Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey

International Journal of Environmental Research and Public Health - Tập 15 Số 4 - Trang 615
Hongyan Liu1,2,3, Xianglong Xu1,2,3, Dengyuan Liu1,2,3, Yunshuang Rao1,2,3, Cesar Reis4, Manoj Sharma5,6, Jun Yuan1,2,3, Yao Chen7, Yong Zhao1,2,3
1Collaborative Innovation Center of Social Risks Governance in Health, Chongqing Medical University, Chongqing 400016, China
2Research Center for Medicine and Social Development, Chongqing Medical University, Chongqing, 400016, China
3School of Public Health and Management, Chongqing Medical University, No.1 Yixueyuan Road, Yuzhong District, Chongqing, 400016, China
4Preventive Medicine Department, Loma Linda University Medical Center, Loma Linda, CA 92354, USA
5Behavioral & Environmental Health, School of Public Health, Jackson State University, 350 West Woodrow Wilson Avenue, Jackson, MS 39213, USA
6Health Sciences, Walden University, 100 Washington Avenue South, Suite 900, Minneapolis, MN 55401, USA
7Medical Examination Center, Second Affiliated Hospital of Chongqing Medical University, Chongqing 400016, China

Tóm tắt

Kindergarten teachers play an important role in providing kindergarten children with education on nutrition. However, few studies have been published on nutrition-related knowledge, attitudes, and practices (KAP) of Chinese kindergarten teachers. This study aimed to assess the nutrition-related knowledge, attitudes, and practices (KAP) of kindergarten teachers in Chongqing, China. Thus, a cross-sectional survey was conducted using a structured KAP model questionnaire administered to 222 kindergarten teachers, who were senior teachers from 80 kindergartens in 19 districts and 20 counties in Chongqing. Multiple regression analysis was used to analyze the influential factors. Among the participants, 54.2% were familiar with simple nutrition-related knowledge; only 9.9% of them were satisfied with their knowledge of childhood nutrition; and 97.7% of them had a positive attitude to learn nutrition-related knowledge. Only 38.7% of the participants had attended pediatric nutrition knowledge courses or training. Multiple regression analysis confirmed significant independent effects on the nutrition knowledge score (p < 0.0001) of respondents on age, type of residence, type of kindergarten, body mass index(BMI), professional training of kindergarten teachers, behavior of having ever participated in childhood nutrition education knowledge courses or training, and behavior of having ever paid attention to children’s nutrition knowledge. The model indicated that independent variables explained 45.4% (adjusted R2) of the variance found in the knowledge scores of respondents. While there were low levels of nutrition knowledge and training, it was still encouraging to note that there were positive attitudes towards acquiring nutrition-related knowledge among kindergarten teachers in Chongqing, China. These findings provide some implications that necessary training measures need to be carried out to improve the nutrition-related knowledge level among kindergarten teachers in China.

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International Journal of Environmental Research and Public Health

Tập 15 Số 4

615

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