Christina N Katsagoni1, Aris Apostolou2, Michael Georgoulis2, Glykeria Psarra1, Eirini Bathrellou2, Christina Filippou2, Demosthenes B Panagiotakos1, Labros S Sidossis3. 1. Department of Nutrition and Dietetics, School of Health Sciences and Education, Harokopio University, Athens, Greece; Department of Kinesiology and Health, Division of Life Sciences, School of Arts and Sciences, Rutgers University, The State University of New Jersey, New Brunswick, NJ. 2. Department of Nutrition and Dietetics, School of Health Sciences and Education, Harokopio University, Athens, Greece. 3. Department of Nutrition and Dietetics, School of Health Sciences and Education, Harokopio University, Athens, Greece; Department of Kinesiology and Health, Division of Life Sciences, School of Arts and Sciences, Rutgers University, The State University of New Jersey, New Brunswick, NJ. Electronic address: lsidossis@kines.rutgers.edu.
Abstract
OBJECTIVE: Το explore teachers' nutrition knowledge, beliefs, and attitudes and to examine the effectiveness of an electronic learning (e-learning) program in teachers' nutrition knowledge. DESIGN: Cross-sectional and experimental design. SETTING: The study took place in Greece, while schoolteachers were invited by e-mail. PARTICIPANTS: Teachers of primary and secondary education, with no exclusion criteria, were enrolled in the study between March, 2015 and 2016. MAIN OUTCOME MEASURES: Schoolteachers' nutrition knowledge, beliefs, and attitudes. INTERVENTION: Teachers completed a 36-item nutrition questionnaire and then a subgroup participated in an e-learning program. After the intervention, teachers completed the same questionnaire. ANALYSIS: Principal component analysis and multivariate logistic regression were used for data analysis. RESULTS: A total of 1,094 teachers completed the questionnaire; 619 participated in the e-learning program. Teachers showed moderate nutrition knowledge scores (ie, 65% correct answers) before the intervention, whereas their attitudes regarding acting as role models and their belief in the importance of the role of nutrition were associated with 74% (odds ratio, 1.28; 95% confidence interval, 1.13-1.45) and 79% (odds ratio, 1.21; 95% confidence interval, 1.07-1.37) increased possibility of having good nutrition knowledge, respectively. The e-learning program was effective in strengthening teachers' nutrition knowledge (P < .001) and improving their beliefs and attitudes (P < .05). CONCLUSIONS AND IMPLICATIONS: Future research is needed to validate the current results, which can be used to design and implement similar educational programs to teachers as a means of creating health-promoting schools.
OBJECTIVE: Το explore teachers' nutrition knowledge, beliefs, and attitudes and to examine the effectiveness of an electronic learning (e-learning) program in teachers' nutrition knowledge. DESIGN: Cross-sectional and experimental design. SETTING: The study took place in Greece, while schoolteachers were invited by e-mail. PARTICIPANTS: Teachers of primary and secondary education, with no exclusion criteria, were enrolled in the study between March, 2015 and 2016. MAIN OUTCOME MEASURES: Schoolteachers' nutrition knowledge, beliefs, and attitudes. INTERVENTION: Teachers completed a 36-item nutrition questionnaire and then a subgroup participated in an e-learning program. After the intervention, teachers completed the same questionnaire. ANALYSIS: Principal component analysis and multivariate logistic regression were used for data analysis. RESULTS: A total of 1,094 teachers completed the questionnaire; 619 participated in the e-learning program. Teachers showed moderate nutrition knowledge scores (ie, 65% correct answers) before the intervention, whereas their attitudes regarding acting as role models and their belief in the importance of the role of nutrition were associated with 74% (odds ratio, 1.28; 95% confidence interval, 1.13-1.45) and 79% (odds ratio, 1.21; 95% confidence interval, 1.07-1.37) increased possibility of having good nutrition knowledge, respectively. The e-learning program was effective in strengthening teachers' nutrition knowledge (P < .001) and improving their beliefs and attitudes (P < .05). CONCLUSIONS AND IMPLICATIONS: Future research is needed to validate the current results, which can be used to design and implement similar educational programs to teachers as a means of creating health-promoting schools.
Authors: Jacksaint Saintila; Yaquelin E Calizaya-Milla; Sergio E Calizaya-Milla; Ashly A Elejabo-Pacheco; Genesis A Sandoval-Valentin; Shirley G Rodriguez-Panta Journal: J Multidiscip Healthc Date: 2022-10-14
Authors: Jacksaint Saintila; Saulo A Salinas Arias; Yaquelin E Calizaya-Milla; Roussel Dávila Villavicencio; Antonio J Castellanos-Vazquez; Joel Turpo-Chaparro; Junior I Pacheco-Espinoza; Ana K Apaéstegui-Huamán; Salomón Huancahuire-Vega; Percy G Ruiz Mamani Journal: J Prim Care Community Health Date: 2021 Jan-Dec