Young-sun Hong; Joung-hee Lee

doi:10.5720/kjcn.2013.18.3.233

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Current Status and Strategic Plan of Nutrition Education Comparing Nutrition Teachers with Dietitians in Schools, Gyeonggi Area: Young-sun Hong, Joung-hee Lee; Korean Journal of Community Nutrition 2013;18(3):233-242.
DOI: https://doi.org/10.5720/kjcn.2013.18.3.233
Published online: June 30, 2013

Seokcheon Elementary School, Hwaseong, Korea.

¹Department of Nutrition Education, Kyonggi University, Suwon, Korea.

Corresponding author: Joung-hee Lee, Department of Nutrition Education, Graduate School of Education, Kyonggi University, Suwon, Gyeonggi-do 443-760, Korea. Tel: (031) 249-9295, Fax: (031) 249-9036, joungheelee@kgu.ac.kr

• Received: May 16, 2013 • Revised: June 24, 2013 • Accepted: June 28, 2013

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
REFERENCES

Abstract

The aim of this study was to investigate how implementation of direct nutrition education differs between nutrition teachers and dietitians in Gyeonggi Area. In this study, we collected data from 107 nutrition teachers and 129 dietitians in 2012. Among those who have answered they implemented direct nutrition education for the last one year, 36% were nutrition teachers and 10% were dietitians (p < 0.05). Among subjects who implemented direct education, a significantly greater percentage of nutrition teachers used a class as an education time to conduct creative hands-on-activity compare to dietitians (p < 0.05). However, for most dietitians, school meal time was more commonly used for direct nutrition education. When asked to make a suggestion regarding improvement for school nutrition education, the highest rate of people chose simplification of school administrative work (4.68 points) was needed. Developing nutrition education (4.55 points) showed the next highest rate. The rest of the answers were the following order; regular training of teaching methods (4.50 points), increasing awareness of school teachers (4.50 points), improving school facilities and financial support (4.47 points), preparing teaching plan (4.46 points), providing incentive for direct education (4.26 points), organizing regular class for nutrition education (4.17 points), and placing nutrition teachers (4.16 points). This study provides useful information including manageable workload of nutrition teachers and dietitians, capacity building and supportive school environment to be delivered with respect to nutrition education system in South Korea.
Keywords: nutrition teacher; dietitian; direct nutrition education; strategic plan

REFERENCES

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Table 1

General characteristic of subjects

1) N (%)

^***: p < 0.001

Table 2

Implementation of nutrition education

1) N (%)

^***: p < 0.001

Table 3

Time for direct nutrition education and teaching method

1) N (%)

^*: p < 0.05

Table 4

Preparation and collection methods of teaching plan and education materials

1) Each item was measured by 5-point scale (1 = always, 2 = often, 3 = sometimes, 4 = rarely, 5 = never).

2) N (%)

3) Each item was measured by 5-point scale ranging from 1 (never using) to 5 (always using).

4) Means ± SD

^*: p < 0.05

Table 5

Training participation and training place

1) N (%)

^*: p < 0.05, ^***: p < 0.001

Table 6

Suggestions for improving school nutrition education

1) Mean ± SD, Each item was measured by 5-point scale ranging from 1 (not at all important) to 5 (very important).

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001

Figure & Data

REFERENCES

Citations

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Current Status and Strategic Plan of Nutrition Education Comparing Nutrition Teachers with Dietitians in Schools, Gyeonggi Area

Korean J Community Nutr. 2013;18(3):233-242. Published online June 30, 2013

DOI: https://doi.org/10.5720/kjcn.2013.18.3.233

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Current Status and Strategic Plan of Nutrition Education Comparing Nutrition Teachers with Dietitians in Schools, Gyeonggi Area

Table 1

General characteristic of subjects

1) N (%)

^***: p < 0.001

Table 2

Implementation of nutrition education

1) N (%)

^***: p < 0.001

Table 3

Time for direct nutrition education and teaching method

1) N (%)

^*: p < 0.05

Table 4

Preparation and collection methods of teaching plan and education materials

1) Each item was measured by 5-point scale (1 = always, 2 = often, 3 = sometimes, 4 = rarely, 5 = never).

2) N (%)

3) Each item was measured by 5-point scale ranging from 1 (never using) to 5 (always using).

4) Means ± SD

^*: p < 0.05

Table 5

Training participation and training place

1) N (%)

^*: p < 0.05, ^***: p < 0.001

Table 6

Suggestions for improving school nutrition education

1) Mean ± SD, Each item was measured by 5-point scale ranging from 1 (not at all important) to 5 (very important).

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001

Table 1 General characteristic of subjects

1) N (%)

^***: p < 0.001

Table 2 Implementation of nutrition education

1) N (%)

^***: p < 0.001

Table 3 Time for direct nutrition education and teaching method

1) N (%)

^*: p < 0.05

Table 4 Preparation and collection methods of teaching plan and education materials

1) Each item was measured by 5-point scale (1 = always, 2 = often, 3 = sometimes, 4 = rarely, 5 = never).

2) N (%)

3) Each item was measured by 5-point scale ranging from 1 (never using) to 5 (always using).

4) Means ± SD

^*: p < 0.05

Table 5 Training participation and training place

1) N (%)

^*: p < 0.05, ^***: p < 0.001

Table 6 Suggestions for improving school nutrition education

1) Mean ± SD, Each item was measured by 5-point scale ranging from 1 (not at all important) to 5 (very important).