ABSTRACT
SMART (S = Specific, M = Measurable, A = Attainable, R = Relevant, T = Time-bound) principle is a goal-setting theory that includes five aspects: clarity, measurability, achievability, relevance, and timeliness. This online nutrition practice course introduces SMART principle teaching methodology to help students build autonomous learning capabilities. Questionnaires were used to learn about students' satisfaction. We also evaluated the students' practical skills by measuring students' self-perception of collaborative attitude, leadership, communication skills and intellectual challenge abilities before and after the course. The results found that 89.7% (26/29) of the students were generally satisfied with this online nutrition practice course. About 86.2% (25/29) of the students thought online learning was acceptable. By the end of the course, students' self-perception of collaborative attitude, leadership, communication skills and intellectual challenge abilities were increased by 7%, 13%, 14% and 10%, respectively. This online nutrition practice course indicates that SMART principle can help students build autonomous learning capabilities by setting practical, specific and time-limited teaching objectives, which improves students' learning enthusiasm and effectively enhances the practice ability of students.
ABSTRACT
Introduction: Behaviour change and the use of antiretroviral drugs have been the main focus of most human immunodeficiency virus (HIV) prevention and control programs, with minimal focus given to the role of nutrition. Additionally, women are affected the most and have the responsibility to care for other family members. Methods: The study used a cross-sectional study design to determine the nutritional knowledge, attitude, and practices of women living with I IN/acquired immune deficiency syndrome (AIDS). A pre-tested structured questionnaire was used to obtain information from women selected through systematic random sampling at a large I ITV treatment Centre in Lagos, Nigeria. Results: The majority of the respondents in this study were less than 40 years (70%), married (67.2%), and had at least a secondary education (83.0%). The majority (59.7%) of the women earned less than USD 200 per month. Although knowledge of nutrition and attitude was poor, nutritional practices were good. Older women who were married and had at least a secondary education were found to have better knowledge of nutrition than their younger peers who were single and less educated. Education was also found to positively influence nutritional practice as having at least a secondary education was found to be significantly associated with good nutrition. Conclusion: This study showed that I fly positive mothers had poor knowledge and attitude to nutrition but relatively good nutritional practices. Nutrition education should be integrated into routine counselling at I IIV treatment centres, aimed at improving the knowledge and attitude to nutrition among HIV positive women.
ABSTRACT
Introduction: Behaviour change and the use of antiretroviral drugs have been the main focus of most human immunodeficiency virus (HIV) prevention and control programs, with minimal focus given to the role of nutrition. Additionally, women are affected the most and have the responsibility to care for other family members. Methods: The study used a cross-sectional study design to determine the nutritional knowledge, attitude, and practices of women living with I IN/acquired immune deficiency syndrome (AIDS). A pre-tested structured questionnaire was used to obtain information from women selected through systematic random sampling at a large I ITV treatment Centre in Lagos, Nigeria. Results: The majority of the respondents in this study were less than 40 years (70%), married (67.2%), and had at least a secondary education (83.0%). The majority (59.7%) of the women earned less than USD 200 per month. Although knowledge of nutrition and attitude was poor, nutritional practices were good. Older women who were married and had at least a secondary education were found to have better knowledge of nutrition than their younger peers who were single and less educated. Education was also found to positively influence nutritional practice as having at least a secondary education was found to be significantly associated with good nutrition. Conclusion: This study showed that I fly positive mothers had poor knowledge and attitude to nutrition but relatively good nutritional practices. Nutrition education should be integrated into routine counselling at I IIV treatment centres, aimed at improving the knowledge and attitude to nutrition among HIV positive women.
ABSTRACT
This study was conducted to determine changes in nutrition knowledge, attitude and practice of 8-year-old school children after receiving a nutrition education package. A total of 418 school children from urban and rural areas participated in this study. The intervention group consisted of 237 children while 181 children who did not receive the nutrition education package acted as controls. The nutrition education programme that was conducted for 3 weeks comprised of a video viewing session and a comic reading session followed by exercise questions as reinforcement for each session, and also classroom activities. Knowledge, attitude and practice questionnaires were distributed to the children before (pre-intervention) and after (post intervention) receiving the nutrition education programme. A follow-up visit was conducted six months after the programme had elapsed. The results obtained indicated that the nutrition knowledge score increased significantly in the intervention group from 48.3±13.2 at pre-test to 54.6±16.2 in post-test and 55.0±14.3 in follow-up test (p<0.05). The nutrition attitude score also increased significantly from 68.7±15.5 at pre-intervention to 72.6±15.0 and 74.7±15.8 during post-test and follow-up test respectively (p<0.05). However, the nutrition practice score had no significant improvement in both groups throughout the study period. There were no significant changes in the control group in knowledge, attitude and practice scores at pre, post and follow-up tests. In conclusion, this study showed that a good nutrition education programme had a positive impact whereby better nutrition knowledge, attitude and healthy eating habits in children were seen. It is hoped that the improvements would be sustained throughout their lives.