The effect of nutritional education based on the health action process approach (HAPA) on the pregnancy outcomes among malnourished pregnant mothers.

OBJECTIVE: To examine the effectiveness of nutritional education based on the health action process approach (HAPA) on pregnancy outcomes among malnourished pregnant mothers utilizing nutritional support. METHODS: In a randomized controlled trial, 234 malnourished pregnant women under nutritional support from the fourth month of pregnancy participated. Participants were randomly allocated in study groups by the balance block randomization method. Data were collected using a socio-demographic and pregnancy outcomes checklist as well as self-devised questionnaire assessing the constructs of the HAPA model before and three months after the educational intervention. The framework of the educational intervention was based on the constructs of the HAPA and included three one-hour training sessions through lectures, group discussions, 'question and answer' sessions, and the use of educational tools. Data were analyzed using analysis of covariance (ANCOVA) and SPSS software. RESULTS: Pregnancy outcomes including optimal weight gain during pregnancy (p = 0.47), neonate's birth weight (p = 0.58), gestational age at delivery (p = 0.83), type of delivery (p = 0.48) gestational anemia (p = 0.22), diabetes (p = 0.59) and hypertension (p = 0.29) were not significantly different in the intervention and control groups. The results showed that the educational intervention produced a significant increase in the total score (24 points) in the intervention group. Improvement of scores in the intervention group compared to the control was observed in all of the model constructs except outcome expectation (0.68 decrease). The educational intervention in the present study had a large measure of effect in total (SMD: 2.69, partial eta2: 0.664). CONCLUSION: A nutritional education intervention based on the HAPA model for malnourished pregnant women increased behavioral intention and planning for action to have better nutritional behavior. However, the intervention did not change the pregnancy outcomes significantly. PRACTICE IMPLICATIONS: Nutritional education based on the HAPA model can be used to improve nutritional behaviors of malnourished pregnant women.

Nutrition Assessment and Education of Patients with Heart Failure by Cardiologists.

Although nutritional assessment and education are important for hospitalized patients with heart failure, the extent of their implementation in real-world clinical practice is unknown. Therefore, this study aimed to investigate the evaluation and management of nutrition during hospitalization for heart failure using a questionnaire survey for cardiologists.In this cross-sectional multicenter survey, 147 cardiologists from 32 institutions completed a web-based questionnaire (response rate, 95%).The survey showed that 78.2% of the respondents performed a nutritional assessment for hospitalized patients, whereas 38.3% used objective tools. In contrast, only 9.5% of the respondents evaluated the presence or absence of cardiac cachexia. Most respondents (89.8%) reported providing nutritional education to their patients before hospital discharge. However, compared with the number of respondents who provided information on sodium (97.0%) and water (63.6%) restrictions, a limited number of respondents provided guidance on optimal protein (20.5%) and micronutrient (9.1%) intake as part of the nutritional education. Less than 50% of the respondents provided guidance on optimal calorie intake (43.2%) and ideal body weight (34.8%) as a part of the nutritional education for patients identified as malnourished.Although nutritional assessment is widely performed for hospitalized patients with heart failure, most assessments are subjective rather than objective. Nutritional education, frequently provided before hospital discharge, is limited to information on water or salt intake restrictions. Therefore, more comprehensive and individualized nutritional assessments and counselling with a scientific basis are required.

The Impact of Education Level on Individual Lifestyle Behaviors among Dietetics Students and Professionals.

Lifestyle and habits are acquired in the family environment and then shaped by the potential influence of the environment and received education. In recent years, there has been growing interest in understanding the relationship between sleep and dietary behaviors in various health professionals, including medical and dietetics professionals and students, as well as their self-perceived knowledge and attitudes. Despite the importance of this topic, there is a lack of research on the assessment of individual behaviors in dietetics students and professionals. The aim of this study was to assess the impact of education level on individual behaviors regarding nutrition, sleep, and physical activity in dietetics students and professionals. 71 dietetics students and professionals were enrolled in this study. Their overall knowledge, sleep, and nutritional behavior were assessed with a validated Questionnaire of Eating Behaviors at the beginning of their dietetics university education and then prospectively after a year. It was also compared to dieticians who already graduated. The analysis showed that the educational level did not correlate with sleep length or the physical activity level. However, the educational level was correlated with dietary knowledge and properly self-assessed by the participants. Significant differences were observed in both the prospective and comparative analyses. The educational level and knowledge were not correlated with eating behaviors. The self-assessment of nutritional behaviors also did not correlate with the objective assessment. Sleep length did not correlate with BMI, but it was inversely correlated with overall and healthy diet scores and knowledge levels. On the other hand, physical activity levels were positively correlated with healthy diet scores. Dietary education results in better nutritional knowledge; however, it does not significantly impact individual nutritional behaviors among dietetics students and professionals. Moreover, the inverse relationship between sleep length and nutritional knowledge and behaviors, as well as the positive relationship between physical activity level and dietary behaviors, shows that nutritional aspects of lifestyle are probably prioritized among dietetic students and professionals, with an acknowledgment of the role of physical activity and a neglect of sleep hygiene importance. Dietetics students should be advised to use their theoretical knowledge not only to guide their patients but also to implement it in their own lives.

