Evaluation of the intervention of the My Healthy School Program in a cohort of schools that has participated during 2016-2017
DOI:
https://doi.org/10.31053/1853.0605.v76.n1.22574Keywords:
school feeding, healthy lifestyle, health promotion, school health servicesAbstract
Introduction: School environment must provide tools to encourage the construction of healthy habits. The impact of the Healthy School Program (HSP) 2016-2017 was evaluated.
Methods: Student assessment (anonymous self-administered survey on eating habits, physical activity, movement and screen hours), teachers (anonymous self-test on eating habits) and school environment (scoring system to evaluate the promotion of healthy habits; healthy classroom and institutional challenges and habits. Ad hoc instruments. Descriptive statistics, pre and post unpaired comparison with X2 and mean / median difference for independent samples. Processing and analysis with SPSS v.23.0.
Results: Score was increased at the primary level (single-day (SD) [p = 0.008], full-time (FT) [p=0.012]) and extended-day (ED) of the initial level (p=0.0027). In FT there was a difference in the Limitation of unhealthy food intake (p = 0.000), the absence of kiosk or whose offer is healthy (p=0.024) and the conformation of a Healthy Committee (p=0.038). In SD and in ED only the Limitation of income of unhealthy foods exclusively [(p= 0.004) (p=0.011) respectively]. Around 30% of the challenges were installed as classroom / institutional habit. In students, significant changes were observed in what they led to school for both healthy foods (fruit, water cereal bars) and unhealthy foods (snacks, sweets, sugary drinks). They did not report favorable modifications in the habitual consumption of fruits and vegetables, neither in physical activity nor screen hours. Among teachers, habits showed no significant difference.
Conclusions: Addresing food-nutritional issue in schools is complex, requires sustainable actions over time to generate lasting impact
Downloads
References
Organización de las Naciones Unidas para la Alimentación y la Agricultura. La importancia de la educación alimentaria nutricional. Roma: FAO; 2011.
Silveira J, Taddei J, Guerra P, Nobre M. Effectiveness of school-based nutrition education interventions to prevent and reduce excessive weight gain in children and adolescents: a systematic review. J Pediatr (Rio J) 2011;87(5): 382-392.
Organización Mundial de la Salud. Intervenciones eficaces en materia de régimen alimentario y actividad física. Informe resumido. Ginebra: OMS; 2009.
Pérez Rodrigo C, Aranceta J. School-based nutrition education: lessons learned and new perspectives. Public Health Nutr, 2001; 4(1a): 131-9.
Gavidia Catalán V. La transversalidad y la escuela promotora de salud. Rev Esp Salud Publica 2001; 75(6): 505-516.
Ley sobre Promoción de alimentación saludable variada y segura de los niños, niñas y adolescentes en edad escolar. Ley N° 3704/10, sancionada por la Legislatura de la Ciudad Autónoma de Buenos Aires (Diciembre 13, 2010) promulgada (Enero 14, 2011).
Espínola V, Brünner M. Alimentación saludable en la escuela. Hacia una adecuada alimentación de los niños en edad escolar. 1a ed. Ciudad Autónoma de Buenos Aires: Ministerio de Educación del Gobierno de la Ciudad Autónoma de Buenos Aires; 2014.
González V, De Ruggiero M, Antún MC, Mirri ME, Yomal A. Diseño y validación de un autotest de hábitos alimentarios para población adulta. Rev Esp Nutr Comunitaria 2016; 22(1):16-19.
Asociación Médica Mundial. Declaración de Helsinki. Finlandia: AMM; 2008.
Emanuel EJ, Wendler D, Grady C. What Makes Clinical Research Ethical? Jama.2000;283(20):2701-11.
Organización Mundial de la Salud. Informe sobre la situación mundial de las enfermedades no transmisibles. Ginebra: OMS; 2014.
Swinburn B, Egger G, Razza F. Dissecting Obesogenic Environments: The Development and Application of a Framework for Identifying and Prioritizing Environmental Interventions for Obesity. Prev Med 1999; 29(6): 563-570.
Organización Mundial de la Salud. Informe de la Comisión para acabar con la obesidad infantil. Ginebra: OMS; 2016.
Organización de las Naciones Unidas para la Alimentación y la Agricultura. Proyecto Educación Alimentaria Nutricional en la enseñanza general básica. TCP/ARG/3101. Argentina: FAO y MECyT - Subsecretaría de Agricultura Ganadería, Pesca y Alimentos de MEcon; 2006.
Navarro A, Andreatta MM. Enseñar Nutrición. Herramientas didácticas básicas para profesionales de la salud. Córdoba. Ed. Publicaciones Universidad Nacional de Córdoba, 2010.
Salinas J, González CG, Fretes G, Montenegro E, Vio F. Bases teóricas y metodológicas para un programa de educación en alimentación saludable en escuelas básicas de Chile. Rev Chil Nutr 2014;41(4): 343-350.
Hayes D, Contento I, Weekly C. Position of the Academy of Nutrition and Dietetics, Society for Nutrition Education and Behavior, and School Nutrition Association: Comprehensive Nutrition Programs and Services in Schools. J Acad Nutr Diet 2018;118(5):913-919.
Contento IR. Nutrition Education: Linking Theory, Research, and Practice. Sudbury, MA: Jones & Bartlett. 2007.
Maury Sintjago EA. Nutricionistas en la educación parvularia y básica: necesidad de adecuación de los planes de estudio. Carta al Editor. EDUMECENTRO 2017;9(4):241-244.
Downloads
Published
Issue
Section
License
Copyright (c) 2019 Universidad Nacional de Córdoba
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The generation of derivative works is allowed as long as it is not done for commercial purposes. The original work may not be used for commercial purposes.
How to Cite
