Nutrition education for student community volunteers: a comparative study of two different communication methods.

BACKGROUND: Nutrition education for student volunteers can enhance their skills, and they can act as change agents in the community. There is a dearth of data from India on the effectiveness of different communication tools in providing nutrition education to student volunteers. OBJECTIVE: This study aims to examine the comparative effectiveness of two different methods of communication--lectures in the classroom aided by print material, and a televised version of a local folk-dance form--for providing nutrition education to student community volunteers in a South Indian state. METHODS: Interventions were conducted during two mega-camps of student volunteers (camps 1 and 2) with 70 and 137 participants, respectively. Their knowledge levels were tested at baseline. Camp 1 received the lecture intervention and camp 2 the televised folk-dance intervention. Knowledge scores were measured before and after the intervention in each camp, and the two camps were compared for significant improvements in knowledge. RESULTS: At baseline, the knowledge levels of students in both camps were comparable. Significant improvement in knowledge was observed in both camps after intervention (p < .05). Although there was no significant difference between the camps in improvement in knowledge, a significant difference was observed when only the positive increments (improvement over baseline) were compared. CONCLUSIONS: The televised version of the folk-dance form was better in bringing about positive increment.

Food safety knowledge, attitudes and practices of mothers: findings from focus group studies in South India.

In India, most of the diarrhoeal deaths among children (<5 years) are attributed to food and water contamination. Mothers are usually the final line of defence against food borne illnesses. Thus, the role of mothers in ensuring food safety at homes is well accepted. There are hardly any studies in India to understand their knowledge, attitudes and practices on food safety. The present study was an attempt in this direction. A total of 32 Focus Group Discussions were carried out with mothers of children <5 years in 16 districts from all the four South Indian states. The findings reveal that food safety awareness and practices are good among mothers perhaps due to the Indian food ethos passed on to them through generations. Home cooked foods are considered to be safer than prepared foods bought from outside. Many mothers were aware of the common food adulterants but do not bother to complain or take action. There is a need to create enabling environment with improved access to potable water, sanitation and cooking fuel. Spreading awareness about checking food labels and reporting to the health authorities in case of food poisoning or adulteration is also the need of the hour. The Anganwadi Centres can be the focal points for imparting food safety education to the mothers.

Dietary habits and effect of two different educational tools on nutrition knowledge of school going adolescent girls in Hyderabad, India.

OBJECTIVES: To assess dietary habits and nutrition knowledge levels of the adolescent girls from different schools and to study the efficacy of two different nutrition education tools in improving their nutrition knowledge in the classroom setting. DESIGN: Purposive sampling technique was adapted for selecting the subjects in the study. SETTING: Four secondary schools in Hyderabad, India. SUBJECTS: In total, 164 adolescent girls belonging to eighth grade. INTERVENTIONS: Two interventions (Intervention-1. Traditional method using print media such as folders leaflets and charts; Intervetion-2. Audio-visual CD) were carried out in a classroom setting for the experimental group. RESULTS: FFQ data on dietary consumption of adolescent girls revealed more consumption of aerated drinks, bakery items, fast foods and less consumption of millets irrespective of their socio-economic conditions. However, consumption of vegetables, green leafy vegetables and fruits was moderate. A significant improvement in the nutrition related knowledge was observed among the experimental group after interventions-1 and -2 as compared to the baseline data. However, no significant difference in the improvement of nutrition knowledge levels was observed with the second intervention over the first intervention as already the children in the experimental group gained knowledge through print media. CONCLUSIONS: Education on ill effects of aerated drinks, fast foods and the importance of nutrition during the adolescent phase should be emphasized in future programmes.

Evaluation of the Food and Agriculture Organization's global school-based nutrition education initiative, Feeding Minds, Fighting Hunger (FMFH), in schools of Hyderabad, India.

OBJECTIVE: To assess the efficacy of the Food and Agriculture Organization's global school-based nutrition education initiative, Feeding Minds, Fighting Hunger (FMFH), in improving nutrition-related knowledge levels of schoolchildren. DESIGN: Adopting the cluster randomisation technique, five schools each in experimental and control groups were randomly chosen from the member schools of a voluntary organisation. Repeated measures of knowledge levels were carried out at three points in time to assess pre-, post-intervention and retention of knowledge gained during the intervention. Children from experimental schools were given nutrition education by teachers in the classroom setting using FMFH material. SUBJECTS/SETTINGS: Schoolchildren (n=358 in the control group and n=312 in the experimental group) of grades VIII and IX from schools in Hyderabad, India. RESULTS: The classroom-based intervention resulted in a significant improvement (P<0.01) in nutrition knowledge levels of schoolchildren in the experimental group. Significant improvement in knowledge was also observed in the control group. The effect size indicated that the improvement in knowledge levels of schoolchildren in experimental schools over control schools was medium (d=0.40), indicating the efficacy of the FMFH programme in improving nutrition-related knowledge. No significant decrease (P>0.05) in knowledge levels was observed after 2 months, indicating retention of the knowledge acquired through the intervention. CONCLUSION: The FMFH programme provides an opportunity for schoolchildren to learn more about nutrition through their teachers in a classroom setting if the lesson plans are adapted to the local circumstances. Furthermore, it has the potential to make nutrition education interactive, effective and sustainable.