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This study aims to determine the impact of nutrition education intervention on nutritional status of undernourished children aged 6-24 months in the East Mamprusi district of Ghana.

This was a pre-post interventional study. In all, 153 undernourished children of age 6-24 months and their mothers were recruited from five communities. Underweight, stunting, wasting, mid upper arm circumference (MUAC) and haemoglobin (Hb) levels were determined at baseline and after intervention. Nutrition education was given to the mothers for three months based on the nutrition problems identified at baseline assessment.

There were improvements in underweight, wasting, MUAC and Hb levels among the children after the nutrition education intervention. The level of improvement at post-intervention differed significantly for underweight (−2.4 ± 0.4, −2.2 ± 0.4; p = 0. 001), wasting (−2.2 ± 0.6, −1.9 ± 0.6; p = 0. 001), MUAC (12.3 ± 0.5, 12.9 ± 0.6; p = 0. 001) and Hb level (10.0 ± 1.4, 10.5 ± 1.4; p = 0. 001) of the children compared to pre-intervention (−1.4 ± 1.8, −1.3 ± 1.7; p = 0.314).

There was significant improvement in the nutritional status of the undernourished children after the nutrition education intervention. Community nutritionists and stakeholders involved in nutrition and health issues concerning infants and young children should consider nutrition education, as it could be an inexpensive and effective strategy in combating childhood undernutrition in resource-poor settings.

Findings of this study provide evidence, suggesting nutrition education as a potential strategy to curb the high rates of child undernutrition in resource-poor communities in Ghana. This study provides insight for larger studies on the effectiveness of nutrition education in curbing child malnutrition in deprived communities in Ghana.

This paper aims to evaluate the effectiveness of nutrition interventions conducted in pregnant adolescents and their implications for future research.

The papers in this systematic study were searched through PubMed, PMC, the Cochrane Library (Trial), ScienceDirect and Google Scholar that were published from 2000 to 2019. An experimental study using a randomized controlled trial (RCT) or non-RCT among pregnant adolescents aged 10-19 years were inclusion criteria for this study. While exclusion criteria were studies published before 2000, non-experimental study and non-English-language studies.

A total of 14 studies were identified in this review. Six studies provided interventions in the form of nutrition and health education and seven studies provided interventions in the form of nutritional supplementation (calcium, vitamin D, iron-folate, lipid-based nutrient supplements and multi-micronutrient powder. One study provided dietary intervention. The interventions in pregnant adolescents in the form of education and nutritional supplementation effectively increased the knowledge and nutrition of pregnant adolescents and decreased low birth weight (LBW) and premature birth. The impact on birth outcomes was still quite diverse. Some of the studies in this review were conducted without a comparison group, a small sample size and conducted in health-care facilities.

This systematic review implies a future nutrition intervention for pregnant adolescents is needed to improve nutritional status of pregnant adolescents and birth outcome. Future research using double blind RCT method with bigger sample size and various nutritional outcome are wide open to be developed.

Interventions in pregnant adolescents effectively increased the knowledge and nutrition of pregnant adolescents and decreased LBW and premature birth. The program implementation in the community needs to be improved so that the effectiveness of the program remains optimal as in healthcare facilities.

The aim of this review is to critically assess published articles on school-based nutrition education (NE) intervention to identify factors hindering or contributing to the success of interventions. School-based NE possesses the capacity to influence learners’ nutrition behaviours.

An electronic search of articles was conducted in Medline, PubMed, the Cumulative Index to Nursing and Allied Health Literature databases, Google and snowballing. Included in the review were school-based studies with classroom NE with or without nutrition services and studies published between 2000 and 2013. School-based non-intervention studies and interventions that did not include a nutrition teaching component were excluded in the review.

Thirty-nine studies met the inclusion criteria. Features of successful NE interventions included the use of behavioural theories, especially the social cognitive theory and the involvement of trained teachers in the implementation of interventions. Capacity development for teachers, time constraints, school policies and implementation problems of multicomponent interventions were some of the identified challenges encountered in the studies reviewed.

Trained teachers are invaluable assets in interventions to improve nutrition behaviours of learners. Challenges associated with teacher-oriented school-based NE intervention can be overcome by properly designed and implemented interventions based on behavioural theory.

Nutrition education is an important measure to improve dietary habits and food choices, since poor dietary habits are the main reason for poor nutritional status of adolescents. In this context, the purpose of this paper is to assess the impact of nutrition education on the nutritional and dietary profile of adolescents and early adults.

A pre‐test post‐test experimental design was employed and the study was a cross‐sectional study. From three stratified areas of Benghazi city, two schools were selected by random sampling. From the total of six schools, all the children aged 14‐21 years were selected, amounting to 111 girls and 89 boys. Nutrition education was imparted after initial nutritional (BMI, physical activity) and dietary assessment (food frequency, 24 hour recall) and repeated at weekly intervals. After three months, nutritional and dietary assessments were again repeated.

