جستجوی مقالات مرتبط با کلیدواژه « nutrition literacy » در نشریات گروه « پزشکی »

Food and nutrition literacy has become increasingly important in food and nutrition research in recent years and is considered a key factor in public health . The purpose of this study was to investigate the status of food and nutrition literacy of 10-12 year-old children in Kurdistan province in western Iran.

In this study, data were collected using a food and nutrition literacy tool that was previously prepared in a separate study. The total number of samples was 390 (male=195 and female=195). The same number of people from grades 4, 5, 6 were randomly selected from 52 elementary schools. A total of 10 schools were selected from north, south, east, west and center of Baneh city in Kurdistan province.

Among the seven areas of food and nutrition literacy, the highest score was related to the knowledge of healthy eating (84.5) and the lowest score was related to the nutrition label literacy (26.9). 10% in the cognitive field and 33% in the skill field had low food and nutrition literacy.

The results show the gap between the knowledge and skill areas of food and nutritional literacy levels at young ages, that is, although the level of literacy and nutrition of children is relatively favorable in the field of knowledge, it is not suitable in the field of skills. 

Children and adolescents in the Middle East and North Africa region (MENA) represent a crucial target population for nutritional interventions. This group is particularly susceptible to making unhealthy food choices, potentially leading to long-term consequences on their growth, and overall well-being. The objective of our systematic review is to determin the effectiveness of food and nutrition literacy interventions in influencing the dietary choices of children and adolescents in the MENA region.

We conducted a systematic review following the PRISMA guideline for reporting. The Search using words such as food consumption, nutrition literacy, Middle East and North Africa and its English synonyms in PubMed, Scopus and Web of Science databases until May 1402. 257 articles were reviewed based on inclusion and exclusion criteria, and relevant information was recorded for each article. 257 articles were reviewed. After removing duplicates, titles and abstracts, and then the full text and comprehensive explanation of the working method according to the inclusion and exclusion criteria, review and related information were recorded for each article. Finally, 10 articles were selected and reviewed

The studies under review showed that interventions aimed at improving nutrition knowledge had a positive impact on nutrition-related outcomes and helped combat nutrition-related health issues. In addition, the common themes were improving nutrition knowledge, increasing awareness of the benefits and drawbacks of different foods, promoting positive changes in eating habits, addressing nutrient deficiencies, managing weight and body composition, utilizing theoretical frameworks, and evaluating the effectiveness of school-based interventions.

This review highlights the significance of nutrition education in enhancing food intake and weight management. It is recommended that future interventions be targeted towards schools and families, while utilizing behavior change models to maximize their effectiveness in improving the nutritional health of children and adolescents in the Mena region.

The aim of this study was to analyze contents of Grades 1–6 textbooks in Iran, regarding food and nutrition literacy domains and their components.

This study included content analysis of primary school textbooks (Grades 1–6) in 2019–2020 academic year. Analysis included all pages of 41 books of primary schools (4878 pages). Data collection was carried out using checklists comprised of three principal domains of food and nutrition literacy, including cognitive, skill and value-attitude as well as their components. The research tool reliability was assessed based on the agreement rate between the two coders, using Holsti method. The reliability assessment was 85.29%.

Of all the food and nutrition literacy components in the books, 92% were related to the cognitive domain whereas 8% belonged to the skill domain of food and nutrition literacy. The value-attitude domain, including nutritional tendency, nutritional health values and cultural and social issues related to foods were mostly missing. Critical factors of food and nutrition literacy in primary school curriculum included media literacy, skills linked to food label analysis, and interactive and critical food and nutrition skills.

In conclusion, revision of the textbook contents and curriculums is necessary to ensure that they provide acceptable levels of food and nutrition-linked skills, promoting positive attitudes of healthy eating.

Nutrition literacy is defined as the degree to which individuals have the capacity to obtain process, understand and use nutritional information to make an appropriate decision about nutritional behaviors. This study aimed to determine the nutrition literacy status of 4000 adults, aged 15 years and older, in Kohgiloye and BoyerAhmad province in 2017.

In this cross-sectional study, 4000 adults were selected based on multi-stage sampling method to evaluate their nutrition literacy. Data were collected using standard nutritional literacy assessment questionnaire adapted for Iran population. Chi-square, T tests, one-way ANOVA and regression analysis were applied for data analysis.

Mean and standard deviation of nutrition literacy scores were 21.61 ± 6.42 (minimum and maximum score: 0-35). 8.4% of subjects had inadequate nutrition literacy, 37.4% had adequate nutrition literacy and 54.2 % had moderate nutrition literacy. Basic knowledge of nutrition, ability to select food groups and understanding skills were stronger predictors of nutrition literacy.

Most of subjects had moderate nutrition literacy. Therefore, the people with adequate nutrition literacy will be increased, if an effective intervention method will properly develop and implement to improve the nutritional literacy. In developing this intervention method, focus on basic knowledge of nutrition, ability to choose food groups and understanding skills are necessary.

Nutritional health requires nutritional literacy. In order to increase it, appropriate educational programs are needed. Therefore,this study was conducted to determine the effect of nutrition on nutritional literacy and body mass index (BMI).

In this analytical study, 228 medical students were selected and then divided into two groups that had passed the nutrition unit (n =114) and the group that had not yet passed this course unit (n = 114). Data collection tools included Personal information,nutrition literacy questionnaire and BMI calculation.The date were analyzed by SPSS version 19 for analyzing the data, descriptive(frequency, mean and standard deviation) and inferential (Chi-square, IndependentT,one-way ANOVA, Pearson and Binary logistic regression) statistical methods were used.

There was no significant difference between BMI classification and the nutritional literacy mean between the two groups. There was a significant difference between the levels of nutrition literacy (low, medium, high) in the two groups (p value = 0.015). There was no significant relationship between BMI score with passing the nutrition course and nutrition literacy score in both groups. Also, binary logistic regression test showed that passing the nutrition course, could increase nutrition literacy by 0.52 times in students who passed the course than who did not (p value = 0.02).

The findings of this study showed a higher level of nutrition literacy in students who had passed the nutrition course. Therefore, it may be possible to increase nutrition literacy and promote nutritional health by emphasizing more on the mentioned academic unit.