The Effect of Multi-Component Nutrition Education on Nutrition Health Literacy and Nutrition Attitudes of University Students

Brief Summary

Detailed Description

The aim of this study is to evaluate the effect of the multi-education initiative, organized according to the integrated health literacy model, on the nutritional health literacy and nutritional attitudes of university students.The research will be conducted with a randomized controlled (parallel group) experimental research design in the pre-test-post-test order. The universe of the research; It consists of 1658 students who continue their education at Yozgat Bozok University Faculty of Education. All of the students in Bozok University Faculty of Education who volunteered to participate in the research were included in the study and a total of 1014 students were reached. The number of students who were suitable for the sample selection criteria (n:246) to be included in the experimental and control groups was determined by power analysis. In the power analysis, the sample size was calculated as at least 26 individuals for each group, with 95% confidence (1-α), 80% test power (1-β) and d=0.8 effect size (taking large effect width). Since it is thought that there may be data losses, 15% more of this number (n:32 for each group) was taken. The data of the study were collected with Personal Information Form, Adult Nutrition Literacy Assessment Tool, and Attitude towards Healthy Eating Scale. After obtaining the voluntary consent form from the students with low nutritional literacy level and who agreed to participate in the study, they would be blocked according to gender and then randomly assigned as 32 participants as experimental group and 32 as control group. Control Group: No intervention will be made in the control group. When the application part of the thesis is finished, handbooks about nutrition prepared by the researcher will be distributed to this group. Experimental Group: As multiple interventions, classroom-based nutrition education, online intervention (SMS reminders with healthy eating tips), brochures prepared in accordance with the educational content, and a controversial supermarket tour were made to the experimental group as multiple interventions. Class-based nutrition education was given in 40-minute sessions once a week for 4 weeks.Multi-component nutrition education contents were prepared in accordance with the current literature and presented to the opinion of experts (Three Public Health Nursing Faculty Members, Three Nutrition and Dietetics Faculty Members, Three Educational Sciences Faculty Members and Two Clinical Dieticians) and their evaluations were taken in terms of content with the expert opinion form. Class-based nutrition education has been prepared as 4 modules. Module 1: basic nutritional information and reliable resources Module 2: Healthy Eating Module 3: Evaluating information about nutrition Module 4: Reading Food Labels The prepared content was presented to the expert board and its evaluations were taken in terms of content. Methods used in education; Presentation (transfer information, question and answer, discussion), brainstorming, concept map method, fishbone method, case discussion and demonstration (show and make). SMS Reminders: Starting with the nutrition education, SMS reminders containing healthy nutrition tips were sent twice a week, once a week, and twice a week, once a week, during the education (4 weeks). Brochure Distribution: Brochures prepared in accordance with the content of classroom-based nutrition education were distributed immediately after the nutrition education. Controversial Supermarket Tour: Participants who completed the classroom-based nutrition education were divided into four groups (7 people in each group). The researcher organized a controversial supermarket tour for each group separately and each tour lasted an average of 45 minutes. In order to encourage participation in the controversial supermarket tour, gift vouchers were prepared for the students to use in the same supermarket and distributed to the students after the tour. In line with the information explained in the fourth module, which is the nutrition label reading module, a food label reading activity was carried out to gain the ability to evaluate the product contents. Before this activity, the controversial supermarket tour guideline was prepared by the researcher and the tour was conducted within the scope of this guideline. In the application of food label reading, labels were determined, especially unhealthy industrial products and one product from each food group. When it comes to the aisles of the determined products, these products were distributed to all students and the students were asked to evaluate the content of the label. The missing important points were emphasized by the researcher.

Primary Outcomes

Secondary Outcomes

• Personal Information Form(1 year)
• Attitude Scale Towards Healthy Eating (SBIÖ)(1 year)