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Volume 7, Issue 4 (NOV 2022)
JNFS 2022, 7(4): 484-495 |
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Shirin A, Joveini H, Hashemian M, Kooshki A, Rakhshani M H, Sharifi N et al . The Effects of an Educational Intervention Based on Poetry, Game, and Problem-Solving Skills on Promoting Nutritional Knowledge and Behavior in Iranian Primary School Students. JNFS 2022; 7 (4) :484-495
URL: http://jnfs.ssu.ac.ir/article-1-622-en.html
URL: http://jnfs.ssu.ac.ir/article-1-622-en.html
Ameneh Shirin 
, Hamid Joveini * , Masoumeh Hashemian , Akram Kooshki , Mohammad Hassan Rakhshani , Nader Sharifi , Alireza Rohban
, Hamid Joveini * , Masoumeh Hashemian , Akram Kooshki , Mohammad Hassan Rakhshani , Nader Sharifi , Alireza Rohban
Department of Health Education and Health Promotion, School of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran
Abstract: (1287 Views)
Background: Current educational techniques may have a few effects on dietary habits and food preferences in adolescents, so by designing an educational attractive program, nutritional knowledge can be significantly enhanced. This study aims to investigate the effect of a structured educational intervention based on poetry, game, and problem-solving skills on promoting nutritional knowledge, and behavior in primary school students. Methods: This experimental study was conducted on 120 primary school students aged 10-12 years in Sabzevar, Iran, in 2019. The participants were selected through multi-stage random sampling and divided into experimental (EG, n=60) and control (CG, n=60) groups. The data collection tool was a researcher-made questionnaire consisting of three sections (demographic characteristics, nutritional knowledge section, and nutritional behavior section). The validity and reliability of the questionnaire were checked and confirmed. The educational program, including educational poems, a "road to health" game, and problem-solving skills, was designed. The EG received a self-directed educational program. Both groups completed the questionnaires before and one month after the intervention. Results: After the intervention, the mean scores of nutritional knowledge and nutritional behaviors significantly improved in the EG compared to the CG (P < 0.05). Moreover, after the intervention, the mean score of nutritional behavior in the EG significantly improved compared to before the intervention (P < 0.05). The highest percentage in mean scores in the food pyramid groups was related to the consumption of vegetables (27%), consumption of milk and dairy products (26%), non-consumption of low-value snacks (13%), and non-consumption of sugar and candy (11%), respectively. Conclusion: The educational program based on poetry, game, and problem-solving skills can be practical, attractive, and cost-effective for promoting nutritional knowledge and behavior in adolescents.
Keywords: Nutritional knowledge, Nutritional behavior, Educational poetry, Problem-solving, Primary students
Type of article: orginal article |
Subject:
public specific
Received: 2022/04/14 | Published: 2022/11/19 | ePublished: 2022/11/19
Received: 2022/04/14 | Published: 2022/11/19 | ePublished: 2022/11/19
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