- Title
- A nutrition education tool for practical application of the food based dietary guidelines for primary school teachers in Nelson Mandela Bay
- Creator
- Joubert, Tayla Kate
- Subject
- Malnutrition -- South Africa -- Port Elizabeth
- Subject
- Nutrition—Evaluation Nutrition -- Evaluation Nutrition -- South Africa -- Port Elizabeth
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Masters
- Type
- MSc
- Identifier
- http://hdl.handle.net/10948/45019
- Identifier
- vital:38226
- Description
- The South Africa Food-Based Dietary Guidelines (SAFBDG) was developed to promote better food choices for a healthy lifestyle and are included in the school syllabus. Schools remain viable platforms for nutrition education with teachers playing significant roles, but research has shown that teachers do not necessarily know about the SAFBDG and how to incorporate these into the teaching programme. The aim of this study was to develop a tool in the form of a nutrition education guide for primary school teachers, aimed at the practical application of the SAFBDG, in order to enhance the nutrition knowledge, attitudes and dietary practices of the teachers. A quasi-experimental, one group, quantitative design was employed. Forty-six teachers were conveniently chosen from schools in previously disadvantaged areas of Nelson Mandela Bay. The study design consisted of four phases. Phase one consisted of a pre-test where the teachers’ nutrition knowledge, nutrition attitudes, dietary practices, staff wellness and physical activity were determined by means of a standardised questionnaire. A nutritional assessment was also conducted in phase one. In phase two, the nutrition guide, which was Curriculum Assessment Policy Statement compliant for grades four to seven, was developed. In phase three, the guide was used in a workshop to train the teachers that attended phase one of the study, on how to use the nutrition education guide. In phase four, a post-test was conducted after the training to evaluate the effectiveness of the training and to determine whether there has been an increase in the teachers’ nutrition knowledge. Data from the questionnaires were analysed on Microsoft Excel 2016 MSO (16.0.4639.1000). Ethical approval for this study was obtained from the Faculty Postgraduate Studies Committee (FPGSC) of the Faculty of Health Sciences, Nelson Mandela University (Ethics clearance reference number: H18-HEA-DIET-005) and all ethical principles were upheld according to the Belmont report and the Declaration of Helsinki. Results of the research 46 teachers who participated 36 (78 %) were obese. The mean waist circumference and waist-to-hip ratio was 109.99 and 0.887 respectively (± 17.32 and ± 0.089). The teachers obtained a relatively high mean overall score in the pre-test of 69 % (± 10.78). Only 42 % of the teachers had heard of the SAFBDG before the study. There was an overall statistical significant increase in knowledge of 6 % (p = 0.03) from the pre-test to the post-test. The dietary practice was obtained through a food frequency questionnaire (FFQ), which showed under-reporting. The most neglected food groups were legumes, dairy and vegetables/ fruit. Hypertension was the highest self-reported condition, with just under a quarter of the teachers having hypertension (high blood pressure). There was no statistical significance between the teachers’ BMI and their nutrition knowledge as well as no statistical significance between their BMI and their physical activity level. Even though the teachers obtained a relatively high mean overall score in their pre-test, there were still gaps in their nutrition knowledge. These gaps in the teachers’ knowledge results in insufficient nutrition knowledge being provided to the learners, leading to poor dietary practices and misconceptions regarding different foods among the learners as well as the teachers. By providing training for the teachers, it will not only improve their nutrition knowledge but potentially also help to improve their lifestyle. With enhanced nutrition knowledge, the teachers can communicate sufficient information to their learners. The DoBE need to advocate for a healthier school environment in which the SAFBDG are implemented more extensively in the curriculum as well as part of school food policies.
- Format
- xiv, 52 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela University
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NMU School of Lifestyle Sciences
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Joubert, TK 214054071 Dissertation Dec 2019.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |