Effect of nutrition education on the knowledge scores of urban households with home gardens in Morogoro, Tanzania

Pillai, Aarati; Kinabo, Joyce; Krawinkel, Michael B.

doi:10.1186/s40066-016-0069-1

Cited by 14 publications

(15 citation statements)

References 25 publications

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“…Education is likely to have an impact on the household’s nutritional knowledge and skills to conceptualize and use nutritional promotional messages, which consequently contribute to better dietary diversity[ 38 ]. A previous study in Morogoro in Tanzania reported that households who were provided with nutritional education improved the quality of their household diets[ 39 ]. Households headed by women significantly had higher household dietary diversity scores.…”

Section: Discussionmentioning

confidence: 99%

Determinants of dietary diversity and the potential role of men in improving household nutrition in Tanzania

Ochieng¹,

et al. 2017

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Good nutrition is a prerequisite for a healthy and active life, especially for agriculture-dependent households. However, diets in most households in Tanzania lack diversity because the intake of meat, poultry, fish, and vegetables and fruits is low. This study estimates factors influencing dietary diversity of the household, children under five years, and women using primary survey data. It qualitatively assesses male dietary patterns and men’s potential role in improving the nutritional status of the entire household. The findings show that the most consumed foods within the household are cereals, vegetables, oils and fats, spices, condiments and beverages. Children (d = 0.4; p<0.05) and women (d = 0.5; p<0.01) in female-headed households have low dietary diversity compared to those in male-headed households. Women and children access less diverse diets since 46% and 26%, achieved minimum dietary diversity respectively. Production of vegetables (coef. 0.34; p<0.05) play an important role in improving the dietary diversity of women. Gender (coef. 0.05; p<0.10) and education of the household head (coef. 0.02; p<0.01), food preparation and nutrition training (coef. 0.10; p<0.05) are important factors influencing dietary diversity of the members of a household. Results suggest that there is a need to support community-based programs to provide information on food and the importance of vegetables, their preparation, consumption and utilization to address food and nutrition challenges. Men can contribute towards improving household nutrition security by reducing consumption of food away from the home, especially during periods of food shortages. We recommend the use of complementary quantitative research to determine the patterns and dynamics of men’s dietary diversity and compare it with that of other household members.

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Section: Discussionmentioning

confidence: 99%

Determinants of dietary diversity and the potential role of men in improving household nutrition in Tanzania

Ochieng¹,

et al. 2017

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“…This con rms ndings from similar programs in other regional countries designed to empower communities toward improved agricultural practices 28 . Other opportunities to support empowerment identi ed through the ndings include the potential for KGs to improve food security while facilitating easier access to food, reducing household expenditure, and improving household diets 29 , including food sovereignty and the localization of food systems 30 through more integrated, holistic approaches. 31 This study found limited diversity in food products in the Province.…”

Section: Discussionmentioning

confidence: 99%

Using Formative Research to Inform a BCC Strategy to Increase Food Security and Dietary Diversity Through a Kitchen Gardens Project in Low-Income Rural Communities

Turk¹,

Safdar²,

Hashmi³

et al. 2021

Preprint

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Background Adequate nutrition is a public health priority, particularly in low-income rural communities where there is a high prevalence of malnutrition and stunting. Baluchistan is an arid desert and mountainous Province with the worst health indicators in Pakistan. The objective of this study was to identify current knowledge, attitudes and practices of vulnerable women with young children residing in remote areas of Balochistan and assess their information needs to guide the development of a BCC nutrition strategy materials and activities to support a Kitchen Gardens Project. Methods The needs assessment incorporated formative research via eight focus group discussions with demand and supply-side program beneficiaries (n = 124) to assess current nutrition knowledge, attitudes and beliefs toward kitchen gardens and proposed nutrition resources. Semi-structured interviews (n = 16) were also conducted with key stakeholders. A literature review supported the development of discussion agenda based on predominant behavioural theories. Data analysis was conducted with NVivo qualitative software coupled with grounded theory with triangulation of findings Results Opportunities categories for BCC identified more effective nutrition education, incentives of improved income and livelihoods from kitchen gardens, women’s empowerment and gender equality. Challenges included traditional cultural practices, entrenched food preparation behaviours, environmental and infrastructural constraints. Conclusions Lessons learned highlight the benefits of integrating a rapid assessment formative research method with a literature review including behavioural theories for BCC resource development for nutrition programs in culturally conservative, insecure and resource constrained settings.

