Nutritional Knowledge, Attitude and Practice of Predominantly Female Preschool Teachers: Effect of Educational Intervention

Shaaban, S. Y. and Nassar, M. F. and Shatla, R. H. and Deifallah, S. M. and Marzouk, D. and Abogabal, W. I. (2014) Nutritional Knowledge, Attitude and Practice of Predominantly Female Preschool Teachers: Effect of Educational Intervention. British Journal of Medicine and Medical Research, 4 (8). pp. 1739-1749. ISSN 22310614

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Abstract

Aims: The study was designed to assess the changes in knowledge, attitude and practice (KAP) of preschool teachers before and after 3 months of attending a nutrition education intervention program.
Study Design: Place and duration of the study: Nine governmental and 13 private schools from 2 urban districts in Cairo, Egypt between September 2011 and March 2012.
Methodology: We included 150 preschool teachers (149 female and 1 male) from 9 governmental and 13 private schools. The teachers filled a questionnaire regarding their KAP towards children nutrition. Re-evaluation was done using the same questionnaire 3 months after attending a nutrition education program.
Results: Initially private school teachers had significantly higher nutrition knowledge and attitude than governmental teachers (P=.012 and <.001 respectively). This difference was eliminated post intervention regarding knowledge (P=.06) but private school teachers still had significantly higher attitude by then (P=.001). Although no significant difference was initially detected in practice (P=.53), that of private school teachers was significantly better post intervention (P=.007). Finally all enrolled teachers showed significant increase in KAP scores after attending the nutrition education sessions (P<.001 for all the KAPs).
Conclusion: Nutrition KAPs are essential for preschool teachers and should thus be assessed and cyclically reinforced by educational programs.

Item Type: Article
Subjects: STM Open Press > Medical Science
Depositing User: Unnamed user with email support@stmopenpress.com
Date Deposited: 21 Jun 2023 05:37
Last Modified: 20 Jul 2024 09:24
URI: http://journal.submissionpages.com/id/eprint/1527

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