• Korean Journal of Community Nutrition
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• v.14 no.6
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• pp.767-776
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• 2009

This study evaluated the effect of nutritional improvement of 0~5 year children of financially poor families after nutrition supplement of children and nutrition education in parents/guardians. The subject selected among applicants for low-income family financing of the government included 198 children (0~12 months:92, 1~5 years:106), and the average ages were 5.3 months and 2.4 years respectively. Food that includes each nutrient factor was provided to the subject for six months. Nutrition education was performed in two ways, through class and private education, once a month for both. Nutritional improvement was evaluated by body measurement and anemia prevalence rate. As to the survey on breast-feeding, complete breast-feeding accounted for 58.7%, weaning food 27.3%, and combined feeding 14.1% respectively, which shows that breast-feeding accounted for the largest percentage. The education program improved knowledge and attitude of the parents/guardians, which brings in positive effects on growth of children as well. The nutrition knowledge score was improved after nutrition education in 0~12 month children $(8.5\pm1.75\;to\;8.9\pm1.69)$ and 1~5 year children $(7.3\pm1.39\;to\;7.8\pm1.30)$. The nutrition attitude score was significantly improved in 0~12month children $(52.0\pm6.99$ to $53.5\pm5.21$, p < 0.001) and 1~5year children ($45.1\pm7.30$ to $49.0\pm5.96$, p < 0.001). In evaluation on nutritional improvement based on body measurements, it turned out that the wasting was reduced as for children in consideration of the height and weight according to the subject's age. The concentration of hemoglobin after the nutrient treatment for six months was significantly improved, and the anemia prevalence rate as well was reduced from 40.6% to 13.5%, which indicates the significant improvement. Based on the findings above, it turned out that providing quality food to children and nutrition education to the parents/guardians poorly fed in low-income families improved knowledge and attitude of the guardians and prevents anemia and improves growth, which brings in positive effects on growth of children. In the results regarding attitude and knowledge on nutrient/dietary life; however, the improvement level was relatively low when the extent before the education was too small, which indicates the need to revise and complement the contents and methods. In addition, as shown in the result of body measurement, long-term and consistent investigation is necessary since it is difficult to judge the effect on growth only based on short-term nutrient supplement.

• Journal of Nutrition and Health
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• v.33 no.1
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• pp.68-79
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• 2000

This study was developed the nutrition education program for kindergarten children and was evaluated its educational effect by 'Non-equivalent control group design'. Nutrition education program was developed on the basis of the concept which consisted of nutrition, nutrients, food handling, life cycle and social$.$psychological needs. And it was developed on the basis of the theme which consisted of kind of foods, relation between food and body, importance of food, food and sanitation, food and environment, Korean traditional food and good table manners. Subjects consisted of 157 kindergarten children, with 48 in control group and 109 in treatment group. All the subjects completed a pretest and a posttest and the posttest means between control and treatment group were compared. The control group had a adjusted posttest mean score of nutrition knowledge of 50.64 and the treatment group had that of 75.19 and the difference was significant(p<0.001). The control group had a adjusted posttest mean score of food attitude of 65.49 and the treatment group had that of 85.40 and the difference was significant(p<0.001). (Korean J Nutrition 33(1) : 68-79, 2000)

• Journal of the East Asian Society of Dietary Life
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• v.7 no.3
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• pp.365-374
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• 1997

The purpose of this study was to assess the effect of nutrition education by the difference of BMI(Body Mass Index) group for adults at rural area. Eighty four adults (mean age : 55.9$\pm$11.8) participated in nutrition education program. Data collection includes measured physical status and serum collections for health status. The impact of nutrition KAP (knowledge attitude and practice) and retention was examined among participants who were assessed at program entry, 3 times of education and 1 month of follow-up. The results were as follows: The participants were composed 14 persons of under 20kg/$m^2$ of BMI, 40 persons of 20-25 and 27 persons over 25 of BMI , female 60 persons but male 23 only. Serum albumin and calcium content of female(3.5$\pm$1.2g/㎗, 7.5$\pm$3.9mg/㎗) were significantly lower than males(4.7$\pm$0.9g/㎗, 11.2$\pm$4.6mg/㎗) but there was not significantly different with BMI groups. Serum TG and cholesterol contents of over 25kg/$m^2$ of BMI group(157$\pm$87mg/㎗, 249$\pm$16mg/㎗) were higher than other groups, but significantly different in cholesterol contents only. Via the 10 questions of nutrition attitude, the participants improved significantly between pre and post education(the score of pre, post and after 1 month, 6.5$\pm$1.8, 7.2$\pm$1.5, 7.2$\pm$1.9), and were also attributed to better personal feeling health by modified CMI test, but dietary food habit was not significantly improved. As the differences of BMI groups were compared, 20-25kg/$m^2$ group had better the effect of nutrition education score than other groups, and female had better nutrition attitude and practice score than male.

