Improved Knowledge, Attitudes, and Practices of Balanced Nutrition after Educational Intervention Based on the Self-determination Theory: An Intervention Study in Senior School Teachers in Makassar City

Abstract

<jats:p>BACKGROUND: Studies linking the association of nutrition knowledge, attitudes, and practices (KAP) with healthy behavior have been well established. However, the method to effectively deliver nutrition education to a particular population, especially middle-income population, was less studied.&#x0D; AIM: This study aimed to examine the effects of school-based nutrition using the self-determination theory (SDT) on nutrition KAP of the senior secondary schoolteacher with metabolic syndrome risk.&#x0D; METHODS: This study was a non-randomized pre-post intervention study conducted in eight senior secondary schools in Makassar City. The intervention group received a balanced nutrition package either delivered through modules, balance sheet (calendar), or physical activity poster for 4 months. The control group received a pamphlet that has been developed by the Ministry of Health of the Republic of Indonesia.&#x0D; RESULTS: A total of 123 respondents (63 respondents) intervention and (60 respondent) control group completed post-test and were included in the analysis. There were increase knowledge, attitude, and practice in both groups, but increasing in the intervention group was a significant relationship compared to the control group (knowledge p &lt; 0.001 and practice = 0.007).s&#x0D; CONCLUSIONS: Delivering nutrition education using SDT concept can potentially improve the knowledge and practices of the teachers about balanced nutrition. The government may adopt the SDT approach when designing the nutrition education program with specific targets.</jats:p>

Impact of Virtual Education on Obesity Knowledge, Attitude, and Practice

“…The results of this study indicate that there is no significant increase in participants' knowledge. This result is in contrast to several studies that have shown a significant improvement in the educational intervention group (Jafar et al 2020;Khaw, Ebora-Calbayan, and Pondi 2021;Mazloomy-Mahmoodabad et al 2017). Nevertheless, most of the assessments of each respondent's knowledge items were considered as "good" after being given the intervention (Table 3).…”

“…If the results are analyzed specifically per item, none of them showed a significant increase in the post-test scores in both domains. A study by (Jafar et al 2020) demonstrated opposite findings with a significant positive result from providing educational interventions to the practices of respondents.…”

Addressing schoolteacher food and nutrition-related health and wellbeing: a scoping review of the food and nutrition constructs used across current research

“…Nutrition knowledge was measured across 33 papers (Additional file 7 ), with 15 using the construct term ‘ Nutrition knowledge ’ with various FN-focused questions observed, including local dietary guideline recommendations ( n = 8) [ 63 , 71 , 101 – 106 ], nutrient content and/or functions ( n = 7) [ 56 , 63 , 71 , 77 , 104 , 105 , 107 ], diet-disease relationship ( n = 4) [ 63 , 104 , 106 , 108 ], food safety and/or hygiene ( n = 5) [ 71 , 77 , 106 – 108 ]. Seventeen additional papers included nutrition knowledge under different construct terms or scores including nutrition literacy [ 109 ], knowledge of nutrition score and a knowledge of nutrients functions score [ 66 ], healthy food choices knowledge score [ 110 ], or combined in a multi-faceted construct that included nutrition knowledge along with attitudes and practices questions [ 111 ]. Where constructs were identified separately as knowledge or attitudes they have been allocated to each specific thematic category.…”

Anxiety among Pregnant Women in Rural-Urban Area Indonesia during the COVID-19 Pandemic in Semarang, Indonesia

“…and the second example was, "What was the composition of balanced nutrition?" [34], [35]. Subjects with scores >60 were categorized as having good knowledge [36].…”