Chung Louisa Ming Yan, Fong Shirley Siu Ming
Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong. Email:
School of Public Health, The University of Hong Kong, Hong Kong.
Asia Pac J Clin Nutr. 2018;27(2):466-472. doi: 10.6133/apjcn.042017.03.
The integration of nutrition knowledge into nutritional behaviour can help children to develop a healthy lifestyle that may be carried forward into adulthood. E-learning enables students to take ownership of recording their dietary intake and modify their diets by making their own decisions regarding food choices and portion sizes through reflective feedback. This study investigated the role of behavioural feedback in nutrition education in modifying students' nutrition knowledge and behaviour.
Ninety-five secondary students studying from Secondary 1 to Secondary 3 were recruited from five schools. Moreover, 50 and 45 students were randomly assigned to experimental and control groups, respectively. Nutrition education delivered through e-learning (NeL) was adopted to record students' diets. Online reports with behavioural feedback were provided for the experimental group but not for the control group. NeL sessions lasted for 12 weeks. The energy and nutrient profiles of the students were recorded as pre-post measurements. Pre-post nutrition knowledge was assessed using a self-administered questionnaire at the baseline and after intervention.
The experimental group had significantly higher scores in the 'dietary recommendation' and 'food choices' domains of the questionnaire and demonstrated significant dietary improvement in the intake of all studied macronutrients and micronutrients.
Nutrition education conducted with behavioural feedback can effectively improve adolescents' nutrition knowledge and nutritional behaviour.
将营养知识融入营养行为有助于儿童养成健康的生活方式，并可能延续至成年期。电子学习使学生能够自主记录饮食摄入情况，并通过反思性反馈对食物选择和份量大小做出自己的决定，从而调整饮食。本研究调查了行为反馈在营养教育中对学生营养知识和行为的影响。
从五所学校招募了95名初一至初三的中学生。此外，50名和45名学生分别被随机分配到实验组和对照组。采用通过电子学习提供的营养教育（NeL）来记录学生的饮食。为实验组提供了带有行为反馈的在线报告，而对照组则没有。NeL课程持续12周。记录学生的能量和营养状况作为前后测量数据。在基线和干预后使用自填问卷评估前后营养知识。
实验组在问卷的“饮食建议”和“食物选择”领域得分显著更高，并且在所有研究的常量营养素和微量营养素摄入方面显示出显著的饮食改善。
进行有行为反馈的营养教育可以有效提高青少年的营养知识和营养行为。
