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Study on Nutrition Education and Perception of Nutrition Teachers and Dietitians in Gyeongnam Area (경남지역 영양(교)사의 영양교육 실태와 인식에 관한 연구)

  • Cheong, Hyo-Sook;Lee, Jung-Suk
    • Korean journal of food and cookery science
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    • v.28 no.3
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    • pp.229-240
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    • 2012
  • This study is about the current nutrition education by nutrition teachers and dietitians, and their perception of nutrition education. This study was conducted to discover problems in nutrition education and to set a right direction for such education. A total of 216 nutrition teachers and dietitians, in Gyeongnam, were examined. The results were as follows. Exactly 95.4% of the subjects provided nutrition education to their students. They provided indirect nutrition education(69.9%), direct/indirect nutrition education(26.7%) and direct nutrition education(3.4%). 'Nutrition Counselling Room' was the most common means of direct nutrition education, while 'handout' was mostly used as indirect education. 'Desirable food & dietary habits' were the most included curriculum for indirect/direct nutrition education. The reasons for not providing direct nutrition education were 'because of heavy workload'(34.2%) and 'a lack of class hour for direct education'(29.6%). Exactly 52.8% of the subjects said they would actively promote direct nutrition education if they were given a chance. Exactly 83.3% of the subjects responded nutrition education should begin 'during the kindergarten year'. Exactly 64.4% of them said 'establishment of independent nutrition subject' was the most effective nutrition education. Exactly 58.8% of them responded educational curriculum should include 'desirable food & dietary habits'. Exactly 41.2% of them said 'establishment of a systematic educational program' was necessary to launch direct nutrition education. About the effect of nutrition education on changes in students' food & dietary habits, 2.27 scores out of 5 were earned in average. In other words, many nutrition teachers and dietitians believed that the current nutrition education had little effect on students' food & dietary habits.

Study on Current Nutrition Education and Effective Education Plan for Nutrition Teachers in Kyeonggi Region (경기 지역 영양교사의 영양교육 현황 및 효과적인 영양교육 방안에 관한 연구)

  • Kim, Seong Yeong
    • Journal of the East Asian Society of Dietary Life
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    • v.26 no.2
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    • pp.181-191
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    • 2016
  • This study aimed to investigate current nutrition education and effective plans for nutrition teachers in schools. Data were collected by a face-to-face questionnaire. Surveyed schools were elementary, middle, and high schools at percentages of 32.4%, 35.1%, and 32.4%, respectively. Percentage of nutrition education was above 90%, whereas off-line education was very uncommon in middle (8.3%) and high schools (27.3%) compared with elementary schools (63.6%), (p<0.05). Satisfaction of nutrition education was also very low in middle (7.7%) and high schools (8.3%) when compared with elementary schools (41.7%), (p<0.05). The main reason for this was due to 'work overload of mealing service (44.4%)' and 'insufficient time of students (25.9%)'. Effective education plans were as follows: beginning of education and education scale were 'elementary school (67.6%)' and 'below 20 people (81.1%)', and the most preferred counterplan was 'development of diverse education programs (4.81 score)' > 'systematic education process (4.76 score)' > 'professional nutrition education (4.51 score)'. Most important duty was 'nutrition education and consultation (51.4%)', although it achieved the lowest satisfaction at a score of 2.46. Overall analysis, demand and awareness of nutrition teachers for nutrition education were very high. Therefore, an institutional strategy and environmental improvements are required by setting up curriculum subjects and developing diverse education programs for systematic nutrition education.

Development and Application of a Health Belief Model Based Nutrition Education Program for Day Care Center Children (건강신념 모델에 근거한 보육시설 유아대상 영양교육 프로그램 개발 및 적용)

  • Sin Eun-Kyung;Lee Yeon-Kyung
    • Korean Journal of Community Nutrition
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    • v.11 no.4
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    • pp.488-501
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    • 2006
  • The purpose of this study was to develop various nutrition education materials, including an animated CD, for day care center children and their teachers and in order to apply the nutrition education programs systematically. We evaluated the effect of the nutrition education programs on nutrition knowledge in the first year, and the effect of the nutrition education programs on nutrition knowledge, food attitudes and eating behaviors in the second year in day care center children. In the first year, nutrition education foundational materials, such as the animated CD-ROM, videotape, textbook, panels, posters, slogans, leaflets, picture disks, hand puppets, stickers for compensation and poster boards were developed. The subjects were 537 children (286 boys,251 girls) aged four to six years. In the second year, nutrition education materials, such as the animated CD-ROM and textbook were developed. The nutrition education group included 368 children (177 boys 191 girls) aged four to six years, and the comparison group consisted of 108 children (54 boys,54 girls) Regarding the nutrition knowledge test results in the first year, the pre-test mean of children was 6.82, however, the post-test mean was 11.35 and showed a significant increase (p < 0.001). Regarding the nutrition knowledge test and the food attitude test results in the second yew, the nutrition education group had significantly higher scores than the comparison group in a post-test (p < 0.001). For the eating behavior test results, the post-test means between the comparison group and the nutrition education group were not significant. The test results show that several months of nutrition education is not enough to improve eating behaviors. As a result, nutrition education has improved nutrition knowledge and food attitudes in day care center children but short-term nutrition education was not sufficient to induce a change in eating behaviors. To improve eating behaviors in day care center children, nutrition education programs must be applied to day care center children in addition to their Parents and Persistent education will have to be continued.

