A Holistic School-Based Nutrition Program Fails to Improve Teachers' Nutrition-Related Knowledge, Attitudes and Behaviour in Rural China

Autor/inn/en	Wang, Dongxu; Stewart, Donald; Chang, Chun
Titel	A Holistic School-Based Nutrition Program Fails to Improve Teachers' Nutrition-Related Knowledge, Attitudes and Behaviour in Rural China
Quelle	In: Health Education, 116 (2016) 5, S.467-475 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-4283
DOI	10.1108/HE-05-2015-0018
Schlagwörter	Nutrition; Teacher Attitudes; Foreign Countries; Teacher Behavior; Health Promotion; Program Effectiveness; Teacher Surveys; Nutrition Instruction; Holistic Approach; Adolescents; Food; Health Behavior; Eating Habits; Dietetics; Rural Areas; Middle School Teachers; Questionnaires; Pretests Posttests; Positive Attitudes; Role Models; Intervention; China (Beijing) + Suchen Sie Ihr Suchwort? Ernährung; Lehrerverhalten; Ausland; Teacher behaviour; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Nutrition education; Ernährungserziehung; Holistischer Ansatz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lebensmittel; Health behaviour; Gesundheitsverhalten; Ernährungsgewohnheit; Essgewohnheit; Ernährungslehre; Rural area; Ländlicher Raum; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Identifikationsfigur
Abstract	Purpose: The purpose of this paper is to examine the effectiveness of a holistic school-based nutrition programme using the health-promoting school (HPS) approach, on teachers' knowledge, attitudes and behaviour in relation to nutrition in rural China. Design/methodology/approach: A cluster-randomised intervention trial design was employed. Two middle schools were randomly selected and assigned to either the intervention school using the HPS framework (HPS School), or to the Control School, in Miyun County, Beijing. From each school 20 teachers were randomly selected to complete the survey. Nutrition-related knowledge, attitudes and behaviour were measured at pre- and post-intervention surveys with the same instrument. The nutrition intervention last for six months. Findings: The holistic school-based nutrition programme using the HPS framework had no statistical impact on improving teacher's knowledge, attitudes and behaviour in relation to nutrition (p > 0.05). Practical implications: Future holistic school-based nutrition programmes targeting adolescents should also design and implement longer and more intensive interventions for teachers focusing on how to equip them with the awareness and ability to disseminate their knowledge, positive attitudes and role model behaviours to students, rather than on how to teach them basic knowledge and skills. Originality/value: Although teachers play a critical role in the HPS framework, there is very limited published research investigating the change in teachers' nutrition-related knowledge, attitudes and behaviour as a result of a nutrition promotion programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01