Nutrition education intervention by teachers may promote fruit and vegetable consumption in Italian students

Panunzio, Michele F.; Antoniciello, Antonietta; Pisano, Alessandra; Dalton, Sharron

doi:10.1016/j.nutres.2007.06.012

Cited by 37 publications

(47 citation statements)

References 13 publications

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“…Similar results as in the present study were found by James et al [10], Borys et al [9] and Panunzio [11]. The intervention duration of the studies that reported effect on anthropometry varied from thirty six weeks [11] to five years [12], although the latter did not have a positive effect on anthropometry [12]. Besides the effect on overweight, the intervention had no effect on the prevalence, incidence and remission of obesity, and further studies should find out probable reasons for inefficacy on obesity.…”

Section: Discussionsupporting

confidence: 93%

The Impact of an Intervention Taught by Trained Teachers on Childhood Overweight

Rosário

Oliveira

Araújo

et al. 2012

IJERPH

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The purpose of this study was to assess the effects of a six-months’ nutrition program, delivered and taught by classroom teachers with in-service nutrition training, on the prevention of overweight and obesity among children in grades 1 to 4. In this randomized trial, four hundred and sixty four children from seven elementary schools were allocated to a nutrition educational program delivered by their own teachers. Intervened teachers had 12 sessions of three hours each with the researchers throughout six months, according to the topics nutrition and healthy eating, the importance of drinking water and healthy cooking activities. After each session, teachers were encouraged to develop activities in class focused on the learned topics. Sociodemographic, anthropometric, dietary, and physical activity assessments were performed at baseline and at the end of the intervention. In the intervention group the increase in Body Mass Index (BMI) z-score was significantly lower than in the control group (p = 0.009); fewer proportion of children became overweight in the intervened group compared with the control (5.6% vs. 18.4%; p = 0.037). Our study provides further support to decrease the overweight epidemic, involving classroom teachers in a training program and making them dedicated interventionists.

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Section: Discussionsupporting

confidence: 93%

The Impact of an Intervention Taught by Trained Teachers on Childhood Overweight

Rosário

Oliveira

Araújo

et al. 2012

IJERPH

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“…A breakdown of the outcomes and by whom the interventions were delivered (knowledge syntheses and primary studies) is summarized in Table 5. Some studies had interventions that were delivered by multiple individuals, such as teachers plus another community or school individual (e.g., administrator, health professional, other school personnel, researcher) [21,26,29,37,38,41,52,59,72,97,103-105,118,121,131,134,137,140,144,157,161,198,200,214,217,218,226,249,258,261,274,291,301,309,310,317,338,342]; teachers plus 2 or more other individuals [15,23,28,31,36,43,74,75,88,102,110,119,127,137,159,166,172,175,199,202,205,213,219,246,262,276,299]; Health Department or Ministry of Health together with school administrators or other school personnel [224,264,307]; peers plus teachers and/or administrators [16,30,35,40,55,143,155,190]; administrators and other school personnel [193,297,305]; peers plus other school personnel [55,160]; peers plus administrators plus other school personnel […”

Section: Resultsmentioning

confidence: 99%

Community-based interventions for enhancing access to or consumption of fruit and vegetables among five to 18-year olds: a scoping review