No significant changes in BMI and physical activity were observed. A significant reduction in the frequency of intakes of chocolate (p < 0.01), chips (p < 0.01), bread and fast food in the female subjects and bread (p < 0.01), cereals and chocolate in the male subjects were observed. Significant increases were observed with respect to percentage of RDA met by intake of nutrients such as energy, carbohydrate, riboflavin and niacin and a significant decrease in the intake of zinc in male subjects.

The paper shows that nutrition education is the need of the hour, which would help adolescents and early adults to imbibe healthy eating habits.

There are insufficient health and nutrition education interventions targeting adolescent females in rural contexts in Indonesia. There is also a paucity of research evaluating the impact of implemented programs. This paper aims to develop and test the validity of a tailored education module to improve the knowledge, attitude and skills of adolescent females on health and nutrition.

The study was conducted between 2019 and 2023 in Ban Village, Karangasem Regency. This study used an explanatory sequential mixed methods research approach consisting of three stages: formative research using mixed methods, validation and review of the module by experts using the Delphi technique and pilot testing of the module. In the formative research stage, there were 40 female adolescent respondents implicated, in the validation and module review stage, there were 14 nutrition and public health experts implicated, and in the pilot test, a new cohort of 60 female adolescents were recruited. Validity was assessed by exploring the feasibility, reliability and linguistics of the module. The Delphi score was measured by the mean score and standard deviation.

The Health and Balanced Nutrition Education Module was impactful in improving the health and nutrition of female adolescents in Ban Village. The validation score of the module shows that from the total score of 4, construct reliability obtained a score of 3.18 with a 0.35 standard deviation. The construct feasibility and language revealed better scores, which were 3.31 with 0.4 standard deviations and 3.29 with 0.46 standard deviations, respectively. After dissemination of the module, participants’ mean score of knowledge on the importance of balanced nutrition significantly improved by 68.8% (p-value = 0.0001).

The Health and Balance Nutrition Education Module has been proven to improve the awareness of adolescents on balanced nutrition. Nevertheless, this study also has limitations due to the small number of respondents attending the information sessions and the pilot testing. Further studies should consider using implementation research for scale-up in other parts of Bali.

This study provides insight for health and nutrition educators for creating modules that better align with the context and information needs of the target group particularly for adolescents in rural areas, which are seldom neglected.

This study indicates that the trialed education materials can play a role in improving female adolescents’ knowledge of nutrition throughout their life cycle and their role in preventing stunting and noncommunicable diseases in later adult life.

The health and nutrition module trialed in the study is tailored specifically to the context of rural areas of Bali and validated by public health experts, then tested with 60 adolescents.

The purpose of this paper is to suggest that nutritious food intake is a somewhat overlooked yet essential aspect of corporate wellness that has the potential to help provide organizations with a sustainable competitive advantage.

The paper first discusses the resource‐based view, identifying ways in which nutritious food intake across an organization may serve to create rare and inimitable organizational resources leading to a competitive advantage. It then presents a basic overview of the fundamentals of nutritious food intake. It proceeds to review the transtheoretical stages of change model in the context of tailored nutrition interventions in organizations, providing a detailed overview of key individual behavior focused and environmental focused change strategies along with a discussion of types of technical delivery systems.

The paper suggests that an organization may be able to use a tailored stage‐based nutrition intervention as part of a comprehensive wellness program in order to help create a sustainable competitive advantage based on the nutritious food intake of its members.

Future researchers should continue to examine the effectiveness of stage‐based computer tailored nutrition interventions and their delivery systems, particularly in the context of comprehensive corporate wellness plans and the extent to which this serves to create a competitive advantage through lower direct healthcare costs and higher worker productivity.

Organizational leaders should carefully consider the strategies and methodologies presented in this paper when designing and implementing nutrition interventions as part of a broad corporate wellness program.

This paper makes a valuable contribution to the organizational literature by recognizing the potential for the application of the transtheoretical stages of change model from the field of nutrition education within the context of the resource‐based view of organizations.

A randomized field trial compared the effectiveness of three types of printed educational materials designed to increase nutrition label reading. Adult primary care patients (n=915) from four health centers in Missouri were recruited from the lobby while waiting to see a doctor. Participants completed a baseline assessment and were randomly assigned to one of three intervention groups or to a control group. A three‐month follow‐up questionnaire was mailed to participants’ homes. Printed materials were either tailored and personalized, general and personalized, or general and non‐personalized. Main outcome measures were patients’ recall and ratings of the nutrition education materials, and self‐reported use of nutrition labels. Chi‐square analyses compared rates of recall and ratings of the materials across the four study groups. Multiple logistic regression was used to identify group differences on each outcome. Results and conclusions are discussed.

