کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
9118987 | 1158070 | 2005 | 16 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Theory-driven nâ3 polyunsaturated fatty acid education delivered by written correspondence and problem-based approaches
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کلمات کلیدی
موضوعات مرتبط
علوم زیستی و بیوفناوری
بیوشیمی، ژنتیک و زیست شناسی مولکولی
علوم غدد
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چکیده انگلیسی
To examine the impact of education on nâ3 polyunsaturated fatty acid (PUFA) knowledge and behaviors, we used 3 interventions that combined 2 delivery methods (mail and problem-based learning) and 2 treatment theories (social learning theory and facts only) in a 4-month educational experience for 85 elderly persons (mean age, 70.9 ± 9.7 years) diagnosed with arthritis. Baseline, midpoint, and final assessments were analyzed using a general linear model with repeated measures. nâ3 PUFA intake, knowledge, confidence, and intention to consume dietary sources of nâ3 PUFAs increased throughout the study (P <. 0001) independent of the theory or the delivery method. However, repeated use of facts-only materials was required to obtain outcomes equivalent to those seen after one use of the social learning theory intervention. Both delivery methods (ie, mailings and small-group discussion) were feasible and effective nâ3 PUFA education strategies. Low nâ3 PUFA intake in this midwestern sample validated the need for nâ3 PUFA nutrition education.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Nutrition Research - Volume 25, Issue 8, August 2005, Pages 755-770
Journal: Nutrition Research - Volume 25, Issue 8, August 2005, Pages 755-770
نویسندگان
Barbara Lohse, Kimberly Shafer,