Nutrition education and its relationship to body image and food intake in Asian young and adolescents: a systematic review.

Background: The literature brings to light the unhealthy nutritional habits prevalent among Asian adolescents and their high level of body image dissatisfaction. This study aims to conduct a systematic review of the literature on the effect of nutritional education interventions on their nutritional knowledge and food intake behavior, attitude, practice, and body image. Methods: We searched relevant published studies in PubMed, Web of Science, Scopus, Science Direct, and Springer using the PICO framework and performed a quality assessment using the 10-point checklist adapted from the National Institutes for Health tool. Results: The majority of the nutritional education interventions improve unhealthy food intake and body image misperception, particularly on nutritional knowledge/self-efficacy, healthy dietary habits, physical activities, and fruit and vegetable intake. We also found a negative association with excess weight gain, obesity, and unethical weight reduction practices, leading to dissatisfaction with body image. Conclusion: These interventions can help address dietary problems and body image perception and support the development of future interventions.

The Impact of Vitamin Deficiencies on Oral Manifestations in Children.

Vitamins play a vital role in human health, particularly in the development and maintenance of oral health in children. These nutrients are broadly categorized into fat-soluble and water-soluble types, crucial for children's well-being. The objective of this study is to investigate the impact of vitamin deficiencies on the oral health of children, focusing on how these deficiencies contribute to various oral health issues and determining the relationship between specific vitamin shortages and oral diseases. Findings indicate that shortages in vitamins A and D lead to enamel issues and a higher susceptibility to dental diseases, vitamin E assists in treating oral mucositis, and vitamin K is essential for blood clotting in dental surgeries. Deficits in B-complex and vitamin C result in enamel hypomineralization and soft tissue ailments, including aphthous stomatitis and gingival petechiae. Additionally, a lack of vitamin B7 compromises the immune response, increasing oral candidiasis risk. Therefore, vitamin deficiencies markedly affect children's oral health, highlighting the need for joint efforts between dental professionals and caregivers for effective pediatric care. Addressing vitamin deficiencies through supplementation and tailored dental care emphasizes the significance of nutritional health in children's overall and dental well-being, advocating for a collaborative approach to achieve optimal health outcomes.

Patient-centered nutrition education improved the eating behavior of persons with uncontrolled type 2 diabetes mellitus in North Ethiopia: a quasi-experimental study.

Background: Improving the clinical outcome of people with type 2 diabetes mellitus by modifying their eating behavior through nutrition education is an important element of diabetes self-management. Significant data from the literature supports this idea, however in the Ethiopian setting, there is a practice gap. Therefore, the purpose of this study was to assess how patient-centered nutrition education affected the eating behavior and clinical outcomes of people with uncontrolled type 2 diabetes mellitus. Method: In this quasi-experimental trial, 178 people with uncontrolled type 2 diabetes were purposely assigned to the intervention (n = 89) or control (n = 89) arm. The intervention arm was given patient-centered nutrition education, whereas the control arm received the routine care. Eating behavior and clinical outcome indicators such as HbAc, lipid profile, anthropometric indices, and blood pressure were assessed in both groups at the start and completion of the intervention. All scale variables were tested for normality and log transformed when appropriate. The baseline characteristics of the intervention and control groups were compared using the t-test for continuous variables and the chi-square test for categorical variables. The effect of nutrition education was determined using a difference in differences (DID) approach. P < 0.05 was established as the criterion of significance. Result: Food selection (DID = 15.84, P < 0.001), meal planning (DID = 31.11, P < 0.001), and calorie needs (DID = 37.65, P < 0.001) scores were statistically higher in the nutrition education arm. Furthermore, their overall eating behavior score (DID = 27.06, P < 0.001) was statistically greater than the controls. In terms of clinical outcomes, the overall picture reveals that the intervention did not outperform over the routine care. However, in comparison to the controls, the intervention arm showed clinically significant improvement in HbA1c (DID = -0.258, P = 0.485). Conclusion: Patient-centered nutrition education has resulted in positive adjustments in the eating behavior of people with uncontrolled type 2 diabetes mellitus. Furthermore, it has shown a great potential for improving their glycemic control.

