营养干预对营养不良学龄前儿童认知发展的影响:随机对照试验
Ansuya1, Baby S Nayak2, B Unnikrishnan3
1Department of Community Health Nursing, Manipal College of Nursing, Manipal Academy of Higher Education, Manipal, Karnataka, India.
营养干预显著改善了营养不良学龄前儿童的认知发展. 与对照组相比,家庭营养支持增强了儿童的认知功能.
科学领域:
- 儿科 儿科 儿科
- 营养科学 营养科学
- 发展心理学 发展心理学
背景情况:
- 儿童营养不良会对长期健康,发育和成年人生产力产生负面影响.
- 体重不足的儿童经常表现出认知缺陷,影响他们的整体发育.
- 幼儿园儿童特别容易受到营养不良的认知影响.
研究的目的:
- 评估以营养为中心的干预对营养不良学龄前儿童认知发展的影响.
- 评估家庭营养教育和强化对改善认知结果的有效性.
- 为了比较干预和对照组在12个月内认知发展轨迹.
主要方法:
- 一个集群随机对照试验在卡纳塔克邦乌杜皮区的12个村庄进行.
- 253名学龄前儿童 (3-5岁) 被分配到干预 (n=127) 或控制 (n=126) 组.
- 干预组中的母亲接受了12个月的营养教育和强化;认知发展在干预后6个月和12个月被评估.
主要成果:
- 在干预组中,平均认知发展得分从52% (测试前) 降至5.5% (测试后),表明向更高认知功能的转变.
- 对照组的平均认知发展下降,从44.4% (测试前) 降至26.2% (测试后).
- 与对照组相比,干预组的认知发展显著改善 (p < 0.001).
结论:
- 基于家庭营养的以营养为重点的干预措施有效地提高了营养不良的学龄前儿童的认知发展.
- 有针对性的营养支持可以减轻与儿童营养不良相关的认知障碍.
- 这项研究强调了母亲对营养教育对于改善儿童认知结果的重要性.
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