Status and Need Assessment on Nutrition & Dietary Life Education among Nutrition Teachers in Elementary, Middle and High Schools (초·중·고등학교 영양교사의 영양교육 실태와 교육 요구도)

  • Oh, Na Gyeong;Gwon, Su Jin;Kim, Kyung Won;Sohn, Cheong Min;Park, Hae Ryun;Seo, Jung Sook
    • Korean Journal of Community Nutrition
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    • v.21 no.2
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    • pp.152-164
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    • 2016
  • Objectives: This study was conducted to investigate the status and need for nutrition and dietary life education among nutrition teachers at schools. These characteristics were analyzed if they were different between elementary schools and middle-high schools. Methods: Subjects were 151 nutrition teachers from 70 elementary schools, 41 middle schools and 40 high schools in 17 cities nationwide selected by two-stage stratified cluster sampling process. Survey questionnaires included the items on general characteristics, status and need assessment for nutrition and dietary life education. Chi-square test or t-test was used for data analysis by school groups. Results: Nutrition education was implemented at 65.7% of elementary schools and 51.9% of middle-high schools. Nutrition education was mainly performed in 'discretionary activities extracurricular activities' at elementary school and through 'newsletters, school homepage, foodservice bulletin board' at middle-high school (p<0.001). The most needed topic for nutrition education in nutrition teachers was 'healthy dietary habits and table manners' and this was not significantly different by school groups. Responses on adequate frequency (p<0.01), methods used for nutrition education (p<001), materials for nutrition education (p<0.001), information sources for nutrition education (p<0.001) were significantly different by school groups. Major tasks for activating nutrition education included 'securing the time for implementing nutrition education by reducing work loads' and 'developing standardized nutrition education materials' in schools. Conclusions: Nutrition education at schools might be activated by improving working conditions of nutrition teachers and developing the practical programs that reflect the needs of nutrition teachers.

Experience and Vision of Nutrition Education by Nutrition Teacher Candidate in School (예비영양교사의 학교에서의 영양교육 경험 및 방향 설정에 대한 인식 조사)

  • Lee, Eun-Ju;Lee, Hae-Young
    • Journal of the Korean Society of Food Culture
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    • v.24 no.4
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    • pp.440-450
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    • 2009
  • The purposes of study were to survey the status of nutrition education in school and investigate the perception of nutrition teacher candidates concerning the direction and ideal method for nutrition education. A questionnaire was distributed to 554 nutrition teacher candidates from August to October, 2006. A total of 468 usable data were collected (84.5% response rate). The statistical data analysis was completed by using SPSS for Windows (ver. 10.0) for descriptive analysis, ANOVA and $X^2$-test. About 52% of respondents had nutrition education teaching experience. Half of the respondents indicated that the necessity for nutrition education stemmed from their own need for such education. The main problem in students' dietary life was 'the increasing intake of processed foods, instant foods and fast foods (4.23 out of Likert 5 point scale)' and the major nutritional problem was 'high calorie intake with low essential nutrients (3.96 out of Likert 5 point scale)'. Over half the respondents (53.4%) recommended that nutrition education be oriented towards behavioral change rather than knowledge delivery. Social learning theory was preferred mostly as an theory apt to nutrition education (60.3%) and the most effective means of education was referred to organizing the regular class for nutrition education (50.5%). The 'playing such as songs or game' was reported as both effective and realizable method in nutrition education.

