Unravelling the effect of the Dutch school-based nutrition programme Taste Lessons: the role of dose, appreciation and interpersonal communication

BMC Public Health

Research Article

Pieter van’t Veer¹  Annemien Haveman-Nies¹  Marieke C. E. Battjes-Fries¹  Ellen J. I. van Dongen¹  Reint Jan Renes²  Hante J. Meester³ 

[1] Division of Human Nutrition, Wageningen University, P.O. Box 8129, 6700 EV, Wageningen, The Netherlands;Division of Strategic Communication, Wageningen University, 6700 EW, Wageningen, The Netherlands;Steunpunt Smaaklessen & EU Schoolfruit, Division of Food Chemistry, Wageningen University, 6700 AA, Wageningen, The Netherlands;

关键词: Nutrition education;    Primary school;    Effect evaluation;    Implementation;    Process indicators;   

DOI  :  10.1186/s12889-016-3430-1

 received in 2015-07-31, accepted in 2016-08-03,  发布年份 2016

来源: Springer

【 摘 要 】

BackgroundTo unravel the effect of school-based nutrition education, insight into the implementation process is needed. In this study, process indicators of Taste Lessons (a nutrition education programme for Dutch elementary schools) and their association with changes in behavioural determinants relevant to healthy eating behaviour are studied.MethodsThe study sample consisted of 392 Dutch primary school children from 12 schools. Data were collected using teacher and child questionnaires at baseline, and at one and six months after the intervention. Multilevel regression analyses were conducted to study the association between dose, appreciation and children’s engagement in interpersonal communication (talking about Taste Lessons with others after the lessons), and change in knowledge, awareness, skills, attitude, emotion, subjective norm and intention towards two target behaviours.ResultsWith an average implementation of a third of the programme activities, dose positively predicted change in children’s subjective norm of the teacher after one month. Teachers and children highly appreciated Taste Lessons. Whereas teacher appreciation was inversely associated, child appreciation was positively associated with children’s change in awareness, emotion and subjective norm of teachers after one month and in attitude and subjective norm of parents after six months. Interpersonal communication was positively associated with children’s change in five determinants after one month and in attitude and intention after six months.ConclusionsThe implementation process is related to the programme outcomes of Taste Lessons. Process data provide valuable insights into factors that contribute to the effect of interventions in real-life settings.

【 授权许可】

CC BY   
© The Author(s). 2016