Factors that contribute to effective nutrition education interventions in children: a systematic review

Murimi, Mary; Moyeda-Carabaza, Ana Florencia; Nguyen, Bong; Saha, Sanjoy; Amin, Ruhul; Njike, Valentine Yanchou

doi:10.1093/nutrit/nuy020

Cited by 113 publications

(136 citation statements)

References 59 publications

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“…Schools are ideal settings for preventive nutrition education efforts targeting children due to their reach, structure and cost effectiveness ( Graziose et al, 2017 , Dudley et al, 2015 ). Two recent systematic reviews and meta-analysis suggests nutrition education programs delivered in elementary schools can positively influence children's energy intake, fruit and vegetable consumption, sugar consumption and nutritional knowledge, particularly those programs embedding experiential learning strategies and cross-curricular approaches, engaging parents by means of face-to-face sessions and assuring fidelity by training teachers or recruiting trained experts to support the delivery of the intervention ( Murimi et al, 2018 , Peralta et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

The effect of teacher-delivered nutrition education programs on elementary-aged students: An updated systematic review and meta-analysis

Cotton

Dudley

Peralta

et al. 2020

Preventive Medicine Reports

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Research shows that schools can make a positive impact on children’s nutritional outcomes. However, it is also reported that schools and teaching staff note many barriers, which may restrict nutritional education programming and delivery. This is concerning, considering the view that teachers are the key agents for promoting health and nutrition within schools. The purpose of the updated systematic review and meta-analysis was to ascertain the impact that nutrition education programs have on elementary-aged students’ energy intake, fruit, vegetable, sugar consumption and nutritional knowledge. A systematic literature search was conducted using electronic databases (The Cochrane Central Register of Controlled Trials (CENTRAL); A + Education; ERIC; PsycINFO; MEDLINE; ProQuest Central, Journals@Ovid and SAGE Health Sciences Full-Text Collection) from 1990 to 31st October 2018. This process yielded 34 studies for inclusion in this systematic review and meta-analysis. Of these studies, seven studies had a focus on energy intake, five had a focus on sugar consumption, 21 of the studies looked at fruit and vegetable consumption and 13 studies focused on nutritional knowledge. The results suggest that the teaching of nutrition education in elementary schools by qualified teachers can make an important contribution to the knowledge and dietary habits of children. The small and medium effect sizes indicate that prudent, evidence-based decisions need to be made by policy makers and pedagogues as to the teaching strategies employed when delivering nutrition education programs to elementary-aged students. The review is reported in accordance to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (van Sluijs et al., 2007).

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Section: Introductionmentioning

confidence: 99%

The effect of teacher-delivered nutrition education programs on elementary-aged students: An updated systematic review and meta-analysis

Cotton

Dudley

Peralta

et al. 2020

Preventive Medicine Reports

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show abstract

“…20,21 They extend from community-based approaches 19 to a range of parent-focused strategies [42][43][44][45] and multifaceted interventions. 46,47 There is evidence of modest effects, 43,48 claims of no effects, 49 effects that are small, although statistically significant, but lack clinical significance 20 and "patchy" progress on prevention. 21 The intervention strategies have been developed mainly from knowledge about risk or predictive factors and/or speculations about processes in the development of OW/OB.…”

Section: Risk and Correlates Versus Processes In The Development Ofmentioning

confidence: 99%

“…There is a diversity of intervention and prevention strategies . They extend from community‐based approaches to a range of parent‐focused strategies and multifaceted interventions . There is evidence of modest effects, claims of no effects, effects that are small, although statistically significant, but lack clinical significance and “patchy” progress on prevention .…”

Section: Introductionmentioning

confidence: 99%

A biopsychosocial approach to processes and pathways in the development of overweight and obesity in childhood: Insights from developmental theory and research

