School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, 2308, Australia.
Food and Nutrition Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia.
Int J Behav Nutr Phys Act. 2023 Sep 12;20(1):108. doi: 10.1186/s12966-023-01502-5.
Teachers form a large and essential workforce globally. Their wellbeing impacts personal health-related outcomes with flow on effects for the health, and wellbeing of their students. However, food and nutrition (FN) interventions that include teachers, typically neglect the impact of personal FN factors on a teachers' ability to achieve optimal nutrition-related health and wellbeing, and successfully fulfil their professional FN roles as health promoters, gate keepers, educators', and role models. The aim of this review was to scope FN constructs that have been studied internationally regarding teacher FN-related health and wellbeing.
Six databases were searched, and papers extracted in June/July 2021. Eligibility criteria guided by the population, concept, context mnemonic included studies published after 2000, in English language, with an aspect of personal FN-related health and wellbeing, among in-service (practising) and pre-service (training), primary, and secondary teachers. Screening studies for inclusion was completed by two independent researchers with data extraction piloted with the same reviewers and completed by lead author, along with complete descriptive and thematic analysis.
Ten thousand six hundred seventy-seven unique articles were identified with 368 eligible for full text review and 105 included in final extraction and analysis. Sixty-nine descriptive studies were included, followed by 35 intervention studies, with the main data collection method used to assess both personal and professional FN constructs being questionnaires (n = 99 papers), with nutrition knowledge and dietary assessment among the most commonly assessed.
FN constructs are used within interventions and studies that include teachers, with diversity in constructs included and how these terms are defined. The evidence from this scoping review can be used to inform data collection and evaluation in future epidemiological and interventional research that addresses teacher FN-related health and wellbeing.
教师在全球范围内构成了庞大而重要的劳动力群体。他们的健康状况会影响与个人健康相关的结果，并对学生的健康和幸福感产生影响。然而，包含教师的食品和营养（FN）干预措施通常忽略了个人 FN 因素对教师实现最佳营养相关健康和幸福感的能力的影响，以及成功履行其作为健康促进者、守门员、教育者和榜样的专业 FN 角色的影响。本综述的目的是确定国际上针对教师 FN 相关健康和幸福感进行研究的 FN 构建。
2021 年 6 月/7 月，在六个数据库中进行了搜索，并提取了论文。入选标准由人口、概念、背景记忆符指导，包括发表于 2000 年后的研究、英语、与在职（实践）和职前（培训）、小学和中学教师的个人 FN 相关健康和幸福感有关的研究。两名独立的研究人员对研究进行了筛选，纳入研究的数据提取由同一评审员进行了试点，由主要作者完成，并进行了完整的描述性和主题分析。
共确定了 1677 篇独特的文章，其中 368 篇符合全文审查标准，105 篇纳入最终提取和分析。纳入了 69 项描述性研究，随后是 35 项干预研究，用于评估个人和专业 FN 结构的主要数据收集方法是问卷（n=99 篇论文），其中营养知识和饮食评估是最常评估的。
FN 结构用于包含教师的干预措施和研究中，包括的结构多种多样，以及这些术语的定义也多种多样。本综述的证据可以用于为未来涉及教师 FN 相关健康和幸福感的流行病学和干预研究提供信息，以指导数据收集和评估。
