A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education
A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education
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DOI：
10.1080/19325037.2016.1157532
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发表时间：
2016-05-01
影响因子：
1
通讯作者：
Albrecht, Julie A.
中科院分区：
文献类型：
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作者：
Hall, Elisha;Chai, Weiwen;Albrecht, Julie A.
背景：由任课教师提供的营养教育已成为一种流行的干预措施，旨在打击儿童肥胖。然而，很少有质性研究探讨营养教育与教师的目的：本研究的目的是探讨小学教师如何描述他们的经验与营养教育。方法：采用定性现象学方法。半结构化的访谈，观察和文件分析进行了10名教师谁提供营养教育在他们的教室。归纳编码被用来确定不变的成分，减少成分的类别，并聚类类别为主题。信度和效度是通过编码器间的协议，录音，三角测量，括号内，和成员检查。结果如下：结果确定了5个核心主题，教师在营养教育中发挥的作用，营养的重要性，补充活动的动机，障碍，学生，教师和课程之间的三元关系。讨论内容：研究结果揭示了营养教育的经验，教师平衡的障碍与营养教育的价值和动机，以帮助学生做出健康的选择。健康教育工作者应在课程开发的计划设计，实施和评估阶段与课堂教师合作，以更好地满足需求，并促进为学生提供高质量的营养教育。
Background: Nutrition education delivered by classroom teachers has become a popular intervention designed to combat childhood obesity. However, few qualitative studies have explored nutrition education with teachers Purpose: The purpose of this study was to explore how elementary teachers describe their experience with nutrition education. Methods: A qualitative phenomenological approach was used. Semistructured interviews, observations, and document analysis were conducted with 10 teachers who delivered nutrition education in their classrooms. Inductive coding was used to determine invariant constituents, reduce constituents to categories, and cluster categories into themes. Reliability and validity were accomplished through intercoder agreement, audio recording, triangulation, bracketing, and member checking. Results: Results identified 5 core themes related to roles teachers play in nutrition education, the importance placed upon nutrition, motivation for supplementary activities, barriers, and a triadic relationship between students, teachers, and curriculum. Discussion: Findings reveal interactions within the nutrition education experience in which teachers balance barriers with their value of nutrition education and motivation to help students make healthy choices. Translation to Health Education Practice: Health educators should work with classroom teachers at the program design, implementation, and evaluation stages of curriculum development to better address needs and facilitate the delivery of high-quality nutrition education for students.