Development and Application of an Education Program for Healthy Dietary Life for Elementary School Aftercare Class Children / 대한지역사회영양학회지

OBJECTIVES: This study aimed to develop a school-centered healthy eating environment for children in elementary care classrooms and prevent incorrect eating habits and obesity through the development and application of standardized healthy eating habit-forming educational materials.METHODS: Ten schools in eight districts of Gyeonggi-do and 400 students from 19 care classes were selected. Based on the developed educational materials, the program was applied to students once in two weeks. ‘Notices for Parents’ forms were also sent to the students' home to educate their parents. Pre and post-surveys were conducted to evaluate the effectiveness of the education. The pre-education, education, and aftercare were conducted from September 28 to September 31, 2016, from October 3 to November 30, 2016, and from December 5 to December 9, 2016, respectively.RESULTS: The healthy eating program for elementary care classes was designed to develop a school-centered healthy eating environment and provide standardized educational material for healthy eating habits. Twelve educational topics were developed: 〈Eat Evenly〉, 〈Eat Breakfast〉, 〈Eat vegetables and Fruits〉, 〈Clean Body, Strong Body〉, 〈Healthy and Tasty Snacks〉, 〈Keep Healthy Weight〉, 〈Food that enters our body〉, 〈What is safe food?〉, 〈Food selection and Storage〉, 〈Our land, Our grain〉, 〈Enjoy Traditional Food〉, and 〈Food manners〉. Moreover, the materials were produced in four forms: for students, for after school caring teachers, for external specialists, and for parents. The effectiveness evaluation was conducted to confirm the application of the program. The average eating habits score was 3.3 ± 0.6, with no significant difference between before and after application. The score of overall satisfaction of the education was 3.9 ± 0.9. The most satisfying content was ‘Did you get to know how to eat evenly?’. Significant increases were observed in two contents for parents regarding their children's knowledge changes after the education: ‘Five nutrients needed for growing children’ and ‘Knowing sugar foods and sugar-containing foods’. On the other hand, their educational satisfaction was 3.6 ± 0.6, which was lower than the children's satisfaction. This might be because their education was conducted only through the ‘Notices for Parents’ form.CONCLUSIONS: In the long term, the healthy eating habit-formation education for lower elementary school children is expected to be beneficial. To prevent obesity and establish healthy eating habits of children, it is important to develop healthy eating education programs centered on elementary school aftercare classes, including the development of educational materials and an application system through connection with the home and community.

A Study on the Development of the Goals and Contents System of Healthy Dietary Education Program for After-School Care in Lower Grade in Elementary School / 대한지역사회영양학회지

OBJECTIVES: The study purpose is to develop a content system for a healthy dietary education program for after-school care in lower grade in elementary school. METHODS: The contents of healthy dietary education in the 2015 revised curriculum and textbooks and the major education programs related to dietary life that are currently used in elementary school education were analyzed. Focus group interviews were held with field experts related to lower grade in elementary care class. Accordingly, the structuring of the education area and the detailed education contents were systematized. RESULTS: From the analysis results, the contents of curriculum, textbook, and administrative department were classified as hygiene safety, health, and culture. The goal of the educational content system was divided into three areas: nutritional dietary life, food hygiene and health, and food culture. The subjects consisted of dietary balance, healthy body weight, digestion and absorption, food hygiene, Korean agricultural products, traditional food, and table manners. The curriculum was composed of 12 content elements. CONCLUSIONS: In order to ensure that after-school care students can grow into healthy, growth-oriented and creative talents, the role of the caring guide is important, and associated guidelines are needed in the future.

A Study on the Development of the Goals and Contents System of Healthy Dietary Education Program for After-School Care in Lower Grade in Elementary School / 대한지역사회영양학회지

OBJECTIVES: The study purpose is to develop a content system for a healthy dietary education program for after-school care in lower grade in elementary school. METHODS: The contents of healthy dietary education in the 2015 revised curriculum and textbooks and the major education programs related to dietary life that are currently used in elementary school education were analyzed. Focus group interviews were held with field experts related to lower grade in elementary care class. Accordingly, the structuring of the education area and the detailed education contents were systematized. RESULTS: From the analysis results, the contents of curriculum, textbook, and administrative department were classified as hygiene safety, health, and culture. The goal of the educational content system was divided into three areas: nutritional dietary life, food hygiene and health, and food culture. The subjects consisted of dietary balance, healthy body weight, digestion and absorption, food hygiene, Korean agricultural products, traditional food, and table manners. The curriculum was composed of 12 content elements. CONCLUSIONS: In order to ensure that after-school care students can grow into healthy, growth-oriented and creative talents, the role of the caring guide is important, and associated guidelines are needed in the future.

Retention Effects of Dietary Education Program on Diet Knowledge, Diet Self-Care Compliance, Physiologic Indices for Hemodialysis Patients

PURPOSE: The purpose of this study was to identify the retention effects of an individualized dietary education program for hemodialysis patients on diet knowledge, diet self-care compliance, and physiological indices, thus to find the most effective time period for re-education. Method: This study utilized one-group repeated pretest-posttest design. The participants were 52 hemodialysis patients in C hospital, Gyeonggi-Do. Data were collected at 4 and 12 weeks after the education from January through April 2016. RESULTS: There was significant increases in diet knowledge even 12 weeks after the education (p=.007). Diet self-care compliance showed a significant increase at 4 weeks (p=.001), but a decrease at 12 weeks after the education. The level of blood natrium was significantly decreased between 4 and 12 weeks after the education (p=.006). The weight was significantly decreased at 12 weeks after the education. CONCLUSION: It has been identified that re-education for hemodialysis patients should be implemented between 4 and 12 weeks after education in order to maintain patients' diet self-care compliance, an ultimate aim of diet education. By helping them with their self-care compliance, the patients would maintain their physical and psychological function optimally, thus contributing to a better quality of life among hemodialysis patients.

The Effects of Low-sodium Diet Education Program on Dietary Habits, Diet Quality and Obesity Index in Overweight and Obese Middle-aged Women / 대한지역사회영양학회지

OBJECTIVES: This study was conducted to investigate the effect of low sodium diet education program on dietary habits, diet quality, and measures of obesity in overweight or obese middle-aged women. METHODS: Subjects were 81 individuals aged 45 years or over, who completed an 8-week nutrition education. The subjects were divided into a normal group (N = 30) and an overweight-obese group (N = 51) according to the BMI. The effects were evaluated by anthropometric measurement, biochemical analysis, questionnaire, and diet records before and after the program. RESULTS: Overweight-obese group showed significant decreases in weight (p < 0.0001), BMI (p < 0.0001), percent of body fat (p = 0.0087), waist circumference (p < 0.0001), systolic (p = 0.0003) and diastolic blood pressure (p = 0.0261). Nutrients intakes were not different between the two groups and only sodium intake was decreased after education. Total score of general dietary habits, dietary behavior related to sodium intake, dietary diversity score (DDS), diet variety score (DVS), and diet quality index-international (DQI-I) were improved in both groups compared to the baseline. Overweight-obese group showed significant improvement in 'having fruits everyday', 'having fish everyday', 'trying to eat many kinds of food', 'eating less broth when eating soup, stew, and noodles', 'eating less kimchi and salt-fermented vegetable', and 'propensity to think that dishes should be pretty seasoned'. In addition, moderation of empty calories food (p = 0.0064) and macronutrient ratio (p = 0.0004) were improved in the overweigh-obese group, but in the normal group, the results did not reach statistical significance. CONCLUSIONS: These results suggested that low sodium diet education program may contribute to obesity management by improving diet quality and dietary habits in middle-aged women.