营养学生的课是否提高了他们的饮食能力和技巧? 在巴西公立大学学生的样本中进行了一年的随访
Julyana Nogueira Firme1, Renata Puppin Zandonadi1, Millena Amaral Santana1
1Department of Nutrition, Faculty of Health Sciences, Campus Universitário Darcy Ribeiro, University of Brasília, Brasilia 70910-900, Brazil.
Nutrients
|January 28, 2026
概括
结构化的课程显著提高了营养学学生的技巧和饮食能力. 这项计划在12个月的时间里增强了实际的能力和饮食习惯的内部调节.
科学领域:
- 营养科学 营养科学
- 卫生教育卫生教育教育
- 行为科学 行为科学
背景情况:
- 传统的减少和即食食品消费的增加影响了饮食质量.
- 大学学生,包括营养学专业的学生,在将营养知识应用于他们自己的饮食习惯方面经常面临挑战.
- 学术课正在成为提高技巧 (CS) 和饮食能力 (EC) 的有效工具.
研究的目的:
- 评估课程对营养学学生技巧和饮食能力的12个月影响.
- 评估知识,技巧和饮食能力领域的变化.
- 探索知识和背景饮食技能的关系.
主要方法:
- 一项纵向研究涉及42个营养学生超过12个月.
- 在基线,6个月和1年使用巴西技巧和健康饮食问卷 (QBHC) 和Satter饮食能力清单 (ecSI2.0TMBR) 收集数据.
- 统计分析包括重复测量ANOVA和Pearson相关性,以及Bonferroni特有后期测试.
主要成果:
- 在研究期间,参与者在技巧 (CS) 中显著改善 (p < 0.05).
- 一年后,对术语和技巧的了解显著增加 (p = 0.023).
- 饮食能力 (EC) 评分表明参与者在基线和课程后都是有能力的饮食者,在内部监管方面取得了显著的收益.
结论:
- 结构化的课对营养学学生的技能 (CS) 产生了积极的影响.
- 该计划加强了饮食能力 (EC) 的内部监管组成部分.
- 技术知识的提高与增强的背景饮食技能相关.
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