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Effects of Nutrition Education Using Dietary Guidebook in Higher Grade Elementary Students of Jeonbuk Area


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Effects of Nutrition Education Using Dietary Guidebook in Higher Grade Elementary Students of Jeonbuk Area

Article information

Korean J Community Nutr. 2018;23(1):13-27
Publication date (electronic) : 2018 February 28
doi : https://doi.org/10.5720/kjcn.2018.23.1.13
Mi-Ran Park1), Sook-Bae Kim2)orcid_icon
1)Graduate School of Education, Chonbuk National University, Jeonju, Korea.
2)Department of Food Science & Human Nutrition, Research Institute of Human Ecology, Chonbuk National University, Jeonju, Korea.
Corresponding author: Sook-Bae Kim. Chonbuk National University 567, Baekje-daero, Deokjin-gu, Jeonju 54896, Korea. Tel: (063) 270-3823, Fax: (063) 270-3854, sbkim@jbnu.ac.kr
Received 2018 February 10; Revised 2018 February 20; Accepted 2018 February 20.

Abstract

Objectives

This study was conducted to examine the effects of nutrition education with a dietary guidebook for children on dietary attitude, nutrition knowledge and nutrient intakes.

Methods

The subjects were 54 higher grade elementary students (27 educated vs. 27 non-educated). The educated group was provided individual and/or group lessons (40 min/lesson/week, 4 week) using a dietary guidebook of Children developed by The Korean Society of Community Nutrition (KSCN) & Korean Food and Drug Administration (KFDA). The contents were Balanced Diet, Smart Food Choices, Cooking a Healthy Snack and Building a Healthy Body. We examined the differences in nutrition knowledge, dietary attitudes and dietary intake between the educated group and non-educated group.

Results

After education, the educated group improved dietary attitude, nutrition knowledge and qualitative nutrient intakes compared to the non-educated group. Specifically, among dietary attitudes, ‘taking a meal with salty and spicy food’ increased, while among nutrition knowledge, ‘functions of protein’, ‘functions of fat’, ‘foods with carbohydrates’, ‘foods with fat’, ‘foods with vitamins’, and ‘foods with minerals’ were increased. Nutrition adequacy ratio (NAR) scores for vitamin C, iron, and zinc were increased.

Conclusions

Nutrition education using a dietary guidebook for children developed by the KSCN & KFDA had positive effects on nutrition knowledge and qualitative nutrient intakes. These findings suggest that nutrition education focused on personalized daily energy and nutrient requirements may improve dietary attitude and quantitative nutrient intakes of children.

Keywords: nutrition education; nutrition knowledge; e-book; elementary school student; dietary intake

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Article information Continued

Copyright © 2018 The Korean Society of Community Nutrition
The Korean Society of Community Nutrition

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.

Fig. 1

Fig. 1

Dietary guidebook used for nutrition education

Table 1

Contents and tools of nutrition education

Table 1

Table 2

General characteristics of the subjects

Table 2

1) N (%)

Table 3

Height, weight and obesity index of the subjects

Table 3

1) Mean ± S.D

2) Body Mass Index = weight (kg) / height (m2)

< 18.5: under weight, 18.5~22.9: normal, 23~24.9: over weight, ≥25: obese

3) N (%)

NS: Not Significant

Table 4

Effects on dietary attitudes of the subjects

Table 4

1) Mean ± S.D

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

(R) denotes a negatively phrased and reversely scored item

NS: Not Significant

Score: seldom, 1; often, 2; frequent, 3; always, 4

2) by ANCOVA test

Table 5

Effects on type and frequency of meal and snack

Table 5

1) N (%)

*: p<0.05 by chi-square test

NS: Not Significant

Table 6

Effects on nutrition knowledge of the subjects

Table 6

1) Mean ± S.D

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

NS: Not Significant

Score: non-corrected, 0; corrected, 1

Table 7

Effects on energy, protein, and fiber intake of the subjects

Table 7

1) N (%)

EAR: Estimated Average Requirement

EER: Estimated Energy Requirement

RNI: Recommended Nutrient Intake

AI: Adequate Intake

NS: Not Significant

Table 8

Effects on vitamin and mineral intake of the subjects

Table 8

1) N (%), *: p<0.05 by chi-square test

2) by ANCOVA test

EAR: Estimated Average Requirement

RNI: Recommended Nutrient Intake

UL: Tolerable Upper Intake Level

AI: Adequate Intake

Goal: population nutrient intake goal

NS: Not Significan

Table 9

Effects on NAR and MAR of the subjects

Table 9

1) NAR: nutrition adequacy ration

2) MAR: mean adequacy ration

3) Mean ± S.D, *: p<0.05 by t-test

NS: Not Significant