背景:在学校促进脉搏消费可以改善学生的健康食物选择。脉冲,被描述为豆类,富含蛋白质和微量营养素,是健康和福祉的重要食物选择。然而,大多数加拿大人很少食用以脉搏为基础的食物。
目的:这项试点研究试图调查教师主导的结果,以学校为基础的食品素养干预,重点是萨斯卡通2所高中的脉冲完美感觉(PMPS)计划,萨斯喀彻温省.
方法:两所高中都是使用便利抽样技术选择的,具有相似的社会人口统计学特征。学生的平均年龄为16岁。干预包括7个关键主题,重点是脉搏,其中包括定义豆类;豆类的健康和营养益处;将豆类纳入膳食;豆类在减少环境压力方面的作用,粮食不安全,和营养不良;产品开发;口味测试和感官分析;以及世界各地的脉冲。使用自我管理的问卷来评估知识,态度,实践,以及基线和研究结束时学生脉搏消耗的障碍。在干预结束时对老师进行了采访。描述性统计和非参数Mann-WhitneyU检验用于分析。
结果:总计,41名和32名学生参加了基线和学习结束评估,分别。在基线,中位知识得分为9分,态度得分为6分,障碍得分为0分。在研究结束时,中位知识得分为10分,态度得分为7分,障碍得分为1分.较低的障碍分数表明脉搏消耗的障碍较少。基线和研究结束时的知识得分之间存在显着差异(P<0.05)。脉搏消耗的障碍包括父母不在家烹饪或消耗脉搏,参与者不喜欢豆类的味道,参与者通常更喜欢其他食物选择而不是豆类。老师们表示,脉搏食品素养教学资源信息丰富,本地可用,并且易于使用。
结论:尽管知识有所进步,态度,和实践,在干预结束时,脉搏消耗没有显著变化.未来需要更大样本的研究来确定PMPS对知识的影响,态度,和高中生的实践。
BACKGROUND: Promoting pulse consumption in schools could improve students\' healthy food choices. Pulses, described as legumes, are rich in protein and micronutrients and are an important food choice for health and well-being. However, most Canadians consume very little pulse-based food.
OBJECTIVE: This pilot
study sought to investigate outcomes of a teacher-led, school-based food literacy intervention focused on the Pulses Make Perfect Sense (PMPS) program in 2 high schools in Saskatoon, Saskatchewan.
METHODS: Both high schools were selected using a convenience sampling technique and have similar sociodemographic characteristics. The mean age of students was 16 years. The intervention comprised 7 key themes focused on pulses, which included defining pulses; health and nutritional benefits of
pulses; incorporating
pulses into meals; the role of
pulses in reducing environmental stressors, food insecurity, and malnutrition; product development; taste testing and sensory analysis; and pulses around the world. A self-administered questionnaire was used to assess knowledge, attitudes, practices, and barriers regarding pulse consumption in students at baseline and study end. Teachers were interviewed at the end of the intervention. Descriptive statistics and the nonparametric Mann-Whitney U test were used for analysis.
RESULTS: In total, 41 and 32 students participated in the baseline and
study-end assessments, respectively. At baseline, the median knowledge score was 9, attitude score was 6, and barrier score was 0. At
study end, the median knowledge score was 10, attitude score was 7, and barrier score was 1. A lower score for barriers indicated fewer barriers to pulse consumption. There was a significant difference between baseline and
study-end scores in knowledge (P<.05). Barriers to pulse consumption included parents not cooking or consuming pulses at home, participants not liking the taste of pulses, and participants often preferring other food choices over pulses. The teachers indicated that the pulse food-literacy teaching resources were informative, locally available, and easy to use.
CONCLUSIONS: Despite the improvements in knowledge, attitude, and practice, pulse consumption did not change significantly at the end of the intervention. Future studies with larger samples are needed to determine the impact of PMPS on knowledge, attitude, and practice of high school students.