The effect of nutritional education on blood glycemic, lipidemic, and body mass index control among sample of type 2 diabetes.

BACKGROUND: Type 2 diabetes mellitus is a chronic metabolic disorder, characterized by poor glycemic control nutritional education enhances people's knowledge on healthy food choices that improve blood glycemic and lipidemic control leading to better overall health. OBJECTIVES: This study is to examine the effect of nutritional education on the glycemic/lipidemic control and the body mass index in patient with type 2 diabetes mellitus. METHODS: A quasi-experimental study was conducted on 40 patients with type 2 diabetes mellitus and recruited by non-probability convenience sampling method over 3 months duration. BMI, HbA1c, total cholesterol, low density lipoprotein-C, high density lipoprotein-C, and triglyceride were measured at baseline and after 3 months during which during which five nutritional educational lectures were done. RESULTS: After 3 months of nutritional education, there were a significant reduction in HbA1c % from 9.53 to 8.09 (P < 0.001) and body mass index from 32.19 to 31.58 (P = 0.001) and also slight but non-significant changes in cholesterol, LDL, triglyceride, and HDL (7.05 ± 38.428, 5.00 ± 29.858, 9.10 ± 85.386, 0.24 ± 3.612 respectively) (P = 0.253, 0.296, 0.668, and 0.504 respectively). CONCLUSIONS: Nutritional education program is effective to decrease HbA1c % and body mass index.

Assessment of Dietary and Lifestyle Quality among the Romanian Population in the Post-Pandemic Period.

BACKGROUND: The pandemic caused by the SARS-CoV-2 virus demonstrated the importance of prevention through a healthy diet and lifestyle, the most vulnerable people being those with severe chronic conditions, those who are overweight, and those with an unbalanced immune system. This study aims to examine the nutritional status and lifestyle behaviors of the Romanian population. METHODS: The evaluation of the eating habits and lifestyle of the Romanian population in the post-pandemic period was carried out based on a cross-sectional observational study with the help of a questionnaire. RESULTS: A total of 4704 valid answers were registered (3136 female and 1568 male respondents). Among the respondents, most of them belong to the young population, 2892 between the ages of 18 and 40, i.e., 61.5%. Most male respondents are overweight (1400) and obese (780). Most respondents indicated a tendency to consume 1-2 meals per day irregularly (p = 0.617). Only 974 respondents adopted a healthy diet, and 578 a healthy lifestyle. CONCLUSIONS: The present study reports low adherence to a healthy diet (20.7%) and healthy lifestyle (12.28%), especially among the young population (<30 years). In the current context, it reports a reduced tendency to consume vegetables and fruits among the population, below the daily average recommended by the nutrition guidelines, a tendency towards sedentary behavior, and even deficient hydration of some of the respondents; these negative aspects can create a long-term series of nutritional and psycho-emotional imbalances. Our results evidence that complex surveys among the population are regularly required to investigate nutritional or lifestyle deficiencies; moreover, it could be helpful in further educational measures in nutrition, food, and environmental safety.

Assessing Carbohydrate Counting Accuracy: Current Limitations and Future Directions.

Diabetes mellitus is a prevalent chronic autoimmune disease with a high impact on global health, affecting millions of adults and resulting in significant morbidity and mortality. Achieving optimal blood glucose levels is crucial for diabetes management to prevent acute and long-term complications. Carbohydrate counting (CC) is widely used by patients with type 1 diabetes to adjust prandial insulin bolus doses based on estimated carbohydrate content, contributing to better glycemic control and improved quality of life. However, accurately estimating the carbohydrate content of meals remains challenging for patients, leading to errors in bolus insulin dosing. This review explores the current limitations and challenges in CC accuracy and emphasizes the importance of personalized educational programs to enhance patients' abilities in carbohydrate estimation. Existing tools for assessing patient learning outcomes in CC are discussed, highlighting the need for individualized approaches tailored to each patient's needs. A comprehensive review of the relevant literature was conducted to identify educational programs and assessment tools dedicated to training diabetes patients on carbohydrate counting. The research aims to provide insights into the benefits and limitations of existing tools and identifies future research directions to advance personalized CC training approaches. By adopting a personalized approach to CC education and assessment, healthcare professionals can empower patients to achieve better glycemic control and improve diabetes management. Moreover, this review identifies potential avenues for future research, paving the way for advancements in personalized CC training and assessment approaches and further enhancing diabetes management strategies.