The Effects of Nutrition Education on Dietary Behavior, Nutrition Knowledge and Weight Control of Middle School Students (영양교육경험이 중학생의 식행동, 영양지식 및 체중조절에 미치는 영향)

  • Rhie, Seung-Gyo;Park, Hyun-Ae;Jung, Eun-Hee
    • The Korean Journal of Community Living Science
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    • v.18 no.3
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    • pp.469-480
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    • 2007
  • The purpose of this study is to find out the effect of nutrition education on dietaty behavior, nutrition knowledge and weight control of middle school students. The study is based on the assumption that students' dietary behavior, nutrition knowledge and weight-control are considerably influenced by whether they get nutrition education or not. A total of 495 students aged between $14{\sim}16$ (249 boys and 246 girls) were surveyed one middle school located Siheungsi, Gyeonggido. The survey reveals that 55.4% of the boy students and 63.0% of the girl students have been provided nutrition education in curriculum related to nutrition, for instance home economics, technology class, and/or some other classes. The results showed that the students who have been provided nutrition education don't skip breakfast and have three meals regularly(p<0.05). The score of dietary behavior is based on Mini-Dietary Assessment. The average score of the students who have been provided nutrition education is higher than the students who have never been provided nutrition education(p<0.01), meaning the nutrition education are affected positively on dietary behavior. The average score of students' knowledge of nutrition is as follows. The average score of the students who have been provided nutrition education is 5.0/10, while the average score of the students who have never been provided nutrition education is 3.9/10. The gap of the average score does come up to an inevitable conclusion that the students who have been provided nutrition education are supposed to get higher score than those who have never been provided nutrition education(p<0.0001). And the students who have been provided nutrition education are more satisfied with their body shape than those who have never been provided nutrition education(p<0.05).

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The Effect of Nutrition Education Using Animations on the Nutrition Knowledge, Eating Habits and Food Preferences of Elementary School Students (동영상을 활용한 영양교육이 초등학생의 영양지식, 식습관 및 식품기호도에 미치는 영향)

  • Kim, Kyung-A;Lee, Yeon-Kyung
    • Korean Journal of Community Nutrition
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    • v.15 no.1
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    • pp.50-60
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    • 2010
  • The purpose of this study was to conduct nutrition education using animations for the establishment of proper eating habits among elementary school students and to evaluate its effectiveness. The subjects of this study were two classes of fourth grade students in an elementary school located in Daegu-city. There were 29 students in each class. One class, the "nutrition-education" group, received nutrition education; the other class, the "no-education" group, did not receive the education. After completing the eight nutrition lessons, the effectiveness of the education was analyzed by measuring changes in the nutrition knowledge, eating habits and food preferences of the nutrition-education group vs. the no-education group. Before nutrition education, there was no significant difference between the two groups in terms of nutrition knowledge. However, after the nutrition education, the nutrition-education group's nutrition knowledge was significantly improved, compared to that of the no-education group (p < 0.001). Following education, the nutrition-education group's responses to the "eating habit" item, "I eat fruits every day," were significantly more positive, compared to the responses of the no-education group (p < 0.01). However, for the ten food groups listed as food preferences, except for fish and shellfish (p < 0.05), there was no significant difference in the responses of the two groups. Following the education, the nutrition-education group showed significantly increased preferences for 12 food items (red beans, mackerels, yellow corvinas, dried laver, kelps, radish, lettuce, pears, kiwi fruits, plums, grapes and sweet drinks made from fermented rice) out of 112 items, compared to the selected preferences of the no-education group. After education, 75.9% of the students in the nutrition-education group indicated changes in their eating habits, and 89.6% of them answered that the nutrition education helped them change their eating habits. The most helpful medium for changing their eating habits was animations (31.0%), followed by songs (20.7%) and lectures (17.2%). As a result of this study, after completing the nutrition education, students in the nutrition-education group showed significant changes in food preferences, and their level of nutrition knowledge was significantly increased. However, their eating habits did not actively change. Therefore, in order to establish proper eating habits, a longer period of consistent education is required, using various educational media and learning methods such as extracurricular activities and discretionary activity programs.

A Study on the Development of Programs for the Nutrition Education of Preschool Nursery Facilities (영유아 보육시설의 영양교육 프로그램 개발)

