Effects of Nutrition Education for Chinese College Students in Korea - Focused on Personalized Daily Energy Requirement and Food Exchange Units -

Article information

Korean J Community Nutr. 2013;18(6):565-576

Publication date (electronic) : 2013 December 31

doi : https://doi.org/10.5720/kjcn.2013.18.6.565

Jia-Li Guo , Soon-Kyung Kim ¹, Jeong-Weon Kim ², Mi-Hyun Kim ³, Se-Na Kim ⁴, Sook-Bae Kim ⁵

Graduate School of Chonbuk National University, Jeonju, Korea.

¹Department of Food Sciences and Nutrition, Soonchunhyang University, Asan, Korea.

²Department of Science & Technology Education for Life, Seoul National University of Education, Seoul, Korea.

³Department of Food and Nutrition, Korean National University of Transportation, Jeungpyeong, Korea.

⁴Department of Agrofood Resources, NAAS, RDA, Suwon, Korea.

⁵Department of Food Science & Human Nutrition, Research Institute of Human Ecology, Chonbuk National University, Jeonju, Korea.

Corresponding author: Sook-Bae Kim, Chonbuk National University, 664-14, Duk-Jin Dong 1-Ga, Duk-Jin Gu, Jeonju 561-756, Korea. Tel: (063) 270-3823, Fax: (063) 270-3854, sbkim@jbnu.ac.kr

Received 2013 October 31; Revised 2013 December 06; Accepted 2013 December 16.

Abstract

The purpose of this study was to investigate the effects of nutrition education on nutrition knowledge, dietary attitude and dietary intake of Chinese college students in Korea. The subjects were 64 Chinese college students in Korea (educated group, 32 students vs. non-educated group, 32 students). Educated group was lessoned as group and/or individual. Nutrition education program consisted of four lessons (40min / lesson), '6 major nutrients & function (group lesson)', '6 food group and sources (group lesson)', 'personalized daily needed energy and food exchange units using Food Exchange System (individual lesson)', and 'smart choice of snacks and eating-out foods (group lesson)'. We examined the differences between educated group and non-educated group in nutrition knowledge, dietary attitudes and nutrients intake. After education, there were positive improvements on nutrition knowledge: 'function and foods of 6 nutrients', on dietary attitudes: 'type of breakfast' in educated group. In the evaluation of nutrient intakes according to Dietary Reference Intakes for Korean (KDRI), there were positive improvements on intake levels of riboflavin, fiber, vitamin B6, vitamin C, folate, Ca and K in the educated group. In the index of nutrition quality (INQ), nutrition adequacy ratio (NAR) and mean nutrition adequacy ratio (MAR) were significantly increased in the educated group. In conclusion, it is possible to improve nutrition knowledge, dietary attitude and dietary intake of Chinese college students in Korea through the nutrition education focused on personalized daily needed energy and food exchange units.

Keywords: nutrition education; Chinese college students; personalized; daily needed energy; food exchange units

Notes

This study was carried out with the support of "Cooperative Research Program for Agricultural Science & Technology Development (PJ008237)", Rural Development Administration, Republic of Korea.

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Article information Continued

This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Funded by : Rural Development Administration

Award ID : PJ008237

Table 1

Contents and tools of the nutrition education

Table 2

Height, weight and body mass index of the subjects

1) Mean ± SD

2) BMI: Body Mass Index, BMI = Weight (kg) / Height (m)²

< 18.5: underweight, 18.5~22.9: normal, 23.0~24.9: overweight, ≥ 25.0: obese

3) N (%)

NS: Not Significant

Table 3

Effects on nutrition knowledge of the subjects

1) Mean ± SD (incorrect: 0, correct: 1)

NS: Not Significant

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001 by t-test

Table 4

Effects on dietary attitudes of the subjects

1) Mean ± SD (Seldom : 1, often : 2, frequent : 3, always : 4)

(R) denotes a negatively phrased and reversely scored item

NS: Not Significant

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001 by t-test

Table 5

Effects on type and frequency of meals and snacks

1) N (%)

NS: Not Significant

^**: p < 0.01 by chi-square test

Table 6

Effects on energy, protein and fiber intake of the subjects

1) N (%)

EAR: Estimated Average Requirement, RNI: Recommended Nutrient Intake, AI: Adequate Intake

NS: Not Significant by Mann-Whitney U test

^**: p<0.01 by Mann-Whitney U test

Table 7

Effects on vitamin intake of the subjects

1) N (%)

2) by ANCOVA test

EAR: Estimated Average Requirement

RNI: Recommended Nutrient Intake

UL: Tolerable Upper Intake Level

AI: Adequate Intake

NS: Not Significant by Mann-Whitney U test

^*: p < 0.05, ^**: p < 0.01 by Mann-Whitney U test

Table 8

Effects on mineral intake of the subjects

1) N (%)

EAR: Estimated Average Requirement

RNI: Recommended Nutrient Intake

UL: Tolerable Upper Intake Level

AI: Adequate Intake

Goal: population nutrient intake goal

NS: Not Significant

^**: p < 0.01, ^***: p < 0.001 by Mann-Whitney U test

Table 9

Effects on INQ¹⁾ of the subjects

1) INQ: Index of Nutrition Quality

2) Mean ± SD

3) by ANCOVA test

NS: Not Significant

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001 by t-test

Table 10

Effects on NAR¹⁾ and MAR²⁾ of the subjects

1) NAR: Nutrition Adequacy Ratio

2) MAR: Mean Adequacy Ratio

3) Mean ± SD

4) by ANCOVA test

NS: Not Significant

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001 by t-test