et al. 2012

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BackgroundLow fruit and vegetable ( FV) consumption is a key risk factor for morbidity and mortality. Consumption of FV is limited by a lack of access to FV. Enhanced understanding of interventions and their impact on both access to and consumption of FV can provide guidance to public health decision-makers. The purpose of this scoping review is to identify and map literature that has evaluated effects of community-based interventions designed to increase FV access or consumption among five to 18-year olds.MethodsThe search included 21 electronic bibliographic databases, grey literature, targeted organization websites, and 15 key journals for relevant studies published up to May 2011. Retrieved citations were screened in duplicate for relevance. Data extracted from included studies covered: year, country, study design, target audience, intervention setting, intervention strategies, interventionists, and reported outcomes.ResultsThe search located 19,607 unique citations. Full text relevance screening was conducted on 1,908 studies. The final 289 unique studies included 30 knowledge syntheses, 27 randomized controlled trials, 55 quasi-experimental studies, 113 cluster controlled studies, 60 before-after studies, one mixed method study, and three controlled time series studies. Of these studies, 46 included access outcomes and 278 included consumption outcomes. In terms of target population, 110 studies focused on five to seven year olds, 175 targeted eight to 10 year olds, 192 targeted 11 to 14 year olds, 73 targeted 15 to 18 year olds, 55 targeted parents, and 30 targeted teachers, other service providers, or the general public. The most common intervention locations included schools, communities or community centres, and homes. Most studies implemented multi-faceted intervention strategies to increase FV access or consumption.ConclusionsWhile consumption measures were commonly reported, this review identified a small yet important subset of literature examining access to FV. This is a critically important issue since consumption is contingent upon access. Future research should examine the impact of interventions on direct outcome measures of FV access and a focused systematic review that examines these interventions is also needed. In addition, research on interventions in low- and middle-income countries is warranted based on a limited existing knowledge base.

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“…These may be overcome by properly designed and implemented interventions. The role of teachers is clearly central in nutrition education and changing food choices in schoolbased nutrition interventions (Panunzio et al, 2007). This factor needs to be fully explored in order to bring about sustainable and healthy dietary changes among learners.…”

Section: Discussionmentioning

confidence: 99%

“…intervention (Panunzio et al, 2007). Singhal et al (2010) recorded favourable results on all objectives as there were statistically significant improvements in dietary behaviours, Body…”

Section: Evaluation Of Interventionsmentioning

confidence: 97%

“…These results confirmed findings of a previous study (Shariff et al, 2008) that dietary behaviours of learners can be greatly influenced by classroom teachers who received training in NE. The study conducted by Panunzio et al (2007) revealed that teacher intervention (dietary intervention implemented by trained teachers) was superior to nutritionist intervention (dietary education implemented by nutritionists to learners). Teachers who received training to implement nutrition education were better equipped to teach nutrition concepts to learners effectively.…”

Section: Training Of Teachersmentioning

confidence: 99%

See 1 more Smart Citation

School-based nutrition education: features and challenges for success

Kupolati

MacIntyre

Gericke

2014

Nutrition &Amp; Food Science

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Purpose -School-based nutrition education (NE) possesses the capacity to influence learners' nutrition behaviours. This review aimed at critically assessing published articles on school-based NE intervention in order to identify factors hindering or contributing to the success of interventions.Design/methodology/approach -An electronic search of articles was conducted in Medline, PubMed, CINAHL databases, Google and snow-balling. Included in the review were Schoolbased studies with classroom NE with or without nutrition services and studies published between 2000 and 2013. School-based non-intervention studies and interventions that did not include a nutrition teaching component were excluded in the review. Findings -Thirty nine studies met the inclusion criteria. Features of successful NEinterventions included the use of behavioural theories especially the social cognitive theory (SCT) and the involvement of trained teachers in the implementation of interventions.Capacity development for teachers, time constraints, school policies and implementation problems of multicomponent interventions were some of the identified challenges encountered in the studies reviewed.Originality/value -Trained teachers are invaluable assets in interventions to improve nutrition behaviours of learners. Challenges associated with teacher oriented school-based NE intervention can be overcome by properly designed and implemented interventions based on behavioural theory.

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Nutrition education intervention by teachers may promote fruit and vegetable consumption in Italian students

Cited by 37 publications

References 13 publications

The Impact of an Intervention Taught by Trained Teachers on Childhood Overweight

The Impact of an Intervention Taught by Trained Teachers on Childhood Overweight

Community-based interventions for enhancing access to or consumption of fruit and vegetables among five to 18-year olds: a scoping review

School-based nutrition education: features and challenges for success

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