Contento Isobel R
Program in Nutrition, Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY 10027, USA.
Asia Pac J Clin Nutr. 2008;17 Suppl 1:176-9.
The increase in obesity and chronic diseases such as diabetes and heart disease worldwide reflects the complex interactions of biology, personal behaviour and environment. Consequently there has been a greater recognition of the importance of nutrition education. An analysis of the evidence from 300+ studies shows that nutrition education is more likely to be effective when it focuses on behaviour/ action (rather than knowledge only) and systematically links theory, research and practice. There are three essential components to nutrition education: 1. A motivational component, where the goal is to increase awareness and enhance motivation by addressing beliefs, attitudes through effective communication strategies. 2. An action component, where the goal is to facilitate people's ability to take action through goal setting and cognitive self-regulation skills. 3. An environmental component, where nutrition educators work with policymakers and others to promote environmental supports for action. Each component needs to be based on appropriate theory and research. The procedure for program design can use the logic model: Inputs are the resources needed as well as the needs analysis process. The outputs are the activities within the three components of nutrition education described above. Here the behavioural focus is selected and theory and research are used to design appropriate educational strategies to achieve the targeted behaviours. The outcomes are the short, medium or long-term impacts of the nutrition program. These are evaluated through the use of appropriate designs and instruments. Nutrition education programs that link research, theory, and practice are more likely to be effective.
全球肥胖率以及糖尿病和心脏病等慢性病发病率的上升反映了生物学、个人行为和环境之间的复杂相互作用。因此，人们更加认识到营养教育的重要性。对300多项研究的证据分析表明，当营养教育侧重于行为/行动（而非仅关注知识）并系统地将理论、研究和实践联系起来时，其效果更有可能显现。营养教育有三个基本组成部分：1. 动机组成部分，目标是通过有效的沟通策略解决信念、态度问题，从而提高意识并增强动机。2. 行动组成部分，目标是通过设定目标和认知自我调节技能来促进人们采取行动的能力。3. 环境组成部分，营养教育工作者与政策制定者及其他人员合作，以促进对行动的环境支持。每个组成部分都需要基于适当的理论和研究。项目设计程序可使用逻辑模型：输入是所需资源以及需求分析过程。输出是上述营养教育三个组成部分中的活动。在此选择行为重点，并运用理论和研究来设计适当的教育策略以实现目标行为。结果是营养项目的短期、中期或长期影响。通过使用适当的设计和工具对这些结果进行评估。将研究、理论和实践联系起来的营养教育项目更有可能取得成效。
