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目的了解洛阳市大学生营养知识、态度、行为与膳食结构状况,为开展大学生营养宣传教育提供科学依据。方法分层整群抽取洛阳市3所大学965名学生,运用健康教育KAP模型问卷调查大学生营养知识、态度、行为及营养意愿,计算各自得分。同时用简化膳食频率问卷结合称重法调查大学生膳食结构。结果医学食品科学类、理工类、师范类专业学生的营养知识平均得分分别为(18.32±3.06),(13.21±3.0),(15.02±3.44)分,膳食态度平均得分分别为(18.25±2.54),(9.58±2.65),(16.36±2.65)分,差异均有统计学意义(P值均<0.05);膳食行为平均得分分别为(9.47±2.54),(8.25±2.65),(8.47±2.65)分,差异无统计学意义(P>0.05)。不同专业学生对营养知识的兴趣、营养重要性认识和是否愿意改变不良饮食习惯方面差异均有统计学意义(P值均<0.05)。大学生膳食结构除粮谷类和蛋类外,其余类别的食物摄入量均低于膳食宝塔的要求;男生水果和奶类摄入量低于女生,差异均有统计学意义(P值均<0.05)。结论应对大学生加强营养健康教育,形成科学的膳食认知和结构。
Objective To understand the nutrition knowledge, attitude, behavior and dietary structure of undergraduates in Luoyang and to provide a scientific basis for the nutrition education of undergraduates. Methods A total of 965 students from three universities in Luoyang City were stratified and clustered to investigate the nutritional knowledge, attitude, behavior and nutritional preference among undergraduates using KAP model of health education, and their scores were calculated. At the same time, we simplified the dietary frequency questionnaire and weighed and investigated the dietary structure of college students. Results The average scores of nutrition knowledge of medical sciences, sciences and engineering majors were (18.32 ± 3.06), (13.21 ± 3.0) and (15.02 ± 3.44) respectively, and the mean scores of meal attitude were (18.25 ± 2.54) , (9.58 ± 2.65) and (16.36 ± 2.65) respectively, the difference was statistically significant (P <0.05). The average scores of dietary behaviors were (9.47 ± 2.54), (8.25 ± 2.65) and (8.47 ± 2.65 ) Points, the difference was not statistically significant (P> 0.05). There was significant difference among different majors in knowledge of nutritional knowledge, understanding of nutritional importance and willingness to change bad eating habits (P <0.05). The dietary composition of college students except cereals and eggs, the other types of food intake are lower than the requirements of the diet pagoda; boys and girls than the intake of fruits and milk, the differences were statistically significant (P <0.05 ). Conclusion It is necessary to strengthen nutrition and health education for college students to form a scientific dietary awareness and structure.