Department of Nutrition and Public Health, Faculty of Health and Sport Sciences, University of Agder, Kristiansand, Norway.
MRC Lifecourse Epidemiology Unit, University of Sout,lhampton, Southampton General Hospital, Southampton, United Kingdom and NIHR Southampton Biomedical Research Centre, University of Southampton and University Hospital Southampton NHS Foundation Trust, Southampton, United Kingdom.
PLoS One. 2022 Apr 7;17(4):e0260890. doi: 10.1371/journal.pone.0260890. eCollection 2022.
Universities have a role in educating and empowering students to become healthy and literate citizens of the 21st century society. The aim of this study was to explore university students' perceptions regarding the relevance and utility of a planned dietary life skills course.
Qualitative design including focus group discussions.
A Norwegian university with participating undergraduate students from seven different disciplines.
Data collection included 13 semi-structured focus group discussions involving 57 university students (35 women and 22 men aged 18-38 years). The focus group discussions were recorded and transcribed verbatim. To ensure in-depth knowledge of the research participants' thoughts and reflections, thematic analysis strategy was undertaken by a team of researchers.
When presented to the idea of a dietary life skills course as a university course, the students were mostly positive regarding its relevance and utility, however both motivators and barriers for attending were put forward. Some mentioned potential academic course benefits, such as enhanced CV, and a few mentioned potential societal benefits such as a healthy population and sustainable food consumption. Several motivators for attending the course were launched, such as increased knowledge and cooking skills, having dinner and expanded network. The students wanted to learn about food, nutrients and health, and how to cook simple, affordable, healthy and sustainable meals. Potential barriers for attending were mostly related to practicalities, such as potential lack of alignment with ordinary study programme or too demanding lectures.
Most students acknowledged the value of a dietary life skills course and thought that such a course could benefit their personal life. This encourages the offering of such courses at university level, tailored to consider both motivators and barriers for attending.
大学在培养和赋权学生，使他们成为 21 世纪社会健康和有文化的公民方面发挥作用。本研究的目的是探讨大学生对计划中的饮食生活技能课程的相关性和实用性的看法。
包括焦点小组讨论的定性设计。
一所挪威大学，有来自七个不同学科的本科生参与。
数据收集包括 13 次半结构化焦点小组讨论，涉及 57 名大学生（35 名女性和 22 名 18-38 岁的男性）。焦点小组讨论被录音并逐字记录。为了确保深入了解研究参与者的想法和反思，研究团队采用了主题分析策略。
当向学生提出将饮食生活技能课程作为大学课程的想法时，他们对其相关性和实用性大多持积极态度，但同时也提出了参加的动机和障碍。一些人提到了潜在的学术课程益处，如增强简历，少数人提到了潜在的社会益处，如健康的人口和可持续的食物消费。提出了一些参加课程的动机，如增加知识和烹饪技能、共进晚餐和扩大社交网络。学生们希望学习食物、营养和健康知识，以及如何烹饪简单、经济实惠、健康和可持续的饭菜。参加课程的潜在障碍主要与实际情况有关，如可能与普通学习计划不匹配或讲座要求过高。
大多数学生承认饮食生活技能课程的价值，并认为这样的课程可以使他们的个人生活受益。这鼓励在大学层面提供这样的课程，以考虑参加课程的动机和障碍。
