Knowledge, attitudes, and practices (KAP) of nutrition among school teachers in Bangladesh: A cross-sectional study

Habib, Mohammad Asadul; Alam, Mohammad Rahanur; Rahman, Tanjina; Chowdhury, Akibul Islam; Shill, Lincon Chandra

doi:10.1371/journal.pone.0283530

Cited by 5 publications

(6 citation statements)

References 33 publications

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“…The positive correlation between knowledge-attitude, attitude-behavior and knowledge–behavior reaffirms the interconnection of the three constructs as assumed by the KAP model ( 44 ). Our results are in line with previous research showing that greater nutrition knowledge is positively associated with favorable attitudes towards healthy eating ( 14 , 45 ).…”

Section: Discussionsupporting

confidence: 70%

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Update and validation of the Canadian Behavior, Attitude and Nutrition Knowledge Survey (C-BANKS 2.0)

Lafave,

Hayek,

Lafave

2023

Front. Public Health

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AimUnderstanding knowledge, attitudes and behaviors related to nutrition is crucial in developing effective intervention strategies to promote healthy eating habits. This study revised and updated the Canadian Behavior, Attitude and Nutrition Knowledge Survey (C-BANKS) to align with the current Canada’s Food Guide and dietary guidance and report on its reliability and validity with a new population.MethodData from 167 early childhood educators were recruited to test the revised C-BANKS’ reliability and validity. Reliability, as measured by internal consistency, was assessed using Cronbach’s alpha, while concurrent validity was determined by correlating the C-BANKS 2.0 scores with the CHEERS (Creating Healthy Eating and Active Environments Survey) and Mindful Eating Questionnaire (MEQ). Responsiveness was assessed by comparing a baseline C-BANKS 2.0 score to a post-test score after completing an online healthy eating and physical activity educational intervention.ResultsThe adapted C-BANKS 2.0 questionnaire demonstrated good internal consistency (Cronbach’s alpha >0.70) and construct validity with related measures CHEERS and MEQ (p < 0.05). The C-BANKS 2.0 demonstrated strong responsiveness. Specifically, C-BANKS 2.0 scores increased after the nutrition education intervention (p < 0.001). Additionally, there were no signs of floor or ceiling effects.ConclusionThe adapted C-BANKS 2.0 demonstrated satisfactory internal consistency, construct validity, and responsiveness to measure of nutrition knowledge, attitudes, and behaviors in an early childhood educator population. The revised C-BANKS 2.0 provides insight into the key factors that influence dietary habits thereby informing the design and evaluation of effective nutrition community intervention programs.

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Section: Discussionsupporting

confidence: 70%

“…The original C-BANKS development and its initial validity and reliability have been previously established and described elsewhere ( 44 ). In the content validation process of the original C-BANKS, a modified Ebel procedure was employed.…”

Section: Discussionmentioning

confidence: 99%

Update and validation of the Canadian Behavior, Attitude and Nutrition Knowledge Survey (C-BANKS 2.0)

Lafave,

Hayek,

Lafave

2023

Front. Public Health

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“…Pendidikan yang dapat meningkatkan kemungkinan bahwa pengetahuan dan kemampuan akan dipertahankan dan digunakan di kemudian hari (6). Secara luas diasumsikan bahwa kapasitas seorang anak untuk mencapai potensi penuh mereka sangat terkait dengan efek menguntungkan dari kesehatan yang prima, nutrisi yang tepat, aktivitas fisik pendidikan yang berkualitas (7).…”

Section: Pendahuluanunclassified

“…Sekolah memang memiliki dampak paling penting bagi kehidupan anak (8). Studi juga menunjukkan bahwa guru sekolah dapat menerapkan siswa yang sukses program pendidikan terkait kesehatan (6). Perilaku siswa tentang diet dapat diubah dengan kemampuan guru dalam menyampaikan pendidikan gizi dengan baik (8).…”

Section: Pendahuluanunclassified

Pengaruh Edukasi Gizi Seimbang terhadap Pengetahuan dan Sikap Remaja di SMP N 19 Muaro Jambi

Ana Maryati,

Rosa Riya

2023

Media Publ. Promosi Kesehat. Indones

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Latar belakang: Masalah gizi yang timbul pada usia remaja dipicu oleh beberapa faktor seperti kebiasaan makan yang buruk, pemahaman gizi yang salah, kesukaan yang berlebihan terhadap satu jenis makanan, promosi yang berlebihan tentang produk makanan dimedia masa dan maraknya produk impor makanan. Tujuan: Pengetahuan pangan dan gizi juga merupakan salah satu faktor yang mempengaruhi status gizi sehingga diperlukan pendidikan gizi secara formal maupun non formal Metode: Penelitian ini menggunakan one group pretest-posttest design pada oktober 2022 di SMP N 19 Muaro Jambi. Jumlah populasi 185 responden dengan sampel menggunakan probability sampling yaitu proportionate stratified random sampling,sebanyak 65 responden. Analisa data menggunakan uji t. Hasil: Analisa data menggunakan uji t. Hasil penelitian ini didapatkan bahwa terdapat pengaruh edukasi gizi seimbang terhadap pengetahuan (p-value 0,001) dan sikap (p-value 0,000) remaja di SMP N 19 Muaro Jambi. Kesimpulan: terdapat pengaruh edukasi gizi seimbang terhadap pengetahuan dan sikap remaja di SMP N 19 Muaro Jambi.

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“…II. LITERATURE REVIEW Habib, Alam, Rahman, Chowdhury, and Shill [14] posit that in order to effect change in education, it is necessary to alter the knowledge, attitudes, and actions of teachers. Educators in Croatia are currently experiencing a deficiency in their BBL literacy.…”

mentioning

confidence: 99%

Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies

2023

JEBI

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Brain-based learning (BBL) is grounded in an understanding of the structure and function of the brain, as well as empirical evidence derived from cognitive neuroscience research regarding optimal learning strategies for the brain. Educational programs that prioritize brain science in their curriculum and instructional methods are commonly referred to as "brain-based." The aim is to achieve efficient and expeditious education. As per the Education Reform, this particular approach is based on research that examines the brain's potential to restructure itself in order to enhance its capacity to retain and retrieve information while engaged in the process of learning. Enhancing one's capacity can be achieved through engaging in physical activity, maintaining a healthy diet, and effectively managing stress levels. The emotional state of an individual can also have an impact on their learning process. This study presents findings on the correlation between teachers' knowledge, beliefs, and frequency of implementation of brain-based learning strategies in primary Science classes. The research questions addressed in this paper are focused on determining the existence of such a correlation. The study comprised 207 educators from elementary schools in Croatia. The results suggest that educators at the primary level possess a sound understanding of brain-centered pedagogical approaches, yet they infrequently put them into practice. The educational process remains entrenched in a historically rooted paradigm that has not adequately shifted towards student-centered teaching. This is evidenced by the persistent employment of traditional, teacher-led instructional methods in elementary Science classrooms.

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Knowledge, attitudes, and practices (KAP) of nutrition among school teachers in Bangladesh: A cross-sectional study

Cited by 5 publications

References 33 publications

Update and validation of the Canadian Behavior, Attitude and Nutrition Knowledge Survey (C-BANKS 2.0)

Update and validation of the Canadian Behavior, Attitude and Nutrition Knowledge Survey (C-BANKS 2.0)

Pengaruh Edukasi Gizi Seimbang terhadap Pengetahuan dan Sikap Remaja di SMP N 19 Muaro Jambi

Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies

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