• Journal of Nutrition and Health
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• v.39 no.7
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• pp.641-648
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• 2006

This study was designed to evaluate the effect of the individual nutrition education for type 2 diabetes who participate the diabetes buffet. The subjects were 66 patients and divided into education (n=34) and control groups (n=32). The mean age of education and control groups were 59.8 and 56.6 years old, respectively. There were no differences in age and body mass index (BMI) between two groups. Initial glycosylated hemoglobin (HbA1c), post prandial plasma glucose (PP2), total plasma cholesterol, and blood pressure were not different between two groups. But fasting blood sugar (FBS) was higher in education group than in control group. On completion of the study, the education group showed significant decreases in body weight, BMI, FBS and PP2, however, the control group showed no changes in body weight, BMI and PP2, and showed a significant increase in FBS. Initial calorie and protein intakes of the education group did not meet the prescribed amount, however, mineral and vitamin intakes were higher than estimated average requirement (EAR). By the end of study, calorie and protein intakes were significantly increased to meet the prescription. In order to evaluate the effect of diet education, awareness of calorie requirement was used as an index of understanding diet prescription. The degree of awareness of calorie requirement was dependent on age: younger patients showed higher awareness than older subjects. The subject who showed better understanding of diet prescription showed lower levels of HbA1c, FBS, and PP2 at the end of the experiment period. The results of this study clearly show that individual diabetes diet education is effective to make the patient understand their diet prescription, and is effective to control body weight and blood sugar level. Awareness of calorie requirement could be used as an index of understanding of prescribed diet. Since age is an important variable to determine the awareness of calorie requirement, different strategies of nutrition education should be developed for different age groups, especially patients over 70 years old.

• Korean Journal of Community Nutrition
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• v.6 no.1
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• pp.84-90
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• 2001

The purpose of this study was to investigate teacher's perceptions about the nutrition education of elementary schools. A total of 226 elementary school teachers within Changwon and Milyang city participated in this study. The results of this study were as follows. 90.8% of the teachers responded that nutrition education is necessaty in the elementary schools, and positive responses in the Milyang urban area were higher than that of the Changwon rural area(p＜0.001). The main reason for the necessity of nutrition education was for proper growth and good table manners and the Milyang urban city was significantly higher than three other classes in ‘for proper growth’(p＜0.05). The starting period for nutrition education was supported by 72.1% of the teachers as beging when the children are in kindergarten, proving that this early nutrition education is supported. Especially in the Changwon urban support was higher than in the three other classes(p＜0.01). The perceptions about a suitable person to teach nutrition indicated parents(39.6%), dietitions(35.5%), class teachers(24.9%), and the beliefs about nutrition specialists or dietitions was very low. 53.6% of the teachers responded that they would not teach nutrition education themselves and the main reason for this was that believed the teacher's work would be too hard(32.0%), lack of nutrition knowledge(29.4%), and that such courses should be taught courses by specialists(29.4%). However, 51.6% of the teachers disagreed with having a separate course for nutrition education. Proper eating habits(62.7%) and growth and nutrition(28.6%) were the main categories within nutrition education. The teacher recognized that elementary students' nutrition problem is to eat too much processed and instant foods(39.1%), deviated foods(36.9%), and lack of table manners(19.4%). The most effect method was to link the subject matter with the parents(38.7%), use of audio visuals and education materials(28.3%), and need of nutrition education teachers(10.1%) was low.

• Journal of the Korean Dietetic Association
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• v.16 no.2
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• pp.133-145
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• 2010

This study was conducted to examine the needs of nutrition education based on analysis of the eating habits and nutrition knowledge among middle school students. The survey was conducted on 536 students (boys=216, girls=320) using a questionnaire. The average number of meals consumed was three (67.5%) and 58.0% of students reported having breakfast. Concerning the nutritional knowledge, students showed the highest score (girls, 0.90${\pm}$0.03 and boys 0.82${\pm}$0.04) for items describing the proper diet plan for obesity. Additionally, nutritional knowledge was found to have a significant effect on dietary habits. Regarding the necessity for nutrition education, high response rates for "For normal growth of students (44.8%)" and "Help to select proper food and choose safe food (24.0%)" were observed. Taken together, these findings indicate that consistent and systematic management is required under the institutional support by the school to improve students' perception regarding nutrition and to develop effective nutrition education.

• The Korean Journal of Food And Nutrition
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• v.29 no.3
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• pp.313-326
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• 2016

The aim of this study was to evaluate the effects of a nutrition education program for the elderly at a public health center located in Jinhae city. The one group pretest and posttest design was conducted using self-administered questionnaire survey. Nutrition education lessons based on social cognitive theory (2 hours/lesson, 3 times) were provided to 27 female elderly(${\geq}65$ yrs) for a month. After the nutrition education, number of exercise increased and preference for sweetness decreased significantly (p<0.05). The outcome expectations, the knowledge of nutrition (p<0.001), and behavioral capability (p<0.05) score were significantly increased. There were significant increases in all nutrient intake. NAR was increased significantly in protein, calcium and vitamin C (p<0.01), dietary fiber, iron, zinc, thiamin, niacin and folic acid (p<0.001), and riboflavin (p<0.05). INQ was increased significantly in thiamin, vitamin B6 and niacin (p<0.05), and dietary fiber (p<0.01). The score of nutrition education satisfaction was high (4.52). The results of this study suggested that the nutritional education program based on social cognitive theory had a positive effect on dietary behavior changes, and nutrition intake status among female elderly even after short-term intervention.

