So-Hyun Ahn; Hye-Kyeong Kim; Kyung Min Kim; Jin-sook Yoon; Jong Sook Kwon

doi:10.5720/kjcn.2014.19.4.342

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Development of Nutrition Education Program for Consumers to Reduce Sodium Intake Applying the Social Cognitive Theory: Based on Focus Group Interviews: So-Hyun Ahn, Hye-Kyeong Kim, Kyung Min Kim, Jin-sook Yoon, Jong Sook Kwon; Korean Journal of Community Nutrition 2014;19(4):342-360.
DOI: https://doi.org/10.5720/kjcn.2014.19.4.342
Published online: August 31, 2014

¹Department of Food Science and Nutrition, Catholic University, Bucheon, Korea.

²Department of Food and Nutrition, Baewha Women's University, Seoul, Korea.

³Department of Food and Nutrition, Keimyung University, Taegu, Korea.

⁴Department of Food and Nutrition, Shingu College, Songnam, Korea.

Corresponding author: Jong Sook Kwon. Department of Food and Nutrition, Shingu College, 377 Gwangmyeong-ro, Seongnam, Gyeonggi-do 462-743, Korea. Tel: (031) 740-1642, Fax: (031) 740-1590, jskwon@shingu.ac.kr

• Received: July 15, 2014 • Revised: August 11, 2014 • Accepted: August 26, 2014

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.

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Abstract
NOTES
REFERENCES

Abstract

Objectives
This study aimed to develop nutrition education program for consumers to reduce sodium intake based on social cognitive theory (SCT).
Methods
The main factors of SCT related to low sodium diet were investigated by using focus group interview (FGI) with 30 women who participated in consumer organizations.
Results
The main target groups for the education program were housewives (H), parents (P), and the office workers (OW), for which we considered their influences on other people and the surroundings. According to the results of FGI, in carrying out low sodium diet, 'positive outcome expectation' were prevention of chronic disease and healthy dietary habit, and 'negative outcome expectation' were low palatability of foods, difficulty in cooking meals, and limited choice of foods. The contents of the program and education materials were individualized by each group to raise self-efficacy and behavioral capability, which reflected the results of the FGI. The program included 'salt intake and health' to raise positive outcome expectation. For improving the ability to practice low-sodium diet, the program contained the contents that focused on 'cooking' and 'food purchasing' for H, on 'purchasing and selection of low-sodium food with the children' for P, and on 'way of selecting restaurant menu' for OW. Also the program included 'way of choosing the low-sodium foods when eating out' with suggestions on sodium content of the dishes and snacks. Further, 'dietary guidelines to reduce sodium intake' was also suggested to help self-regulation.
Conclusions
This nutrition education program and education materials could be utilized for the community education and provide the basis for further consumer targeted education program for reducing sodium intake.
Keywords: reducing sodium intake; nutrition education program; focus group interview; social cognitive theory; consumer

NOTES

This research was supported by grants from Korea Food and Drug Administration fund. (11162Sobiyeon165).

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Fig. 1

The process of nutrition education program development

Fig. 2

The nutrition education material for reducing sodium intake

(a) Power-points for housewives, parents, office-workers (b) Manual book for educator (c) Pamphlet (d) Booklet of low-sodium recipe (e) Family letters of school nutrition education (f) Work-sheet, (g) Leaflet (h) Proceeding manual of nutrition education for educator

Table 1

The questions used for focus group interview based on social cognitive theory

Table 2

The general characteristics of the participants in focus group interview

1) Student's t-test

2) Chi-square test

^**: p < 0.01.

Table 3

THe major themes and contents for social cognitive theory from Focus Group Interview (n = 30)

1) SH: senior housewives 2) P: parents 3) O: office-workers

Table 4

Needs on nutrition education programs for reducing sodium intake (n = 30)

1) P: parents 2) O: office-workers

Table 5

The contents of recipe booklet for nutrition education

Table 6

The nutrition education program for senior housewives to reduce sodium intake

1) B: behavioral factors, 2) E: Environmental factors, 3) C: cognitive factors

Table 7

The nutrition education program for parents to reduce sodium intake

1) B: behavioral factors, 2) E: Environmental factors, 3) C: cognitive factors

Table 8

The nutrition education program for office-workers to reduce sodium intake

1) B: behavioral factors, 2) E: Environmental factors, 3) C: cognitive factors

Figure & Data

REFERENCES

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Development of Nutrition Education Program for Consumers to Reduce Sodium Intake Applying the Social Cognitive Theory: Based on Focus Group Interviews

Korean J Community Nutr. 2014;19(4):342-360. Published online August 31, 2014

DOI: https://doi.org/10.5720/kjcn.2014.19.4.342

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Development of Nutrition Education Program for Consumers to Reduce Sodium Intake Applying the Social Cognitive Theory: Based on Focus Group Interviews

Fig. 1 The process of nutrition education program development

Fig. 2 The nutrition education material for reducing sodium intake (a) Power-points for housewives, parents, office-workers (b) Manual book for educator (c) Pamphlet (d) Booklet of low-sodium recipe (e) Family letters of school nutrition education (f) Work-sheet, (g) Leaflet (h) Proceeding manual of nutrition education for educator

Fig. 1

Fig. 2

Development of Nutrition Education Program for Consumers to Reduce Sodium Intake Applying the Social Cognitive Theory: Based on Focus Group Interviews

Table 1

The questions used for focus group interview based on social cognitive theory

Table 2

The general characteristics of the participants in focus group interview

1) Student's t-test

2) Chi-square test

^**: p < 0.01.

Table 3

THe major themes and contents for social cognitive theory from Focus Group Interview (n = 30)

1) SH: senior housewives 2) P: parents 3) O: office-workers

Table 4

Needs on nutrition education programs for reducing sodium intake (n = 30)

1) P: parents 2) O: office-workers

Table 5

The contents of recipe booklet for nutrition education

Table 6

The nutrition education program for senior housewives to reduce sodium intake

1) B: behavioral factors, 2) E: Environmental factors, 3) C: cognitive factors

Table 7

The nutrition education program for parents to reduce sodium intake

1) B: behavioral factors, 2) E: Environmental factors, 3) C: cognitive factors

Table 8

The nutrition education program for office-workers to reduce sodium intake

1) B: behavioral factors, 2) E: Environmental factors, 3) C: cognitive factors

Table 1 The questions used for focus group interview based on social cognitive theory

Table 2 The general characteristics of the participants in focus group interview

1) Student's t-test

2) Chi-square test

^**: p < 0.01.

Table 3 THe major themes and contents for social cognitive theory from Focus Group Interview (n = 30)

1) SH: senior housewives 2) P: parents 3) O: office-workers

Table 4 Needs on nutrition education programs for reducing sodium intake (n = 30)

1) P: parents 2) O: office-workers

Table 5 The contents of recipe booklet for nutrition education

Table 6 The nutrition education program for senior housewives to reduce sodium intake

1) B: behavioral factors, 2) E: Environmental factors, 3) C: cognitive factors

Table 7 The nutrition education program for parents to reduce sodium intake

1) B: behavioral factors, 2) E: Environmental factors, 3) C: cognitive factors

Table 8 The nutrition education program for office-workers to reduce sodium intake