成功的小学体验式营养教育的特点:系统评价
摘要
和行为结果的体验式营养干预措施的关键特征。本综述使用5个科学数据库(CINAHL、Scopus、Web of Science、
Medline和Academic Search Complete)和搜索词(“食品安全”、“学校”、“营养”和“计划”)进行了系统评价,并定
义了作为与营养相关的知识、态度和/或饮食行为的结果。初步检索和人工检索共识别出3800篇文章,其中67篇符
合纳入条件。42篇文章成功符合标准,在感兴趣的定义结果上取得显着差异,并伴有明显的影响。干预措施包括在
学校花园(n=9)、食物供应(n=5)、品尝(n=8)、烹饪班(n=10)和多组件计划(n=10)。营养教育(与味觉测试
相结合)、烹饪相关活动和园艺干预提高了儿童品尝不熟悉食物(包括新水果和蔬菜)的意愿,提高了他们的烹饪和
食物准备技能,并增加了营养知识。本综述提供的证据表明,体验式的小学生营养教育计划如果包括多个组成部分、
有父母参与并特别关注蔬菜摄入量,则最有可能取得成功。
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