The objective of this study is to describe the process and results of a three-year project designed to create a nutrition education intervention model that promotes healthy dietary habits among teachers, students and ...The objective of this study is to describe the process and results of a three-year project designed to create a nutrition education intervention model that promotes healthy dietary habits among teachers, students and their families. The methodology consisted in surveys, focus groups and Delphi method to assess teachers’, students’ and parents’ dietary habits, followed by an intervention for parents, and a participative nutritional education intervention with information and communication technologies applied to teachers, with the purpose to transfer nutritional knowledge and habits to school children and their families. Qualitative results were measured in all the phases of the project with positive results, and quantitative results demonstrated significant changes in food knowledge and healthy dietary habits in parents, teachers and students, compared with the control groups, without changes in students’ nutritional status during the short period of the intervention. With the results, an integral school nutrition education model in healthy eating was developed with children, parents, teachers and support for school management. This model should be applied in the educational sector to address the problem of unhealthy diet and childhood obesity that affects Chile and the world.展开更多
Objective: Use a school-based food garden as an instrument to improve healthy dietary consumption, habits, and practices among children from the third to fifth grade in public schools in Chile. Design: Quasi-experimen...Objective: Use a school-based food garden as an instrument to improve healthy dietary consumption, habits, and practices among children from the third to fifth grade in public schools in Chile. Design: Quasi-experimental, six-month intervention with an evaluation of dietary consumption, habits, and practices and use of the school-based food garden among the 3rd to 5th grade students. Setting: Two municipal schools in a low-middle income district in Santiago de Chile;one with a school garden intervention and a control school without a garden. Subjects: 155 third to fifth grade children, 63 in the intervention school and 92 in the control school (average age 10 years old, 58% boys). Results: In the intervened school, there was a significant improvement in the children’s dietary habits, such as peeling and slicing fruit (p < 0.05), making sandwiches (p < 0.05), and increased motivation to cook (p < 0.05). Fruit purchases at the school rose from 4% to 37% (p < 0.05) by the end of the intervention. Interest in growing vegetables or fruits at home increased from 48% to 70% (p < 0.05). The school children at the intervention school significantly increased their knowledge about 16 of 21 garden crops (p < 0.05), expanding the spectrum of the vegetables they can consume. There were no significant changes in the control school. Conclusions: The school-based food garden was effective in achieving change in dietary habits and practices among the third to fifth grade children. The project should be carried out for a longer period of time, so that the changes will be reflected in the students’ food consumption and nutritional status.展开更多
文摘The objective of this study is to describe the process and results of a three-year project designed to create a nutrition education intervention model that promotes healthy dietary habits among teachers, students and their families. The methodology consisted in surveys, focus groups and Delphi method to assess teachers’, students’ and parents’ dietary habits, followed by an intervention for parents, and a participative nutritional education intervention with information and communication technologies applied to teachers, with the purpose to transfer nutritional knowledge and habits to school children and their families. Qualitative results were measured in all the phases of the project with positive results, and quantitative results demonstrated significant changes in food knowledge and healthy dietary habits in parents, teachers and students, compared with the control groups, without changes in students’ nutritional status during the short period of the intervention. With the results, an integral school nutrition education model in healthy eating was developed with children, parents, teachers and support for school management. This model should be applied in the educational sector to address the problem of unhealthy diet and childhood obesity that affects Chile and the world.
文摘Objective: Use a school-based food garden as an instrument to improve healthy dietary consumption, habits, and practices among children from the third to fifth grade in public schools in Chile. Design: Quasi-experimental, six-month intervention with an evaluation of dietary consumption, habits, and practices and use of the school-based food garden among the 3rd to 5th grade students. Setting: Two municipal schools in a low-middle income district in Santiago de Chile;one with a school garden intervention and a control school without a garden. Subjects: 155 third to fifth grade children, 63 in the intervention school and 92 in the control school (average age 10 years old, 58% boys). Results: In the intervened school, there was a significant improvement in the children’s dietary habits, such as peeling and slicing fruit (p < 0.05), making sandwiches (p < 0.05), and increased motivation to cook (p < 0.05). Fruit purchases at the school rose from 4% to 37% (p < 0.05) by the end of the intervention. Interest in growing vegetables or fruits at home increased from 48% to 70% (p < 0.05). The school children at the intervention school significantly increased their knowledge about 16 of 21 garden crops (p < 0.05), expanding the spectrum of the vegetables they can consume. There were no significant changes in the control school. Conclusions: The school-based food garden was effective in achieving change in dietary habits and practices among the third to fifth grade children. The project should be carried out for a longer period of time, so that the changes will be reflected in the students’ food consumption and nutritional status.
