Improved Knowledge, Attitudes, and Practices of Balanced Nutrition after Educational Intervention Based on the Self-determination Theory: An Intervention Study in Senior School Teachers in Makassar City

Nurhaedar Jafar; Nurzakiah Hasan; Veni Hadju; Ridwan M. Thaha; Andi I. Arundhana

doi:10.3889/oamjms.2020.4605

Authors

Nurhaedar Jafar Department of Nutrition, School of Public Health, Hasanuddin University, Makassar, South Sulawesi, Indonesia
Nurzakiah Hasan Department of Nursing, Health College Baramuli, Pinrang, South Sulawesi, Indonesia
Veni Hadju Department of Nutrition, School of Public Health, Hasanuddin University, Makassar, South Sulawesi, Indonesia
Ridwan M. Thaha School of Public Health, Hasanuddin University
Andi I. Arundhana Department of Nutrition, School of Public Health, Hasanuddin University, Makassar, South Sulawesi, Indonesia

DOI:

https://doi.org/10.3889/oamjms.2020.4605

Keywords:

health knowledge, attitudes, practices, school-based intervention, nutrition education, self-determination theory

Abstract

BACKGROUND: Studies linking the association of nutrition knowledge, attitudes, and practices (KAP) with healthy behavior have been well established. However, the method to effectively deliver nutrition education to a particular population, especially middle-income population, was less studied.

AIM: This study aimed to examine the effects of school-based nutrition using the self-determination theory (SDT) on nutrition KAP of the senior secondary schoolteacher with metabolic syndrome risk.

METHODS: This study was a non-randomized pre-post intervention study conducted in eight senior secondary schools in Makassar City. The intervention group received a balanced nutrition package either delivered through modules, balance sheet (calendar), or physical activity poster for 4 months. The control group received a pamphlet that has been developed by the Ministry of Health of the Republic of Indonesia.

RESULTS: A total of 123 respondents (63 respondents) intervention and (60 respondent) control group completed post-test and were included in the analysis. There were increase knowledge, attitude, and practice in both groups, but increasing in the intervention group was a significant relationship compared to the control group (knowledge p < 0.001 and practice = 0.007).s

CONCLUSIONS: Delivering nutrition education using SDT concept can potentially improve the knowledge and practices of the teachers about balanced nutrition. The government may adopt the SDT approach when designing the nutrition education program with specific targets.

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