Russell

2019

Obesity Reviews

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Summary Childhood obesity has reached alarming proportions in many countries. There is consensus that both biological (especially genetic) and environmental (including psychosocial) factors contribute to weight gain and obesity in childhood. Research has identified extensive risk or predictive factors for childhood obesity from both of these domains. There is less consensus about the developmental processes or pathways showing how these risk factors lead to overweigh/obesity (OW/OB) in childhood. We outline a biopsychosocial process model of the development of OW/OB in childhood. The model and associated scholarship from developmental theory and research guide an analysis of research on OW/OB in childhood. The model incorporates biological factors such as genetic predispositions or susceptibility genes, temperament, and homeostatic and allostatic processes with the psychosocial and behavioral factors of parenting, parental feeding practices, child appetitive traits, food liking, food intakes, and energy expenditure. There is an emphasis on bidirectional and transactional processes linking child biology and behavior with psychosocial processes and environment. Insights from developmental theory and research include implications for conceptualization, measurement, research design, and possible multiple pathways to OW/OB. Understanding the developmental processes and pathways involved in childhood OW/OB should contribute to more targeted prevention and intervention strategies in childhood.

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“…Contento de ned nutrition education as "any combination of educational strategies, accompanied by environmental supports, designed to facilitate voluntary adoption of food choices and other food-and nutrition-related behaviors conducive to health and well-being" (25). For successful nutrition education interventions it is important to study the speci c characteristics of effective nutrition education programs and to identify the aspects of nutrition education that are essential for the age group considered (26). We hypothesized that the success of the food education intervention is due to the strategy adopted: engaging neo-parents, generally more likely to improve, organizing face-to-face sessions in order to use appropriate and effective communication, identifying speci c behaviors to be modi ed, and the support of teachers.…”

Section: Discussionmentioning

confidence: 99%

An Interdisciplinary Oral Health Program for Children in Kindergartens of Northern Italy

Orlando

Arisido

Brioschi

et al. 2020

Preprint

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Background: The aim of the study was to investigate if a parents’ training program on nutritional and oral health behaviours held by health professionals can influence children habits in a sample of kindergartens in Northern Italy.Methods: The study designed was a longitudinal study. The study population were children aged 6–36 months attending four kindergartens. Parents were invited to participate filling out a self-administered questionnaire, and after having returned the informed consent form they were asked to participate to a training meeting. Parents had to fill out a questionnaire at baseline and after 3 months from the training meeting. The questionnaire included information on socio-demographics about parents, oral hygiene habits of parents and child, and eating habits of child. Wald test was used to analyse data collected. Results: After the training program, almost all children were able to use a toothbrush suitable for kids (from 91% at the baseline to 99% after the 3-months). The analysis shows that the given training significantly increased the number of children who use toothpaste from 86% at baseline (95%CI: 85%-88%) to 96% (95%CI: 94%-98%). The use of fluoride toothpaste significantly increased after the training intervention as the baseline measure of 59% proportion increased to 80%. The intervention study showed a positive impact on the number of pupils who wash their tooth more than twice per week and on the timing of oral hygiene as both night and morning time proportion increased after the 3-month. Regarding the feeding habits the given consultation resulted in a statistically significant increase regarding the importance of morning snack from 94% at baseline (95%CI: 92%-96%) to 97% after 3-month (95%CI: 94%-99%). Another promising effect of the education is the decrease from 47% at baseline (95%CI: 46%-49%) to 42% after the study (95%CI:41%-43%) of the bad habit of having a snack after dinner.Conclusions: Results of our study have shown that a parents training intervention can have good results on the oral hygiene and eating habits of children of this age group. To underline the importance of several professional figures who work together with a common purpose.

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Factors that contribute to effective nutrition education interventions in children: a systematic review

Abstract: Interventions with a multicomponent approach that were age appropriate and of adequate duration (≥ 6 months), that engaged parents, and that ensured fidelity and proper alignment between the stated objectives, the intervention, and the desired outcomes were more likely to succeed.

Cited by 113 publications

References 59 publications

The effect of teacher-delivered nutrition education programs on elementary-aged students: An updated systematic review and meta-analysis

The effect of teacher-delivered nutrition education programs on elementary-aged students: An updated systematic review and meta-analysis

A biopsychosocial approach to processes and pathways in the development of overweight and obesity in childhood: Insights from developmental theory and research

An Interdisciplinary Oral Health Program for Children in Kindergartens of Northern Italy

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