The Effectiveness of a Four-week Parent Nutrition Education Series in Creating Knowledge and Behavioral Changes

Background: Recent research has indicated that the diets of many US children are not meeting established dietary recommendations. Parent-based nutrition education has been identified as an option to influence children in adopting healthful dietary practices. This study sought to explore how an online school-supported nutrition program for parents and guardians can address this need. Objective: To determine if a four-week school supported online parent nutrition education program created knowledge and/or potential behavioral change for participants. Design: The study was originally designed as a qualitative research study intended to include up to 100 participants. As a result of limited participation (1 participant), the study was evaluated as a case study. Participants/setting: Parents or guardians had to be 18 years of age or older with children under 18 years of age who lived at home; willing to participate in the study and attend all four nutrition education sessions; and have access to the internet. Main outcome measures: Major changes in knowledge and behavior following nutrition education. Statistics: No statistical analysis was undertaken. Participant responses to the pre- and post-survey questions were evaluated, compared, and reported. Results: Results indicated that the nutrition education lessons helped to increase the participant’s nutrition knowledge in three areas. A reduction in knowledge was observed for two areas. Results also revealed a positive change in behavior for two areas and a reduction in behavior for five areas. Conclusion: The four-week school supported nutrition education program was effective in increasing the nutrition knowledge of the parent enrolled in the study and facilitated positive dietary behavior changes for the parent and her child/children. Future research is needed to determine if increased participation, involvement of children within the program, and changes to the assessment methods and program timing could result in a greater impact