Abstract
This aim of this study was to increase dairy consumption in students following an education intervention based on Pender's Health Promotion Model (Pender's HPM) variables. The study was done during September 2014-April 2015 in Savojbolagh, Alborz, Iran. The study sample included 142 middle-school female students who were allocated to either the intervention (n=71) or the comparison group (n=71). Pender's HPM variables and the daily servings of dairy foods consumed were measured in both groups by a self-administered questionnaire and a 3 d record before the intervention and 4 weeks later. The 4-week intervention was conducted for the intervention group. The data was analyzed through analysis of covariance and paired t tests. Compared to the comparison group, there were significant differences in Pender's HPM variables (except for the negative feelings, perceived barriers and competing demands), the daily servings of dairy foods consumed, and intakes of Calcium, riboflavin, and vitamin A in the intervention participants following the conducted intervention program. Developing theory-driven nutrition education programs may increase student's dairy foods intake.
Highlights
This aim of this study was to increase dairy consumption in students following an education intervention based on Pender’s Health Promotion Model (Pender’s HPM) variables
The results showed that designing the content of intervention based on Pender’s HPM variables was able to significantly increase the dairy foods consumption in the intervention group from baseline to follow-up and from a mean of 1.52 (±0.90 to 1.81 (±0.92) servings/day
Dehdari et al reported that using Pender’s HPM as a framework for planning education intervention can increase breakfast eating in the female students (Dehdari, Rahimi, Aryaeian, & Gohari, 2014)
Summary
This aim of this study was to increase dairy consumption in students following an education intervention based on Pender’s Health Promotion Model (Pender’s HPM) variables. Previous studies have demonstrated the need for nutrition education programs in order to address the variables (Poddar, Hosig, Anderson, Herbert, & Duncan, 2010; Sahyoun, Pratt, & Anderson, 2004; Baird, Syrette, Hendrie, Riley, Bowen, & Noakes, 2012). It is noteworthy that using behavior change theories in developing effective nutrition programs may improve dairy foods intakes among various groups (Poddar, Hosig, Anderson, Herbert, & Duncan, 2010; Sahyoun, Pratt, & Anderson, 2004; Babatunde, Himburg, Newman, Campa, & Dixon, 2011). It includes three main elements that influence health-enhancing behavior: (i) individual variables and experiences; (ii) cognitions and feelings about a behavior; and (iii) www.ccsenet.org/gjhs
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
