Impact of a hospital-based educational intervention on dietary salt-related knowledge and behaviour in a cardiac care unit population in Lebanon

Abstract

Background: Cardiovascular disease is the most common cause of morbidity and mortality worldwide.Numerous strategies have been effective in reducing cardiovascular disease risk, from pharmacological approaches to lifestyle modification interventions. One of these strategies includes the reduction in dietary sodium which in turn reduces cardiovascular risk by reducing high blood pressure, perhaps the most important cardiovascular risk factor. Methods:We evaluated an educational dietary salt reduction intervention in a cardiac care unit population in Lebanon, assessing salt related knowledge and behaviours before and after administering an evidencebased educational leaflet to patients.Results: Salt-related knowledge improved significantly immediately post-intervention and subsequently fell on 4-week follow-up, but remained above baseline. Three of the four salt-related behaviours measured improved on 4-week follow-up: trying to buy low-salt foods increased from 54% to 74% (P=0.007), adding salt at the table reduced from 44% to 34% (P=0.03) and trying to buy food with no added salt increased from 24% to 52% (P=0.02) of the cohort. Adding salt during cooking did not differ significantly. A trend towards improved behavioural risk category in the cohort overall was observed on follow-up (P=0.07), 32% of participants were categorised as high behavioural risk pre-intervention, reducing to 17% on follow-up.Multi-ordered regression modelling identified being in the high-risk behavioural category at baseline as a predictor of being in the high-risk or moderate-risk category on follow-up.Conclusions: This hospital-based educational intervention had a modestly positive impact on salt-related knowledge and behaviour, with participants in the highest behavioural risk category at baseline being most resistant to behavioural improvement.

Impact of a Nutrition Education Intervention on Salt/Sodium Related Knowledge, Attitude, and Practice of University Students

“…After 4 weeks follow-up, the percentage of correct answers showed that retention of knowledge of students slightly decreased in comparison to the immediate postintervention, however remained above baseline. A similar pattern was seen in a previous study conducted in Lebanon (22). Similarly, a cohort study conducted at Lurio University, Mozambique, evaluating knowledge retention showed a decrease in knowledge after 6 months compared to post-test (31).…”

“…Participants were stratified based on based on their responses to seven of the practice questions to low-risk, moderate-risk and high-risk groups (22). These included "check food labels specifically for salt, " "sodium shown on the label the affects purchasing, " try to buy "low salt foods, " "try to buy 'no added salt' food, " "adding salt during food preparation, " "using stock cubes during cooking, " and "adding salt before tasting."…”

“…Participants were given 1 point if they answered "always" or "often" to adding salt during food preparation, using stock cubes during cooking, and adding salt before tasting, and 1 point if they answer "never" for any of the other four practices that lead to higher salt consumption. Consequently, participants with zero points were categorized as low risk for high salt consumption, participants with 1 point as moderate risk, and with 2 or more points as high risk (22).…”

“…Similar findings were also reported in cross sectional studies in the UAE (15,16). An intervention study was conducted on cardiac patients in Lebanon to assess their knowledge and attitudes toward salt/sodium consumption before and after distributing an educational leaflet, and it concluded a favorable impact on salt-related knowledge (22). Similarly, a salt reduction program implementation in 120 villages around China suggested positive effect on salt-related knowledge and attitudes of the study sample, which in turn contributed to a reduction in salt consumption (23).…”

Intervenção educativa em saúde nutricional para educadores infantis da rede pública: um estudo avaliativo

“…A realização da educação para a saúde, seja em sessões individuais ou em grupos, possui os objetivos de melhoria dos conhecimentos, das atitudes e da capacidade de mudança. Esse processo deve ser realizado em instituições promotoras de saúde que apresentem escassez destas atividades e em localidades que apresentem alto nível de vulnerabilidade, como em espaços institucionalizados, a fim de reduzir os agravos e desfechos insatisfatórios encontrados e no contínuo planejamento de promover a saúde (LINGAWI; MAHER; AFIFI, 2017;LYU et al, 2017;PERCIVAL et al, 2016;PHADNIS;KAR, 2017;WALSH et al, 2018 CATANOZI, 2014;LEMBECK;SIMAS;JUNIOR, 2018;SPRONK et al, 2014).…”