop their healthy dietary habits and behaviours, nutrition education has incorporated more interactive and participative components to improve students' nutrition [19,20]. In view of these, our study tried to design and conduct more adolescent-oriented nutrition education intervention in this school-based nutrition program.…”

Section: Discussionmentioning

confidence: 99%

Effect of a school-based nutrition education program on adolescents’ nutrition-related knowledge, attitudes and behaviour in rural areas of China

Wang

Stewart

Chang

et al. 2015

Environ Health Prev Med

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Objectives This study aimed at examining the effect of the nutrition education program on adolescents' knowledge, attitudes and behaviour in relation to nutrition in rural China. Methods A cluster-randomised intervention trial design was employed. Two middle schools were randomly selected and assigned to the school conducting nutrition education (NE school), or to the Control school, in Mi Yun County, Beijing. From each school 65 seventh-grade students were randomly selected to participate in the study. Nutrition-related knowledge, attitudes and behaviour were measured at pre-and post-intervention surveys with the same instrument. The nutrition education lasted for 6 months. Results After the intervention, more students in NE school knew the main function of dairy products and vegetables, which micronutrient is rich in dairy products and beans, and in meat, and the symptom of food poisoning, than those in Control school. The rate of students who thought nutrition is very important to health, and foods with an expired date should be thrown away in NE school was higher than that in Control school (93.8 vs. 80.3 and 92.3 vs. 78.7 %, respectively). The rate of students who ate vegetables and breakfast everyday in NE school was higher than that in Control school (96.9 vs. 80.3, and 89.2 vs. 75.4 %, respectively). (p \ 0.05). Conclusions This nutrition education programme is effective in improving adolescents' knowledge, attitudes, and behaviour in relation to nutrition; therefore, the nutrition education with interactive and innovative intervention components is strongly recommended for future nutrition promotion programmes for adolescents.

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Section: Discussionmentioning

confidence: 99%

Effect of a school-based nutrition education program on adolescents’ nutrition-related knowledge, attitudes and behaviour in rural areas of China

Wang

Stewart

Chang

et al. 2015

Environ Health Prev Med

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“…##Study used a modification of the tools developed by Turconi et al and Oldewage‐Theron and Egal, although the modifications are unclear and the tools were translated into Chinese. Wang et al report reliability testing of the modified instrument …”

Section: Methodsmentioning

confidence: 99%

A Systematic Review of Tools Measuring Nutrition Knowledge of Pre‐Adolescents and Adolescents in a School‐Based Setting

Newton

Racey

Marquez

et al. 2019

Journal of School Health

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BACKGROUND: Measurement of nutrition knowledge is common in interventions targeting dietary modifications in a school-based setting. Previous research has noted a general lack of disclosure regarding the details and psychometric properties of nutrition knowledge tools, which makes uptake of previously used instruments extremely difficult. METHODS:Our systematic literature review sought to identify interventions measuring nutrition knowledge in school settings to students aged 9 to 18. Studies were categorized according to content subject and relevant descriptive characteristics and psychometric properties were extracted. RESULTS:Following the initial screening of 16,868 articles, 308 papers were evaluated for eligibility. Sixty-seven studies consistent with the inclusion criteria were included in the review. A minority of studies reported analysis of validity (31.3%) and/or reliability (40.3%), and 73.1% of studies had at least one unknown relevant descriptive characteristic. The majority (68.7%) of studies were custom developed, of which only 13 reproduced the tool in the publication. CONCLUSION:Overall, there was an alarming lack of reporting across studies, both in terms of the description of knowledge tools as well as their psychometric properties. These omissions make the selection of appropriate instruments for use in novel contexts difficult, and highlight the need for greater disclosure and pre-intervention testing. Keywords: systematic review; school-based interventions; child and adolescent health; methods and materials of instruction; school health instruction; nutrition knowledge. Citation: Newton G, Racey M, Marquez O, McKenney A, Preyde M, Wosnick D. A systematic review of tools measuring nutrition knowledge of pre-adolescents and adolescents in a school-based setting.A considerable number of nutrition interventions target children and adolescents in a school-based setting. This is unsurprising, since schools reach a diverse population, and numerous research studies have shown that school-based interventions are capable of modifying dietary behavior. 1,2 School-based nutrition interventions may also be critically important to long-term health, since dietary patterns established early in life have been shown to be maintained from childhood into adolescence 3,4 and onward into adulthood. 5 As knowledge is known to influence

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“…Likewise, poor nutrition knowledge has been associated with poor eating behaviors in adolescents (Pirouznia, 2001). Since nutrition plays a key role in growth and development, it is vital for adolescents to have a good diet (Wang et al , 2014). The importance of nutrition knowledge and nutrition education to students’ overall health is not a novel idea and has been encouraged by health administrators and nutrition professionals for decades (Copolo and Hounshell, 1988).…”

Section: Introductionmentioning

confidence: 99%

Middle school nutrition knowledge tool development and evaluation in North Carolina

Hodges

Roseno

Duffrin

et al. 2017

NFS

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Purpose This study aims to develop and empirically assess an instrument for measuring nutrition knowledge aligned to the North Carolina (NC) Healthful Living Essential Standards for teaching nutrition. The instrument was critically evaluated and used to assess nutrition knowledge in Eastern NC students. Design/methodology/approach Researchers evaluated 250 students in 16, eighth-grade classrooms using a 22-question researcher-developed nutrition knowledge questionnaire. Assessment questions were aligned with NC Healthful Living Essential Standards, which suggest students should be able to: apply tools to plan healthy nutrition, create strategies to improve dietary intake, create plans for lifelong health, and evaluate health information and products. Survey reliability and validity (face) were evaluated prior to study implementation. Descriptive statistics for individual items, total and individual standard scores were analyzed. Instrument efficacy was evaluated using item-difficulty and discrimination indexes. Findings The survey displayed appropriate levels of item difficulty with three exceptions: two questions were identified as too difficult, and one as too easy. The majority of items also displayed acceptable (>0.20) or excellent (>0.40) discrimination (17 out of 20). Average total nutrition knowledge score was 11.82-3.26 (53.7 per cent). Within aligned standards, students scored highest in creating plans for lifelong health (79 per cent) and lowest in evaluating health information (37.6 per cent). Originality/value Study findings suggest eighth-grade students may only possess half the nutrition knowledge standards expected in the eighth grade. More instrument development is needed to supply researchers with standard means of assessing nutrition knowledge.

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Effect of interventions to improve adolescents’ nutrition knowledge in China

Cited by 5 publications

References 43 publications

Effect of a school-based nutrition education program on adolescents’ nutrition-related knowledge, attitudes and behaviour in rural areas of China

Effect of a school-based nutrition education program on adolescents’ nutrition-related knowledge, attitudes and behaviour in rural areas of China

A Systematic Review of Tools Measuring Nutrition Knowledge of Pre‐Adolescents and Adolescents in a School‐Based Setting

Middle school nutrition knowledge tool development and evaluation in North Carolina

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