Jones Anna Marie, Zidenberg-Cherr Sheri
Center for Nutrition in Schools, Department of Nutrition, University of California, Davis, Davis, CA.
Center for Nutrition in Schools, Department of Nutrition, University of California, Davis, Davis, CA.
J Nutr Educ Behav. 2015 Mar-Apr;47(2):162-9. doi: 10.1016/j.jneb.2014.06.011. Epub 2014 Sep 23.
To determine barriers to nutrition education, nutrition education resources used, and the relationship between nutrition knowledge and whether public school teachers in California teach nutrition in the classroom.
A total of 102 teachers in California participated in a Web-based survey about nutrition education barriers, resources used to plan nutrition lessons, and factors that would encourage inclusion of nutrition. A validated questionnaire was used to assess nutrition knowledge. Analyses included ordinary least-squares regression.
Common barriers were lack of instructional time and unrelated subject. Teachers were unaware of many nutrition education resources. Nutrition knowledge was not associated with nutrition lessons but was positively associated with teaching high school (β = 5.13; P < .05) and female gender (β = 6.78; P < .05), and negatively associated with identifying as Hispanic or Latino (β = -15.50; P < .001).
Barriers of time and lack of unrelated subject matter are difficult to address but lack of awareness of resources indicates that promotion of existing resources may encourage teachers to provide nutrition education. Larger studies are needed to determine whether this holds true in a broader sample.
确定营养教育的障碍、所使用的营养教育资源，以及加利福尼亚州公立学校教师在课堂上是否教授营养知识与营养知识之间的关系。
加利福尼亚州共有102名教师参与了一项基于网络的调查，内容涉及营养教育障碍、用于规划营养课程的资源以及鼓励纳入营养教育的因素。使用经过验证的问卷来评估营养知识。分析包括普通最小二乘法回归。
常见障碍是缺乏教学时间和主题不相关。教师对许多营养教育资源并不了解。营养知识与营养课程无关，但与教授高中课程呈正相关（β = 5.13；P < .05），与女性性别呈正相关（β = 6.78；P < .05），与认定为西班牙裔或拉丁裔呈负相关（β = -15.50；P < .001）。
时间障碍和缺乏不相关主题难以解决，但对资源缺乏了解表明，推广现有资源可能会鼓励教师提供营养教育。需要进行更大规模的研究来确定这在更广泛的样本中是否成立。
