目的 评估婴幼儿营养教学厨房对养育人喂养知识的影响,探索《婴幼儿营养教学厨房建设与运行规范》在实际应用中的可行性,为婴幼儿营养教学厨房全国推广提供科学依据。方法 选取2024年8—11月在北京市和浙江省宁海县的7家试点婴幼儿营养教学厨房中接受服务的171名3~11月龄婴儿养育人为研究对象。每家婴幼儿营养教学厨房对养育人开展小组形式的家长课,每次3~5组家庭。根据婴幼儿月龄不同,分别进行辅食添加启动课程(3~6月龄)和辅食添加推进课程(6~11月龄),每次课程包括20min理论教学和20min辅食制作实践操作。课程前后对婴幼儿养育人的喂养知识进行评估,并在课后对养育人开展满意度调查和小组讨论。采用χ2检验和非参检验比较养育人课前和课后知识水平的变化。结果 共171名婴儿的养育人参与了婴幼儿营养教学厨房服务,其中105名养育人参加了辅食添加启动课程,66名养育人参加了辅食添加推进课程。参加两次课程后,养育人喂养知识得分都有明显提升,差异均有统计学意义(Z=9.12,6.47,P<0.05)。与课前喂养知识评估相比,课后养育人对“6~23月龄婴幼儿建议每天最少添加7类食物中4类食物”、 “添加辅食后继续母乳喂养到2岁及以上”、“含铁丰富且容易吸收的食物”、“辅食应该是稠的”等这些关键的辅食喂养知识,正确率提高了32%~58%,差异均有统计学意义(P<0.05)。养育人对婴幼儿营养教学厨房课程内容、组织形式和老师水平满意度均在90%以上。养育人表示以前在门诊都是医生的语言宣教,比较抽象,通过婴幼儿营养教学厨房理论结合实践操作的服务模式,可以看到真实的制作过程、食物的性状等,加深了对辅食喂养知识的理解。结论 《婴幼儿营养教学厨房建设和运行规范》在实践中可行,对婴幼儿养育人的喂养知识水平改善效果较好。
Abstract
Objective To evaluate the effectiveness of infant and young child nutrition education kitchen on caregivers' feeding knowledge, and to assess the feasibility of implementing the Construction and Operation Standard of Nutrition Education Kitchen for Infants and Young Children in practical application, so as to provide a scientific basis for the nationwide promotion of such education kitchens. Methods A total of 171 caregivers of infants aged 3 - 11 months receiving services at 7 pilot nutrition education kitchens in Beijing and Ninghai County, Zhejiang Province, were included from August to November 2024.Each education kitchen conducted group-based parenting classes with 3 - 5 families per session.Depending on the infant's age, either a complementary feeding initiation course (3 - 6 months) or a complementary feeding advancement course (6 - 11 months) was provided.Each session consisted of 20 minutes of theoretical instruction and 20 minutes of hands-on food preparation practice.Caregivers' feeding knowledge was assessed before and after the sessions, and satisfaction surveys and focus group discussions were conducted post-intervention.Changes in knowledge levels were analyzed using chi-square and non-parametric tests. Results Among the 171 caregivers, 105 participated in the complementary feeding initiation course and 66 in the advancement course.After the sessions, significant improvements in feeding knowledge scores were observed in both groups (Z=9.12, 6.47, P<0.05).Compared to pre-session assessments, caregivers showed a 32% to 58% increase in correct responses to key complementary feeding knowledge points, including "recommendation to include at least 4 out of 7 food groups daily for infants aged 6 - 23 months", "continued of breastfeeding until 2 years or beyond after introducing complementary foods", "iron-rich and easily absorbable foods", and "preparing thick complementary foods" (all P<0.05).Caregiver satisfaction with course content, organization, and instructor quality exceeded 90%.Participants reported that previous counseling in clinical settings was often abstract, whereas the hands-on approach of the nutrition education kitchens allowed them to observe actual food preparation processes and textures, thereby deepening their understanding of complementary feeding practices. Conclusion The Construction and Operation Standard of Nutrition Education Kitchen for Infants and Young Children are feasible in practice and effectively improve caregivers' knowledge of infant and young child feeding.
关键词
健康教育 /
喂养 /
辅食添加 /
婴幼儿
Key words
health education /
feeding /
complementary feeding /
infants and young children
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基金
公共卫生应急-营养健康与合理膳食行动(102393220020070000012)
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