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2015年北京市西城区学生营养知识水平现况及其影响因素 被引量:9

Nutrition knowledge level and its influencing factors among students in Xicheng District of Beijing in 2015
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摘要 目的了解2015年北京市西城区学生对营养知识的知晓情况,为制定有效干预措施提供依据。方法采用PPS(规模比例抽样)和两阶段分层整群随机抽样方法抽取北京市西城区6所学校33个班级1 009名学生进行中小学校学生饮食情况及相关知识行为调查。结果在调查的1 007名学生中,有77.2%的学生知道健康的定义,有28.5%的学生知道中国学生营养日。在营养素食物来源的相关问题中,对维生素和矿物质、蛋白质、钙、能量的良好来源知晓率分别为71.2%、61.5%、55.9%、52.3%。而学生对于饮食预防缺铁性贫血、每人每天食盐的摄入量和咸的食物与高血压相关性问题的知晓率分别为62.9%、57.8%和64.3%;学生营养知识评分的影响因素分别是学生年龄、父亲学历和学生营养状况。结论西城区学生营养知识的知晓率仍有待提高,采用更有针对性的手段对学生进行宣教,将有益于营养知识在学生中的普及。 [Objective] To evaluate the awareness rate of nutrition knowledge among students in Xicheng District of Beijing,provide the basis for developing the effective intervention measures.[Methods] 1 009 primary and secondary school students from 33 classes of 6 schools in Xicheng District of Beijing were recruited using PPS(scale proportional sampling) and two-phase stratified cluster random sampling method to investigate their diet behavior and nutrition knowledge.[Results] Among investigated 1 007 students,77.2% of the students knew the definition of health and 28.5% of students knew Chinese Students' Nutrition Day. For the food source of nutrients,the awareness rate of the source of vitamins and minerals,protein,calcium and energy was 71.2%,61.5%,55.9% and 52.3%,respectively. The awareness rate of dietary prevention of iron deficiency anemia,the intake of salt per day,and the association between salty food and hypertension was 62.9%,57.8% and 64.3%,respectively. The influencing factors of students' nutrition knowledge scores were students' age,father's education degree and nutritional status.[Conclusion] The awareness rate of nutrition knowledge among students in Xicheng District of Beijing remains to be improved. It is important to take effective measures and targeted education among students to promote the popularization of nutrition knowledge in students.
出处 《职业与健康》 CAS 2016年第18期2562-2564,共3页 Occupation and Health
关键词 营养知识 现况 影响因素 Nutritional knowledge Current situation Influencing factor
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