In-service nutrition training increases teachers' intentions to teach nutrition content, with gains on six of eight measures¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A significant time main effect from pre to post was found for intervention teachers' intentions to teach nutrition content. → Fahlman M 2011 q2 i? Changes occurred in six of eight intention measures, with no significant differences in intentions to teach the food pyramid or food groups. → Fahlman M 2011 (2)

Evidence¶

Fahlman M 2011¶

Fahlman M, McCaughtry N, Martin J, Shen B. (2011). School health educators' self-efficacy, intentions to teach, and implementation of nutrition education increases after in-service training. Am J Health Educ. 2011;42(3):181-190. https://doi.org/10.1080/19325037.2011.10599191

q3 · i? · causal · r2

Repeated-measures ANOVA on the 59-teacher sample for the intention-to-teach subscale; total intention rose from 18.2 to 33.2 in the intervention group while controls stayed near 17.6-17.9. The article reports a significant time main effect rather than a group-by-time interaction for this outcome.

"Table 4 represents pre- and post-scores for intentions to teach nutrition content. There was a significant time main effect from pre-post (F = 7.14, P = 0.001) for the intervention teachers."

Fahlman M 2011 (2)¶

Fahlman M, McCaughtry N, Martin J, Shen B. (2011). School health educators' self-efficacy, intentions to teach, and implementation of nutrition education increases after in-service training. Am J Health Educ. 2011;42(3):181-190. https://doi.org/10.1080/19325037.2011.10599191

q3 · i? · causal · r2

Item-level analyses showed significant pre-post intention gains on six measures (e.g., interpreting food labels P = 0.030; product claims P = 0.026), while intentions to teach the food pyramid (P = 0.123) and food groups (P = 0.218) showed no significant differences, likely because baseline intentions were already high.

"Specifically, changes occurred in six out of the eight measures: interpreting food labels, the meaning of product claims, the influences on body image, factors that contribute to weight control, eating healthy in a fast food restaurant, and developing a healthy body image. There were no significant differences in their intentions to teach the food pyramid or food groups."

Discussion¶

Related Claims¶

• In-service nutrition professional development significantly increases health teachers' nutrition self-efficacy relative to controls — related
• In-service nutrition training significantly increases teachers' nutrition outcome expectations relative to controls — related
• In-service nutrition training increases teachers' rating of the value of conflict resolution and personal health skills — related
• The intervention and control groups differed significantly in race, with more African American teachers in the intervention group — related