Early Extra-Uterine Growth Restriction in Very-Low-Birth-Weight Neonates with Normal or Mildly Abnormal Brain MRI: Effects on a 2-3-Year Neurodevelopmental Outcome.

Extra-uterine growth restriction (EUGR) is a common complication and a known risk factor for impaired development in very-low-birth-weight (VLBW) neonates. We report a population of 288 patients with no or with low-grade MRI lesions scanned at a term equivalent age (TEA) born between 2012 and 2018. Griffiths Mental Development Scale II (GMDS II) at 2 and 3 years, preterm complications and weight growth were retrospectively analyzed. EUGR was defined for weight z-score ˂ 10 percentile at TEA, 6 and 12 months of correct age or as z-score decreased by 1-point standard deviation (SDS) from birth to TEA and from TEA to 6 months. Multivariate analysis showed that a higher weight z-score at 6 months is protective for the global developmental quotient (DQ) at 2 years (OR 0.74; CI 95% 0.59-0.93; p = 0.01). EUGR at 6 months was associated with worse locomotor, personal/social, language and performance DQ at 2 years and worse language and practical reasoning DQ at 3 years. In conclusion, a worse weight z-score at 6 months of age seems to be an independent risk factor for significantly reduced GMDS in many areas. These results suggest that we should invest more into post-discharge nutrition, optimizing family nutritional education.

Associations between Shokuiku during School Years, Well-Balanced Diets, and Eating and Lifestyle Behaviours in Japanese Females Enrolled in a University Registered Dietitian Course.

This study comprehensively examined the associations between shokuiku (food and nutrition education) during school years, current well-balanced diets, and current eating and lifestyle behaviours of Japanese female university students. A hypothetical model was developed using factors potentially associated with well-balanced diets. A simultaneous multipopulational analysis was performed according to the living arrangements of 148 female Japanese students (48.6% living alone) from a registered dietitian course. The analysis showed acceptable goodness of fit and a significant positive path from shokuiku during school years (living alone: standardised estimate 0.29, p = 0.004; with family: 0.32, p = 0.006) and a negative path from eating out frequency (-0.19, p = 0.039; -0.24, p = 0.017) towards a well-balanced diet. A significant negative path was identified from late bedtimes (-0.45, p < 0.001) and home meal replacement use frequency (-0.24, p = 0.010) in those living alone and from late-night snacking frequency (-0.27, p = 0.007) in those living with family. Well-balanced diets in female university students may be positively associated with shokuiku during school years and limited by a late bedtime, eating out, and home meal replacement use in those living alone, and by late-night snacking and eating out in those living with family.

Improving Children's Lifestyle and Quality of Life through Synchronous Online Education: The Nutritional Adventures School-Based Program.

The early introduction of effective nutritional educational programs is pivotal for instilling sustainable healthy behaviors. The present work aims to present a best practice example of a nutrition and overall lifestyle school-based training program, the Nutritional Adventures ("Diatrofoperipeteies"). Conducted during 2020-2022 in Greek primary schools, this synchronous, online educational initiative included two 1-school-hour activities with a nutrition instructor. Additionally, schools were randomly assigned to supplementary "at-home" supported-by-parents or "in-class" supported-by-educators educational activities. In total, n = 12,451 students of 84 primary schools participated. Parent-completed questionnaires were selected in the recruitment and post-intervention phase (40% participation rate); overall, the working sample was n = 1487 students. In the post-intervention phase, a significant increase in Mediterranean diet adherence was observed (KIDMED score: mean increment = 0.25 units; p < 0.001), particularly fruit and vegetable consumption. Time spent on physical activity increased, while screen time decreased. Students' total quality of life significantly improved (PedsQL; mean increment = 1.35 units; p < 0.001), including on all of its subscales (physical, emotional, social, and school function). Supplementary educational activities that were supported by educators rather than parents yielded a more favorable impact on students' lifestyle and quality of life. The Nutritional Adventures program can be regarded as a successful initiative in primary schools, yielding immediate advantages that extend beyond promoting healthy dietary habits.

