Nutritional Knowledge, Attitude and Practice of Predominantly Female Preschool Teachers: Effect of Educational Intervention
S. Y. Shaaban
Pediatric Departments, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
M. F. Nassar
Pediatric Departments, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
R. H. Shatla
Pediatric Departments, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
S. M. Deifallah
Pediatric Departments, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
D. Marzouk *
Community Departments, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
W. I. Abogabal
Pediatric Departments, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
*Author to whom correspondence should be addressed.
Abstract
Aims: The study was designed to assess the changes in knowledge, attitude and practice (KAP) of preschool teachers before and after 3 months of attending a nutrition education intervention program.
Study Design: Place and duration of the study: Nine governmental and 13 private schools from 2 urban districts in Cairo, Egypt between September 2011 and March 2012.
Methodology: We included 150 preschool teachers (149 female and 1 male) from 9 governmental and 13 private schools. The teachers filled a questionnaire regarding their KAP towards children nutrition. Re-evaluation was done using the same questionnaire 3 months after attending a nutrition education program.
Results: Initially private school teachers had significantly higher nutrition knowledge and attitude than governmental teachers (P=.012 and <.001 respectively). This difference was eliminated post intervention regarding knowledge (P=.06) but private school teachers still had significantly higher attitude by then (P=.001). Although no significant difference was initially detected in practice (P=.53), that of private school teachers was significantly better post intervention (P=.007). Finally all enrolled teachers showed significant increase in KAP scores after attending the nutrition education sessions (P<.001 for all the KAPs).
Conclusion: Nutrition KAPs are essential for preschool teachers and should thus be assessed and cyclically reinforced by educational programs.
Keywords: Attitude, knowledge, nutrition, practice, preschool, teachers