• Korean Journal of Community Nutrition
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• v.15 no.1
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• pp.50-60
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• 2010

The purpose of this study was to conduct nutrition education using animations for the establishment of proper eating habits among elementary school students and to evaluate its effectiveness. The subjects of this study were two classes of fourth grade students in an elementary school located in Daegu-city. There were 29 students in each class. One class, the "nutrition-education" group, received nutrition education; the other class, the "no-education" group, did not receive the education. After completing the eight nutrition lessons, the effectiveness of the education was analyzed by measuring changes in the nutrition knowledge, eating habits and food preferences of the nutrition-education group vs. the no-education group. Before nutrition education, there was no significant difference between the two groups in terms of nutrition knowledge. However, after the nutrition education, the nutrition-education group's nutrition knowledge was significantly improved, compared to that of the no-education group (p < 0.001). Following education, the nutrition-education group's responses to the "eating habit" item, "I eat fruits every day," were significantly more positive, compared to the responses of the no-education group (p < 0.01). However, for the ten food groups listed as food preferences, except for fish and shellfish (p < 0.05), there was no significant difference in the responses of the two groups. Following the education, the nutrition-education group showed significantly increased preferences for 12 food items (red beans, mackerels, yellow corvinas, dried laver, kelps, radish, lettuce, pears, kiwi fruits, plums, grapes and sweet drinks made from fermented rice) out of 112 items, compared to the selected preferences of the no-education group. After education, 75.9% of the students in the nutrition-education group indicated changes in their eating habits, and 89.6% of them answered that the nutrition education helped them change their eating habits. The most helpful medium for changing their eating habits was animations (31.0%), followed by songs (20.7%) and lectures (17.2%). As a result of this study, after completing the nutrition education, students in the nutrition-education group showed significant changes in food preferences, and their level of nutrition knowledge was significantly increased. However, their eating habits did not actively change. Therefore, in order to establish proper eating habits, a longer period of consistent education is required, using various educational media and learning methods such as extracurricular activities and discretionary activity programs.

• Korean Journal of Community Nutrition
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• v.11 no.1
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• pp.108-115
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• 2006

This study was to investigate the effect of the education about general nutrition knowledge on the acceptance of TV food advertisements in adolescents. Twenty hours of nutrition related education in home economics classes were done during 3 months, to conveniently selected 784 first grade middle school students living in large and small cities and rural areas of Chungnam Province. The education effects were evaluated through questionnaire surveys before and after the education and their comparative analysis. Average TV watching time was $29.2\pm1.16$ hours per day, which was about one hour longer on weekends. Nearly half of the subjects watched TV mainly after 9 PM. After nutrition education, nutrition knowledge scores of total subjects were significantly increased from $7.73\pm2.16$ to $10.25\pm2.51$ with a full score of 16. Food attitude and food habit scores also significantly increased from $32.45\pm4.65$ (full score 50) to $33.93\pm4.68$ and from $36.20\pm5.70$ to $37.29\pm5.87$, respectively. The general acceptance of TV food advertisements scored $25.25\pm4.44$ (full score 40) before education and $26.90\pm4.55$ after education, which was significantly raised by the education. Acceptance scores of TV food advertisements showed significant positive relationships with the scores of nutrition knowledge, food attitudes, and food habits. In addition, TV watching time had negative relationships with nutrition knowledge, food attitudes, and food habits scores, but not with acceptance score of TV food advertisements. The above results suggested that school-based nutrition education improved slightly but significantly the attitude of accepting TV food advertisements maybe through increasing nutrition knowledge and making food attitudes and habits better. Nutrition education focused on the evaluation and acceptance of food advertisements are further needed to improve the TV food advertisement acceptance of adolescents.

• The Korean Journal of Community Living Science
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• v.20 no.1
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• pp.51-59
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• 2009

This study was performed to investigate the effect of food and nutrition label education on the perception and utilization of nutrition labels on food packaging, and to suggest the importance and necessity of food and nutrition label education in the school curriculum. 811 junior-high school students participated in this study and completed self-administered questionnaires regarding general characteristics, and the perception and utilization of nutrition labels. Knowledge of nutrition labels was tested by 13 questions on the questionnaire. Data was analyzed (using SAS package program) based on the educational experience with nutrition labels. Significant differences in each variable were tested using the $X^2$-test and t-test. Students who had learned about the food and nutrition labeling system had more knowledge of nutrition labels and were more likely to check the nutrition label before purchasing food. In addition, students who had been educated about food and nutrition labels in the school curriculum had a significantly higher understanding and recognition of the nutrition label system. These results suggest that education concerning the food and nutrition label system increased the students' interest in nutrition labels and helped them choose healthy food. Therefore, it is necessary to include an education program about food and nutrition labels in the school curriculum to help students use label information and make healthy dietary choices.