How Can We Increase the Nutrition-Related Knowledge in Children Aged 7-12 Years: Results of Focus Groups Interviews with Parents-Junior-Edu-Zywienie (JEZ) Project.

Nutrition education is a long-term process that should cover various population groups. A special focus should be placed on children, adolescents and their parents. The aim of this research was to find out the opinions of parents of primary school pupils aged 7-12 on their expectations towards school education in the areas of food and nutrition, addressed to both pupils and their parents. The research was conducted among 101 parents of primary school pupils with the use of the Focus Group Interview (FGI) method. It demonstrated that what is most needed are hands-on activities relating to basic theoretical issues. While parents see the need for nutrition education for their children, educating pupils in this area is of interest to only some of the respondents for whom nutrition aspects are quite important. All parents would like formal nutrition education at school, but at the same time, they do not want classes to take up too much of their children's time, due to the already excessive number of school subjects. It seems appropriate to include everyone in regard to nutrition education, regardless of their declared interest in this issue. The need for consistent presentation of educational content addressed to teachers and parents is very important, so that they can, in a uniform way, shape the attitudes towards food and nutrition of children and adolescents.

Effectiveness of food and nutritional education activities in children under the age of two: a systematic review / Eficácia das atividades de educação alimentar e nutricional em crianças menores de dois anos de idade: uma revisão sistemática

Abstract Objectives: to evaluate the effectiveness of food and nutritional education on children up to the age of two. Methods: the systematic review was carried out in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-analyses. The research was carried out in 2022 in the Virtual Health Library/Lilacs, Pubmed/Medline and Science Direct databases. The articles were selected independently using the Microsoft Excel® program. Articles that evaluated food and nutritional education applied on children up to the age of two were included. The risk of bias was assessed using the Joanna Briggs Institute tool. Results: the research resulted in 1,523 studies and nine were included in the review. The articles presented a low risk of bias and good methodological quality. Food and nutritional education strategies were developed especially with the children's parents. Workshops, lectures, and teaching materials were developed. In most of the studies, the activities developed helped to improve children's health and eating patterns. Conclusion: food and nutritional education activities have therefore been effective in building healthy eating habits at childhood. Prospero registration: CRD42022325608.

Resumo Objetivos: avaliar a eficácia das ações de educação alimentar e nutricional (EAN) utilizadas para crianças de até dois anos de idade. Métodos: a revisão sistemática foi conduzida de acordo com o Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA). A pesquisa foi realizada em 2022 nas bases de dados Biblioteca Virtual em Saúde/Lilacs, Pubmed/Medline e Science Direct. A seleção dos artigos foi realizada independentemente no programa Microsoft Excel®, sendo incluídos os artigos que avaliaram a EAN aplicada a crianças de até dois anos de idade. O risco de viés foi avaliado pela ferramenta do The Joanna Briggs Institute. Resultados: a pesquisa resultou em 1.523 estudos e nove foram incluídos na revisão. Os artigos apresentaram baixo risco de viés e boa qualidade metodológica. As estratégias de EAN foram desenvolvidas especialmente com os pais das crianças. Foram realizadas palestras, oficinas e elaborados materiais didáticos. Na maioria dos estudos, as atividades desenvolvidas ajudaram a melhorar a saúde e o padrão alimentar das crianças. Conclusão: portanto, as atividades de EAN foram eficazes para a construção de hábitos alimentares saudáveis na infância. Registro do Prospero: CRD42022325608.

Trajetória das políticas de educação alimentar e nutricional no Brasil / Trajectory of food and nutritional education policies in Brazil / Trayectoria de las políticas de educación alimentaria y nutricional en Brasil

RESUMO: A Educação Alimentar e Nutricional é o campo de conhecimento que leva em conta as representações sobre o comer e a comida, os conhecimentos e os valores da alimentação, com vistas à autonomia de escolha dos sujeitos em questões relacionadas à alimentação e à nutrição. Este texto é resultado de uma pesquisa teórica com o objetivo de identificar a trajetória da Educação Alimentar e Nutricional no Brasil, que a delineou como campo de conhecimento. As políticas atuais desse campo de conhecimento são fruto da superação de um passado em que predominavam abordagens educativas voltadas para a alimentação que ocorriam de forma descontextualizada, normativa e estritamente biológica. Essa trajetória envolve disputas em sua teoria e prática que evidenciam que a resolução do problema da alimentação no Brasil é perpassada por uma profunda reestruturação econômica e social. Destacamos a necessidade de que as práticas de Educação Alimentar e Nutricional sejam pautadas pela perspectiva crítica e emancipatória de educação.

