Table 1.
Summary of intervention to improve knowledge, attitudes and practices among adolescents on malnutrition.
| Author, Year, Country, Study Design | Settings/Duration/Frequency of Intervention | Target Population/Theory | Description of the Intervention (I: Intervention, C: Control) |
Outcome Assessed, Significance | Effect Size 2 | Effective (Y/N) 1 |
|---|---|---|---|---|---|---|
| Abdur Razzak et al., 2016 [34] Bangladesh, RCT 3. | Community-based/ 2 years/NM |
10 to 19 years old girls (n = 250) No theory |
I: Nutrition education was communicated through group or personal discussion (malnutrition, dietary diversity, food taboos, hygiene and sanitation) to adolescent girls using charts, leaflets, posters. | Knowledge (p < 0.001) Attitude (p < 0.05) Practice (p < 0.05) Anthropometric (p < 0.05) Reported pre and post-test intervention changes in nutritional status. |
ND | Y |
| C: No action was provided to control group | ||||||
| Lachausse, 2017 [35] USA, CRCT 4 | School-based (after school program)/ 3 months/Monthly |
Grade 4 to 6 boys and girls, (n = 275) No theory |
I: Harvest of the month (HOTM) nutrition education program on fruits and vegetables consumption, and physical activities including fruits and vegetable tasting, students work book, nutritional information presentations, story books, farm to school presentation, HOTM newsletter for parents, menu slicks, and cafeteria posters | Knowledge (p > 0.05) Self-efficacy (p > 0.05) Reported pre and post-test on fruit and vegetable consumption, knowledge, and self-efficacy on fruit and vegetable consumption |
ND | N |
| C: Normal after school activity (homework tutorial, arts and crafts) as assigned by their after school teacher. | ||||||
| Bogart et al., 2014 [36], USA, RCT 3 | School-based/ 5 weeks/daily |
Grade 7 boys and girls, (n = 4022) Diffusion of innovation theory |
I: Students for Nutrition and eXercise intervention (SNaX), including school food environment changes, peer leader club and social marketing (cafeteria food taste test, nutritional messages, and educational book marks) | Knowledge (p < 0.01) Attitude (p < 0.05) Intention (p < 0.05) Reported pre-test and post-test on cafeteria food tasting, knowledge on healthy eating/physical activity, and intention |
ND | Y |
| C: No action was provided to control group | ||||||
| Wang et al., 2015 [37], China, CRCT 4 | School-based/ 6 months/weekly |
Grade 7 to 9 boys and girls, (n = 130) No theory |
I: Nutrition education intervention including in-class nutrition curriculum, peer support activities and the distribution of brochures using mass media, television (TV) messages, information leaflets. | Knowledge (p < 0.05) Attitude (p < 0.05) Healthy eating behaviour (p < 0.05) Reported pre-test and post-test on knowledge, attitude and healthy eating behaviour |
ND | Y |
| C: No action was provided to control group | ||||||
| Saraf et al., 2014 [38], India, CRCT 4 | School-based/ 8 months/NM |
Grade 6 and 7 girls (n = 2279) No theory |
I: Health education on diet, physical activities and tobacco through school component, class room component and family/community component using health education lectures, flash films, peer group discussion, flip charts, physical training (PT) classes | Knowledge (p < 0.01) Behavioural practice on physical activity, diet and tobacco (p < 0.01) Reported pre-test and post-test for knowledge and behavioural practices |
39% | Y |
| C: No action was provided to control group | ||||||
| Laram et al., 2017 [39], Canada, CRCT 4 | Community-based/ 3 weeks/Weekly |
12 to 17 years old girls, (n = 89) Theory of planned behaviour (TPB) |
I: Nutrition education on healthy eating and sport nutrition through persuasive communication, active learning, observational modelling, using lectures, brainstorming, and discussion | Knowledge (p < 0.001) Attitude (p < 0.001) Subjective norm (p < 0.01) Intention (p > 0.05) Perceived behavioural control (P > 0.05) |
ND | Y |
| C: No action was provided to control group | ||||||
| Shin et al., 2015 [40], USA, CRCT 4 | Recreation centre/ 8 months/daily |
10 to 14 years’ boys and girls, (n = 152) No theory |
I: Nutrition education: The Baltimore Healthy Eating Zones (BHEZ) intervention in recreation centres (corner stores/carryout restaurants and food outlets), with a focus on healthy eating, beverages, breakfast, snacks, and cooking at home through activities such as lectures, taste tests, cooking demonstrations, shelf labels, point of purchase, posters and flyers | Knowledge (p < 0.001) Behavioural intention (healthy food purchase, beverages, snacks, and food preparation) (p = 0.01) Outcome expectancy (p = 0.02) Self-efficacy (p = 0.54) BMI (p < 0.04) |
ND | Y |
| C: No action was provided to control group | ||||||
| Jalambo et al., 2017 [41], Palestine, RCT 3 | School-based/ 3 months/weekly |
15 to 19 years old girls, (n = 89) No theory |
I: Nutrition education on food groups, food pyramid, balanced food, iron absorption enhancers and inhibitors, sources of iron, anaemia and iron deficiency using lectures, wall writing, videos, booklets and brochures | Knowledge (p < 0.001) Attitude (p < 0.001) Nutrition practice (p < = 0.002) |
ND | Y |
| C: No action was provided to control group |
1 Effectiveness of the intervention is defined as a statistically significant improvement in the study outcome (p < 0.05). 2 The abbreviation for ND is no data or data not available or not enough to calculate effect size. The abbreviation for RCT 3 is individual randomised control trial and CRCT 4 is cluster randomised control trial.