Little is known about interrelationships among nutrition knowledge, attitude, dietary intake, and body satisfaction, which are important variables that play a role in nutrition education interventions. This paper aims to focus on these interrelationships.

Students (n=279; 20.12±1.75SD years) enrolled at a large northeastern US university took an online survey. The survey contained a nutrition knowledge scale, attitude scale, food frequency scales, body areas satisfaction subscale, and demographic characteristics questions. To determine relationships, correlation coefficients were computed, along with forward stepwise regression to identify predictors of each study measure.

Data were collected from a non‐probability sample in one geographical area at one time point.

In males, significant positive correlations were found between fruit/vegetable servings and attitudes, knowledge, body satisfaction; and between knowledge and attitudes. Stepwise multiple regression analysis found fruit/vegetable servings and percent calories from fat significantly predicted attitudes, while in females attitude was a significant predictor variable for knowledge, fruit/vegetable servings, and percent of calories from fat. Among females, significant positive correlations occurred between attitudes and knowledge, and fruit/vegetable servings and attitudes.

Nutrition and health interventions should incorporate lessons that work to improve one's attitudes toward nutrition. Interventions targeted to males should aim to increase nutrition knowledge, while interventions targeted to females should focus on nutrition knowledge and attitudes.

This paper expands on what is known about young adults and key cognitive factors that influence their nutrition knowledge, attitudes, dietary intake, and body satisfaction. Nutrition educators can utilize the study findings to inform future nutrition interventions.

Despite the well-known positive effects of fruits and vegetables, their consumption in many countries is lower than those recommended. This study aims to systematically examine the effects of community-based interventions on fruits and vegetables consumption in adults.

To collect relevant publications, the authors searched electronic databases including PubMed/MEDLINE, Scopus and Web of Science from January 2000 to July 2021. Considering random models, this study analyzed the data using weighted mean differences (WMD) and 95% confidence intervals (CI).

Among 1,621 retrieved publications, 21 articles met the inclusion criteria. The overall effect size demonstrated that, at the end of the trials, the educational interventions increased the consumption of aggregated fruits and vegetables (WMD: 0.55 serving/day, 95%CI: 0.34, 0.77), and vegetables (WMD: 0.15, 95%CI: 0.09, 0.21, I2: 33.2%; p = 0.103) in the intervention groups, compared to the control groups.

The subgroup analyses that were based on the type of interventions (face-to-face education compared to online interventions), location (home-based compared to the other types of interventions) and duration (24 weeks and higher) of interventions, and accompanied financial support reduced between-group heterogeneity. An efficient interventional program on increasing fruits and vegetables consumption should be part of a multi-component project.

To the best of the authors’ knowledge, no systematic review and meta-analysis has provided a summary of the effects of community-based interventions on fruits and vegetables consumption in adult populations, and there is no fixed conclusion that could be drawn in this regard.

A systematic review of effects and mediators was conducted to determine whether school health promotion interventions (SHPIs) can enhance children's academic performance (AP).

PubMed and PsycINFO database searches and subsequent reference list reviews were conducted for papers published before 18 January 2012 with a standard form of eligibility criteria encompassing standardized measures of AP (e.g. grade‐point averages, end of year marks) and methodology sound studies (e.g. randomized controlled trials, cross‐over controlled trials, quasi‐experimental designs with pre‐ and posttest) of interventions addressing healthy lifestyles in the general school population. Information for the study description was extracted from the original article (e.g. country, study purpose, research design, effects on AP measures, components of Health Promoting School, author's explanations for observed effects). Effect sizes were calculated for effects on AP measures.

Remaining SHPIs targeted exclusively the maintenance of energy balance (physical activity (PA) and nutrition) and had small to large positive effects on AP; no negative effects were reported. Effects of different kinds of interventions varied across academic domains. One PA intervention reported large effects of vigorous activity on mathematics; another PA intervention had small to medium impact on language scores. Small to medium effects were found for interventions combining nutrition and PA elements; one affected mathematics and another both mathematics and language scores. Slight improvements in language scores were observed for breakfast provision in schools.

The small number of interventions, little homogeneity in intervention components (content, length and measurement instruments), reporting bias and some inconsistent results should be considered when interpreting our results. Our review did not allow definite conclusions concerning mechanisms responsible for effects of SHPIs on AP.

Planned development of school health promotion will need to be based on evidence. Measures of AP should be included in evaluations of SHPIs. Schools and health professionals should be made aware of the importance of these measures.

We provide evidence that SHPIs promoting energy balance can affect AP, also if they do not target children at risk or with specific symptoms, nor employ elements directly connected to school education.