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A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education
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...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Routledge
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4867867/ https://www.ncbi.nlm.nih.gov/pubmed/27226814 http://dx.doi.org/10.1080/19325037.2016.1157532 |
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author | Hall, Elisha Chai, Weiwen Albrecht, Julie A. |
author_facet | Hall, Elisha Chai, Weiwen Albrecht, Julie A. |
author_sort | Hall, Elisha |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-4867867 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | Routledge |
record_format | MEDLINE/PubMed |
spelling | pubmed-48678672016-05-23 A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education Hall, Elisha Chai, Weiwen Albrecht, Julie A. Am J Health Educ Articles 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. Routledge 2016-05-03 2016-04-28 /pmc/articles/PMC4867867/ /pubmed/27226814 http://dx.doi.org/10.1080/19325037.2016.1157532 Text en © 2016 The Author(s). Published by Taylor & Francis. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
spellingShingle | Articles Hall, Elisha Chai, Weiwen Albrecht, Julie A. A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education |
title | A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education |
title_full | A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education |
title_fullStr | A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education |
title_full_unstemmed | A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education |
title_short | A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education |
title_sort | qualitative phenomenological exploration of teachers' experience with nutrition education |
topic | Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4867867/ https://www.ncbi.nlm.nih.gov/pubmed/27226814 http://dx.doi.org/10.1080/19325037.2016.1157532 |
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