ABSTRACT: Food and Nutrition Education is the field of knowledge that takes into account the representations about eating and food, knowledge and values of food, with a view to the autonomy of choice of subjects in matters related to food and nutrition. This text is the result of a theoretical research aimed at identifying the trajectory of Food and Nutritional Education in Brazil, which outlined it as a field of knowledge. The current policies of this field of knowledge are the result of overcoming a past where educational approaches focused on food predominated that took place in a decontextualized, normative and strictly biological way. This trajectory involves disputes in its theory and practice that show that the resolution of the food problem in Brazil is permeated by a profound economic and social restructuring. We highlight the need for the practices of Food and Nutrition Education to be guided by the critical and emancipatory perspective of education.

RESUMEN: La Educación Alimentaria y Nutricional es el campo del conocimiento que tiene en cuenta las representaciones sobre alimentación y comida, conocimientos y valores de la alimentación, con miras a la autonomía de elección de los temas en materias relacionadas con la alimentación y la nutrición. Este texto es el resultado de una investigación teórica dirigida a identificar la trayectoria de la Educación Alimentaria y Nutricional en Brasil, la cual la delineó como un campo de conocimiento. Las políticas actuales de este campo del conocimiento son el resultado de superar un pasado donde predominaron los enfoques educativos centrados en la alimentación que se desarrollaron de manera descontextualizada, normativa y estrictamente biológica. Esta trayectoria implica disputas en su teoría y práctica que muestran que la resolución del problema alimentario en Brasil está impregnada por una profunda reestructuración económica y social. Destacamos la necesidad de que las prácticas de Educación Alimentaria y Nutricional se guíen por la perspectiva crítica y emancipadora de la educación.

Conhecimento e percepção de autoeficácia e eficácia coletiva de professores sobre o Guia Alimentar / Knowledge and perception of self-efficacy and collective efficacy of teachers about the Food Guide

Introdução: No processo de educação em saúde para que o indivíduo mude seus hábitos de saúde, é necessário que tenha conhecimentos, apresente crenças de autoeficácia positivas e compartilhe a eficácia coletiva. Objetivo: Avaliar o conhecimento e a percepção de autoeficácia e eficácia coletiva de professores sobre o Guia Alimentar para a População Brasileira. Método: Realizou-se estudo transversal no período de dezembro de 2019 a dezembro de 2020. A população do estudo foi composta por 1.491 professores da Educação Básica da rede pública municipal de ensino de Montes Claros, Minas Gerais. Para a amostra, estimou-se o tamanho mínimo de 511 professores e foi utilizado um questionário on-line para coleta de dados. Quanto a avaliação do conhecimento, percepção de autoeficácia e eficácia coletivados professores sobre o Guia Alimentar, utilizaram-se escalas autoadministradas e previamente validadas. Os dados coletados foram categorizados e processados eletronicamente através do software Statistical Package for the Social Science (SPSS), versão 22.0. Resultados: Na análise do desempenho dos professores quanto ao Guia Alimentar, observou-se que 79,7% (474) dos profissionais apresentaram baixo conhecimento; 70,4% (419), baixa autoeficácia; e 69,1% (411), baixa eficácia coletiva. O alto conhecimento entre os docentes foi associado à maior renda percapita (p= 0,004). A alta autoeficácia foi associada ao maior grau de escolaridade (p= 0,031). A alta autoeficácia coletiva foi associada às variáveis renda (p=0,035) e escolaridade (p=0,004). Conclusão: Os professores do presente estudo demonstraram baixo conhecimento e baixa percepção de autoeficácia e eficácia coletiva sobre o Guia Alimentar.

Introduction: In the process of health education to change the individual's health habits, they need to have knowledge, present positive self-efficacy beliefs and share collective efficacy. Objective: To evaluate the knowledge and perception of self-efficacy and collective efficacy of teachers about the Food Guide for the Brazilian Population. Method: A cross-sectional study was conducted from December 2019 to December 2020. The study population consisted of 1,491 Basic Education teachers from the municipal public school system of Montes Claros, Minas Gerais. For the sample, the minimum size of 511 teachers was estimated and an online questionnaire was used to collect data. As for the evaluation of knowledge, perception of self-efficacy and collective efficacy of teachers about the Food Guide, self-administered and previously validated scales were used. The data collected were categorized and processed electronically through the Statistical Package for the Social Sciences (SPSS) software, version 22.0. Results: In the analysis of teachers' performance regarding the Food Guide, 79.7% (474) of the professionals had low knowledge; 70.4% (419), low self-efficacy; and 69.1% (411), low collective efficacy. High knowledge among teachers was associated with higher per capita income (p = 0.004). High self-efficacy was associated with higher educational level (p = 0.031). High collective self-efficacy was associated with the variables income (p=0.035) and schooling (p=0.004). Conclusion: The teachers of this study showed low knowledge and low perception of self-efficacy and collective efficacy about the Food Guide.