  • 이난희;정효지;조성희;최영선
    • Korean Journal of Community Nutrition
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    • v.6 no.2
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    • pp.234-242
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    • 2001
  • This study was aimed at development of a nutrition education program, which was designed for children, their parents and personnel in preschool nursery facilities and carried out by dieticians. The program was conducted at 6 preschool nursery facilities for 3 months from July to September 1998. Four-hundred thirty-three children aged 2 to 7 years were engaged in the program. Children in each class were given nutrition education practice once a week by dieticians using education materials and a guide book based on a 12-week program. The themes of nutrition education for children consisted of 'knowledge of food sources and foods', 'relations between food and health', 'other roles of food', 'right eating habit', and 'cooking practice'. Each of five leaflets on nutrition education for parents was delivered eery three weeks in a series and leaflets were posted on a bulletin board. Nursery school teachers were educated by their participation in the class with dieticians using education materials. Evaluation of nutrition education by children, parents and personnel was carried out by interviewing and using questionnaires before and after the program. Children responded more positively more positively on their eating behavior and sanitary behaviors after nutrition education. Parents'opinions on the nutrition education program were positive : 72.3 described the nutrition education program as 'very good'and 'good'. In addition, 71.3% answered that the education materials for parents were helpful. A majority(93.8%) of personnel in facilities evaluated the nutrition education program effective. Nursery personnel evaluated the importance of general nutrition knowledge, childhood nutrition, and obesity control for nutrition management and nutrition education more highly after nutrition education. This study indicates that nutrition management and nutrition education programs for preschool nursery facilities are necessary and they would be effective when implemented by dieticians.

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Analysis of Nutrition Education for Elementary Schools -Based upon Elementary School Teachers within Inner Seoul (초등학교 영양교육실태에 관한 조사 연구 -서울시내 일부 초등학교 교사를 중심으로)

  • 서은나
    • Journal of Nutrition and Health
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    • v.31 no.4
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    • pp.787-798
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    • 1998
  • This study is an analysis on how current elementary teachers think about nutrition education, how they are teaching it, and problems that have occurred. The main purpose of this analysis was to deal with future problems in nutrition education by analyzing the present situation . The survey was done on 544 currently working elementary school teachers. from the 9 education departments within Seoul, 2 schools were chosen from each department by stratified random sampling. The survey used a questionnaire that was passed out personally to teachers from September 1, 1997 to the 19th. The 544 usable questionnaires were analyzed by using the teachers had nutrition education training and the average score of nutrition knowledge was 13.30 $\pm$2.73 out of 20. Nutrition education was being taught as apart of other subjects in 87.9% of the schools, and mainly by lecture. Audio visuals aids were used by 53.7% of the teachers and the most common was the VTR. Nutrition education was taught as a part of physical education and 41.5% were using teacher guides to help them. 91.9% of the teachers supported the idea of nutrition education in elementary schools. Nutrition education was supported by 80. 0% of teachers to begin when children are in kindergarten, proving that early nutrition education is supported. The analysis showed that nutrition education should be taught by parents(29.4%) , teachers(29.2%), and nutritionists(25.9%) relating that family , education, and school lunch programs should tie in with each other. 96.7% of the teachers responded that they would teach nutrition education. However, 41.0% disagreed with having a separate course for nutrition education . Proper eating habits, nutrition and its diseases, and growth with nutrition were the main categories within nutrition education and the most effect method was thought to have audio visuals, guides for teachers , and to link the subject matter with school lunch programs. The teachers main responses to problems with children were that they are too much instant food, did not eat in a variety , and had no manners in eating. Ironically, the believed that malnutrition, fainting and growth stunt were not important nutrition problems.

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Evaluation of Nutrition Education for Preschool Children Using Picture-Questionnaire (그림설문지를 이용한 유아 대상 영양교육 효과 분석)

  • Hong, Saet-Byol;Park, Hye-Ryun;Go, Gyeong-Ah;Jeong, Gye-Ok;Song, Kyung-Hee
    • Korean Journal of Community Nutrition
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    • v.15 no.4
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    • pp.475-484
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    • 2010
  • The purpose of this study was to evaluate the effect of the nutrition education on preschool children's nutrition knowledge and behaviors. The study subjects were preschool children attending J kindergarten located in Wonju. Each of the control group and the education group consisted of 49 children and the education group was exposed to nutrition education while the control group did not. The nutrition education intervention lasted 9 weeks weekly basis. The t-test for the homogeneity of each group showed no meaningful difference at the beginning point of nutrition education. After nutrition education a test of nutrition knowledge using picture-questionnaire was carried out by the researcher for the subjects of education group and control group and the caretakers of the education group were offered self-administered questionnaire on the changes in children's dietary behaviors. The results of the study were as follows: 1. Nutrition education intervention showed a meaningful difference in children's understanding nutrition; the kinds and function of food, the relationship between food and body, the function of nutrients and enhanced their idea on hygiene compared to the control group (p < p.005). 2. However, nutrition education intervention made no statistically meaningful difference in children's dietary behaviors such as having breakfast, keeping balanced diet, washing hands before meals, saying "thanks" before and after meals, cleaning the table after meals, brushing teeth after meals and so on. Therefore, we found that it is hard to expect children to correct their dietary behaviors in such a short period of 9 weeks and nutrition education for preschool children should be offered to caretakers at the same time.