熟悉和使用 MyPlate：中西部 K-12 教师在线焦点小组探索。
Familiarity and Use of MyPlate: An Online Focus Group Exploration Among Midwestern K-12 Teachers.
机构信息
Department of Internal Medicine, the University of Kansas Medical Center, Kansas City, KS.
School of Nursing and Health Studies, University of Missouri-Kansas City, Kansas City, MO.
出版信息
J Nutr Educ Behav. 2022 Dec;54(12):1125-1131. doi: 10.1016/j.jneb.2022.08.017. Epub 2022 Oct 28.
OBJECTIVE
To examine teachers' familiarity and use of MyPlate, including barriers to using it.
METHODS
Twenty kindergarten through grade 12 teachers were recruited from 1 urban and suburban school district in the Midwest to participate in virtual focus groups regarding familiarity, use, and barriers to MyPlate. A basic descriptive qualitative approach with thematic analysis was guided by systems thinking. Common categories were coded and agreed on by the authors.
RESULTS
Findings included main categories of individual awareness, use in curriculum, and appropriate facilitators of MyPlate. Awareness and use of MyPlate were mixed. Teachers integrated MyPlate in math, history, and other subjects. Barriers included packed curriculum and cultural issues. The facilitators of MyPlate mentioned were health or physical education teachers.
CONCLUSIONS AND IMPLICATIONS
Online focus groups successfully collected formative data on teachers' perspectives toward MyPlate. The technology could be used in future similar research. Enhanced teacher training may improve the integration of MyPlate into schools. School teachers identified major barriers to MyPlate in the classroom, including lack of time and resources. There was mixed feedback on how MyPlate and nutrition may be used in school curricula. Enhanced teacher training may improve the integration of MyPlate into schools.
目的
调查教师对 MyPlate 的熟悉程度和使用情况，包括使用它的障碍。
方法
从中西部的一个城市和郊区学区招募了 20 名幼儿园到 12 年级的教师，参加关于 MyPlate 的熟悉程度、使用情况和障碍的虚拟焦点小组。采用以系统思维为指导的基本描述性定性方法和主题分析。作者对常见类别进行了编码和商定。
结果
研究结果包括个人意识、课程应用和 MyPlate 适当促进者的主要类别。对 MyPlate 的认识和使用参差不齐。教师将 MyPlate 融入数学、历史和其他科目。障碍包括课程紧张和文化问题。提到的 MyPlate 促进者是健康或体育教师。
结论和意义
在线焦点小组成功收集了教师对 MyPlate 看法的形成性数据。该技术可用于未来类似的研究。加强教师培训可能会提高将 MyPlate 融入学校的程度。学校教师确定了课堂上使用 MyPlate 的主要障碍，包括缺乏时间和资源。对于如何在学校课程中使用 MyPlate 和营养的反馈参差不齐。加强教师培训可能会提高将 MyPlate 融入学校的程度。
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