Revisión sistemática de programas de intervención para promover hábitos saludables de actividad física y nutrición en escolares españoles / Systematic review of intervention programmes to promote healthy physical activity and nutrition habits in Spanish school children

Introducción. La obesidad infantil es uno de los problemas de salud pública más graves del siglo XXI, originado porque los niños crecen en un entorno en el que no se fomenta la práctica deportiva. Esto es debido al cambio en el tipo de alimentación y al aumento del sedentarismo. Objetivo. Describir y analizar los principales programas de intervención, basados en la promoción de hábitos saludables (Nutrición y Actividad Física) en la población infantil y las principales estrategias utilizadas para su implantación en los centros educativos españoles. Materiales y métodos. Se ha realizado un estudio transversal descriptivo mediante el empleo de una revisión sistemática de la literatura realizada en el mes de octubre de 2022. La población de estudio fue el alumnado de entre 6 y 12 años escolarizados en centros de Educación Primaria de España. Resultados. Se ha identificado que las intervenciones educativas sobre nutrición y/o actividad física realizadas en los centros educativos, resultan positivas en la mejora de los hábitos de alimentación y la práctica físico-deportiva entre los escolares. Discusión. Además, combinando las temáticas de nutrición y actividad física, se fomenta la consecución de hábitos saludables, con el objetivo de prevenir la obesidad y el sedentarismo. A su vez, fomentando la participación de las familias en los programas de intervención se obtiene un resultado positivo en la efectividad de las intervenciones. Conclusiones. La mayor parte de los programas de intervención analizados demuestran su eficacia a la hora de modificar los hábitos alimentarios, además, se produce un aumento del nivel de actividad física, evitando el sedentarismo entre los escolares, y, por ende, disminuir el riesgo de obesidad(AU)

Introduction: Childhood obesity is one of the most serious public health problems of the 21st century, because children are growing up in an environment where sport is not encouraged. This is due to changes in dietary patterns and an increase in sedentary lifestyles. Objective. Describe and analyze the main intervention programs, based on the promotion of healthy habits (Nutrition and Physical Activity) in the child population and the main strategies used for their implementation in Spanish schools. Material and methods. A descriptive cross-sectional study based on a systematic review of the literature carried out in October 2022. The study population was pupils aged between 6 and 12 years old attending primary schools in Spain. Results. It has been identified that educational interventions on nutrition and/or physical activity carried out in schools are positive in improving eating habits and physical activity among schoolchildren. Discussion. In addition, by combining the topics of nutrition and physical activity, healthy habits are encouraged, with the aim of preventing obesity and sedentary lifestyles. In turn, by encouraging the participation of families in the intervention programmes, a positive result is obtained in the effectiveness of the interventions. Conclusions. Most of the intervention programmes analysed demonstrate their effectiveness in modifying eating habits, as well as increasing the level of physical activity, avoiding sedentary lifestyles among schoolchildren and, therefore, reducing the risk of obesity(AU)

Educational instrument for intervention in the lifestyle of overweight pregnant women / Instrumento educativo de intervenção no estilo de vida para gestantes com sobrepeso

Abstract Objectives: to conduct the semantic validation of the images and text in educational material about eating and lifestyle for overweight women in different stages of pregnancy. Methods: qualitative, descriptive, analytical, cross-sectional study with focus groups for adapting and semantically validating the messages and images of educational material for women in three moments of the pre-natal period, as well as the support scripts for healthcare providers. The Consolidated Criteria for Reporting Qualitative Research (COREQ - Portuguese acronym) were considered. Results: participants of this study were seven pregnant women aged 21 to 40 who were in pre-natal care and 17 nutritionists aged 25 to 51. The folder was validated over seven meetings with the focus group, with one-week intervals between the groups. For each folder there were at least two meetings with focus groups, and one meeting for each script. The language was adjusted for the messages, and two images were changed to improve the self-identification of pregnant women. Technical and didactic adaptations were suggested for the scripts. Conclusion: images and text were semantically adapted; the instrument is easy to use in primary and secondary healthcare, providing support for pregnant women and healthcare providers on the subject of eating habits and lifestyle for overweight women in different stages of pregnancy.

