P14 Increasing Critical Nutrition Literacy Through a College-Level, Introductory Nutrition Course

Bedoyan, Janette; Jadhav, Ajita; Melanson, Kathleen J.; Larson, Sarah; Greene, Geoffrey

doi:10.1016/j.jneb.2019.05.390

Cited by 1 publication

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“…Also, analysis of the content of primary school textbooks in Iran has shown that there is more emphasis on cognitive aspects of food and nutrition, with little emphasis on developing practical food and nutrition skills (38,39). Similar results have been reported in other studies, and this finding reemphasizes the need to reform educational approaches to focus more on hands-on practice experiences, specifically when it comes to everyday life skills (40)(41)(42).…”

Section: Discussionsupporting

confidence: 88%

Development and evaluation of an intervention to improve food and nutrition literacy among Iranian Kurdish primary school children: An application of intervention mapping approach

Ahmadpour

Omidvar

Shakibazadeh

et al. 2023

Front. Public Health

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BackgroundFood and nutrition literacy (FNLIT) is a relatively new term that is used to define the knowledge, skills, and behaviors necessary to achieve a healthy diet. Improving food and nutritional literacy in children is a necessary solution to eliminate nutritional disorders in this age group. The purpose of this study was to design, implement and evaluate an intervention to improve food and nutrition literacy in children aged 10–12 years old based on an intervention mapping (IM) approach.MethodsThis experimental study was performed in three phases. Through the first phase, an intervention was developed using the (IM) approach. In the second phase, the intervention was implemented for 6 months, and in the third phase, the intervention outcomes were evaluated and compared with the control group through a randomized controlled trial among 300 participants (each control and intervention group = 150).ResultsBefore the intervention, there was no significant difference between the control and intervention groups in all subscales of FNLIT. After the intervention, there was a significant difference between the control and intervention groups in all subscales of FNLIT (P < 0/001). There were no differences between the two groups in terms of the FNLIT scores at baseline (P > 0.05). However, after 6 months of intervention, a significant difference was observed between the two groups (intra-group differences) (P < 0.001). Such a difference was not identified in the control group after 6 months also the results show the impact of socioeconomic factors and parental literacy on the average score of students' FNLIT and after the intervention, a significant difference was observed between the scores of control and intervention groups in all subscales of the FNLIT (P < 0.001).ConclusionsThe school-based intervention developed and evaluated in this study provides a basis for future programs targeting the improvement of FNLIT in children, especially in poor and deprived areas such as Kurdistan province.Clinical trial registrationIranian Clinical Trials Registry (IRCT) Code: 32094.

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Section: Discussionsupporting

confidence: 88%