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“…Different materials were reviewed, these included various publications related to the development and implementation of nutrition education programs, previous nutrition education packages and workshop documentations that have discussed or reviewed nutrition education programs [6,17,18,20,22,29]. The purpose of the review was to identify existing nutrition education materials and gaps.…”

Section: Designing Of Nutrition Education Training Packagementioning

confidence: 99%

“…Studies have shown that poor knowledge related to food consumption may affect dietary practices and suggest the need for behavioural change in the community [7,8,18,19,20]. While several studies regarding the positive impact of nutrition education on behaviour/change exist in Tanzania;the focus has been on the child feeding and nutrition status [20][21][22][23][24][25]. Effect of nutrition education on overall household dietary practices is not given much attention especially in rural parts of the country where the burden of malnutrition is high.…”

Section: Introductionmentioning

confidence: 99%

A Tailored Nutrition Education Intervention Improves Women’s Nutrition Knowledge and Dietary Practices in Farming Households of Tanzania

Bundala¹,

Kinabo²,

Jumbe³

et al. 2020

JNHFS

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A study was carried out to assess the effectiveness of a nutrition education intervention among women residing in the villages of Dodoma and Morogoro regions of Tanzania. Prior to the intervention, a baseline survey was conducted in July-August 2016. The survey involved 663 women who completed a pre-test assessment for nutrition knowledge and practice and enrolled in nutrition education intervention. The intervention was carried out for 8 months (September 2017 to April 2018) including a 10 days group training per village with six-month individual training follow-ups in the household. Spouses/ adult men were also invited to participate in the intervention. Training content included; functions of food, food groups, malnutrition, food preparations, food consumption and homestead food production. Women were given a post-test during the endline survey (July-August 2018) to assess the intervention. Nutrition knowledge (NK), Nutrition Practice (NP) as well as a combination of Nutrition Knowledge and Practice (NKP) were computed using a scoring method as per FAO guidelines. The test was scored in a range of 0-10 for NK and NP and 0-20 for NKP. The median scores before and after the intervention were compared using the Wilcoxon signed-rank test. The NKP scores among subgroups of respondents were computed using Mann-Whitney and Kruskal Wallis tests. Changes in proportions were calculated using a McNemar test. Results indicated a significant increase in the post-intervention median scores (interquartile range) than the pre-intervention median scores (interquartile range) for NK, NP, and NKP; 7(5,7) vs 4(3,5), 5(4,6) vs 3(2,4) and 12(10,13) vs 7(5,9) respectively, p<0.01. Higher scores were found among those who had received nutrition education, those who had frequently been exposed to nutrition education, those whose spouses/men participated in the intervention and those with a formal level of education than their counterparts. A significant increase in the frequencies of consumption of vegetables, fruits and legumes were noted from the baseline to the post-intervention phase in the end-line (87%-98%, 63%-69% and 76%-87%) respectively. The findings suggest the effectiveness of the nutrition education in the promotion of nutrition knowledge and desirable dietary practices in farming households of Tanzania.

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Effect of nutrition education on the knowledge scores of urban households with home gardens in Morogoro, Tanzania

Cited by 14 publications

References 25 publications

Determinants of dietary diversity and the potential role of men in improving household nutrition in Tanzania

Determinants of dietary diversity and the potential role of men in improving household nutrition in Tanzania

Using Formative Research to Inform a BCC Strategy to Increase Food Security and Dietary Diversity Through a Kitchen Gardens Project in Low-Income Rural Communities

A Tailored Nutrition Education Intervention Improves Women’s Nutrition Knowledge and Dietary Practices in Farming Households of Tanzania

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