Resumo Objetivos: realizar validação semântica de imagem e texto de material educativo sobre alimentação e estilo de vida para diferentes etapas da gestação de mulheres com sobrepeso. Métodos:. estudo qualitativo, descritivo e analítico, transversal, para adaptação e validação semântica de mensagens e imagens, com grupos focais, de material educativo para gestantes em três períodos do pré-natal e de roteiros de apoio direcionados aos profissionais de saúde. Foram observados os Critérios Consolidados para Relatos de Pesquisa Qualitativa (COREQ) Resultados: participaram do estudo sete gestantes adultas entre 21 e 40 anos em atendimento de pré-natal e 17 nutricionistas entre 25 e 51 anos. A validação dos folders constituiu-se em sete sessões de grupo focal com intervalo de uma semana entre os grupos. Para cada folder, aconteceram pelo menos dois encontros com grupos focais e para a construção de cada roteiro foi realizado um encontro. Foram realizados ajustes da linguagem paras as mensagens e mudança de duas imagens para melhorar a autoidentificação das gestantes. Foram propostas adaptações textuais nos roteiros de conteúdo técnico e didático. Conclusão: o material educativo foi adaptado semântica e imageticamente, sendo um instrumento didático de fácil acesso para ser empregado na atenção primária e secundária à saúde, apoiando gestantes e profissionais da saúde sobre alimentação e estilo de vida.

La educación alimentaria y nutricional: un estudio descriptivo en la formación del docente de Biología / Food and nutritional education: descriptive study in the training of Biology teachers

RESUMEN Introducción: el docente de Biología debe contribuir a la educación para la salud, y dentro de ella a la educación alimentaria y nutricional de los estudiantes, mediante el proceso de enseñanza-aprendizaje de los contenidos relacionados con la Biología. Objetivo: describir los conocimientos y comportamientos sobre educación alimentaria y nutricional que poseen los estudiantes de la carrera de Licenciatura en Educación, especialidad Biología, en la Universidad de Matanzas. Materiales y métodos: se realizó un estudio descriptivo de los conocimientos y comportamientos sobre educación alimentaria y nutricional en 21 estudiantes de la carrera de Licenciatura en Educación, especialidad Biología, de la Universidad de Matanzas, en enero de 2020. Los métodos teóricos empleados fueron el histórico-lógico, el analítico-sintético y el inductivo-deductivo. Como método empírico se utilizó la encuesta. Resultados: los estudiantes presentan insuficientes conocimientos sobre los nutrientes que aportan diversos alimentos, y desconocimiento sobre las biomoléculas y su importancia para el correcto funcionamiento del organismo. Muestran interés por el consumo de la comida denominada chatarra, y obvian la necesidad del consumo de vegetales, frutas y viandas hervidas. Conclusiones: los estudiantes encuestados presentaron limitados conocimientos sobre alimentación y nutrición como procesos inherentes a la vida humana, que determinan la educación alimentaria y nutricional como un factor básico para evitar enfermedades que repercuten en su salud, e impiden que puedan realizar su labor educativa como docentes de Biología, líderes de la promoción de salud en la escuela y la comunidad (AU).

ABSTRACT Introduction: the teacher who teaches Biology must make good use of the different curricular contents to contribute to health education and within it to food and nutritional education of students. Objective: to describe the knowledge and behaviors on food and nutrition education that students of the degree course of Education in Biology of the University of Matanzas have. Materials and methods: a descriptive study of the knowledge and behavior on food and nutritional education in 21 students of the degree course of Education in Biology of the University of Matanzas, in January 2020. The theoretical methods used were the historic-logical, the analytical-synthetic, and the inductive-deductive one. The survey was used as empiric method. Results: the students showed not enough knowledge on the nutrients provided by different foods, not knowing about biomolecules and their importance for the proper functioning of the body. They evidenced their preference for the consumption of the so called junk food, obviating the need of green vegetables, fruits and boiled vegetables. Conclusions: the surveyed students presented limited knowledge on food and nutrition as processes inherent to human life, which determine food and nutritional education as a basic factor to avoid diseases that affect their health. It is a constraint for carrying out an adequate educative work as Biology teachers and future leaders of health promotion at school and in the community (AU).