Knowledge and practices of pre-school teachers on growth monitoring program--South Africa.

Autor:	Mandiwana TC; Department of Nutrition, University of Venda, P/bAG X5050, Thohoyandou 0950, Limpopo, South Africa tshifhiwa.mandiwana@univen.ac.za., Mbhenyane XG; Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Maitland, Stellenbosch, South Africa., Mushaphi LF; Department of Nutrition, University of Venda, P/bAG X5050, Thohoyandou 0950, Limpopo, South Africa., Mabapa NS; Department of Nutrition, University of Venda, P/bAG X5050, Thohoyandou 0950, Limpopo, South Africa.
Jazyk:	angličtina
Zdroj:	Health promotion international [Health Promot Int] 2015 Mar; Vol. 30 (1), pp. 50-5. Date of Electronic Publication: 2014 Oct 08.
DOI:	10.1093/heapro/dau084
Abstrakt:	The aim of this study was to determine knowledge and practices of pre-school teachers on growth monitoring. A quasi-experimental, one-group pre- and post-test intervention study was conducted in eight conveniently selected government subsidized pre-schools in Vhembe and Mopani districts of Limpopo Province, South Africa. Fifteen pre-school teachers participated in the study. An intervention in a form of nutrition education lessons on growth monitoring was developed and implemented. Pre-school teachers completed a knowledge test questionnaire prior to the lessons. The intervention also included the following training skills: procedure to take anthropometric measurements and plotting the Road to Health Chart. About 67% teachers understood the importance of growth monitoring at baseline. The results also showed an improvement 6 months after intervention. All (100%) teachers knew that growth monitoring can be used for diagnosing undernutrition. The results also showed an improvement in skills, such as the procedure to take anthropometric measurements. Knowledge and practices of teachers on growth monitoring were improved by nutrition education 6 months after intervention. (© The Author 2014. Published by Oxford University Press.)
Databáze:	MEDLINE
Externí odkaz:	Zobrazit plný text záznamu