최근 전 세계적으로 식품 알레르기유병률이 증가하고 있으며, 소아에서 식품 알레르기는 약 2~8%를 차지하는 것으로 보고되고 있다. 현재 대부분의 초등학교에서 학교급식이 시행되고 있지만, 식품 알레르기 학생에 대한 관리는 미비한 실정이다. 따라서 본 연구에서는 초등학교 학생을 대상으로 식품 알레르기 교육을 실시하고 그 효과를 살펴보고자 한다. 본 연구는 20...
최근 전 세계적으로 식품 알레르기유병률이 증가하고 있으며, 소아에서 식품 알레르기는 약 2~8%를 차지하는 것으로 보고되고 있다. 현재 대부분의 초등학교에서 학교급식이 시행되고 있지만, 식품 알레르기 학생에 대한 관리는 미비한 실정이다. 따라서 본 연구에서는 초등학교 학생을 대상으로 식품 알레르기 교육을 실시하고 그 효과를 살펴보고자 한다. 본 연구는 2013년 4월부터 10월까지 7개월간 서울 소재 초등학교 학생들을 대상으로 실시되었다. 8회에 걸쳐 수업을 진행하였으며 교육 전/후 총 2번의 평가가 이루어졌다. 교육 전 116개 학교에서 5789명을 대상으로 설문조사를 하였으나 교육 후 4833부의 설문지가 회수되었고, 그 중 응답이 불충분한 설문지 89부를 제외하여 최종적으로 4744부의 설문지가 연구에 이용되었다. 식품알레르기 교육에는 서울시 교육청과 삼성서울병원 아토피환경보건센터가 발간한 ‘식품 알레르기 이렇게 알아보아요!’ 교재를 이용하였다. 연구대상자 전체에게 식품 알레르기 교육을 실시하였고, 전체 아동의 지식·인식 변화 및 식품 알레르기가 있는 아동의 자기관리·심리변화를 통해 교육의 효과를 평가하고자 하였다. 연구 대상자는 총 4744명으로 남학생 2409명, 여학생 2335명이었으며, 이 중 식품알레르기를 가진 학생은 1649명이었다. 학년별로는 1~3학년 2506명, 4~6학년 2238명이었다. 연구대상자 전체에게 실시한 설문조사에서 식품 알레르기 지식 변화를 살펴보면, 항체의 역할, 식품 알레르기 개념, 식품 알레르기 증상 이해, 식품 제한에서 교육 전보다 교육 후의 점수가 유의적으로 높았다(p<.001). 저학년에서는 모든 부분의 교육 후 점수가 유의적으로 높았으나(p<.001) 고학년에서는 식품알레르기 증상을 제외한 모든 부분에서 교육 후 점수가 유의적으로 높았다(p<.001). 식품 알레르기가 있는 아동과 식품 알레르기가 없는 아동 두 집단 모두 교육 전보다 교육 후에서 더욱 높은 점수를 나타내었으며 유의적인 차이를 보였다(p<.001). 식품 알레르기를 가진 친구에 대한 인식은 주변에 식품 알레르기를 가진 친구가 있는지, 식품 알레르기를 가진 친구를 도와준 적이 있는지, 식품 알레르기를 가진 친구를 보면 어떤 마음이 드는지 세 부분으로 나눠 조사하였다. 주변에 식품 알레르기가 있다고 응답한 비율은 교육 전 45.0%에서 교육 후 56.3%로 증가하였으며 그 차이가 유의적으로 나타났다(p<.001). 식품 알레르기를 가진 친구를 도와준 적이 있다는 응답은 교육 전 15.4%에서 교육 후 17.7%로 유의적으로 증가하였다(p<.01). 식품 알레르기를 가진 친구가 불쌍하다고 느끼는 비율은 교육 전 63.6%에서 56.9%로 유의적으로 감소하였다(p<.001). 연구대상자 중에서 식품 알레르기를 가진 아동을 대상으로 자기 관리 상태와 심리를 평가하였다. 식품 알레르기 원인식품 파악을 위해 병원 진단을 받았는지 여부와 식품 선택 시 식품 영양 성분표시 확인 여부, 대체 식품 선택 여부에 대해 조사하였는데 병원 진단을 받았다는 응답과 성분표시를 확인한다는 응답이 교육 전보다 교육 후에 높았지만 병원 진단 여부에서는 유의적인 차이가 나타나지 않았고, 성분표시 확인 여부는 유의적인 증가를 보였다(p<.05). 대체 식품 선택 여부도 교육 후의 점수가 교육 전보다 유의적으로 높았다(p<.05). 마지막으로 식품 알레르기로 인한 우울함의 정도는 교육 전보다 교육 후에 감소하였으나 그 차이가 유의미하지는 않았다. 본 연구결과를 종합하여 볼 때, 식품 알레르기 관련 지식은 모든 분야에서 교육 전보다 교육 후가 유의적으로 높은 점수를 보였고, 인식도 대부분 교육 전보다 교육 후에 유의적으로 증가하는 것으로 나타났다. 식품 알레르기 아동을 대상으로 한 자기관리 상태와 심리 평가도 응답률이 교육 후에 유의적으로 변하였다. 본 연구에 이용한 어린이 식품 알레르기 교재를 통한 교육은 효과가 있는 것으로 사료되며, 향후 추가적인 효과 측정으로 교육 효과의 지속성에 대한 평가가 이루어져야 될 것으로 사료된다.
최근 전 세계적으로 식품 알레르기 유병률이 증가하고 있으며, 소아에서 식품 알레르기는 약 2~8%를 차지하는 것으로 보고되고 있다. 현재 대부분의 초등학교에서 학교급식이 시행되고 있지만, 식품 알레르기 학생에 대한 관리는 미비한 실정이다. 따라서 본 연구에서는 초등학교 학생을 대상으로 식품 알레르기 교육을 실시하고 그 효과를 살펴보고자 한다. 본 연구는 2013년 4월부터 10월까지 7개월간 서울 소재 초등학교 학생들을 대상으로 실시되었다. 8회에 걸쳐 수업을 진행하였으며 교육 전/후 총 2번의 평가가 이루어졌다. 교육 전 116개 학교에서 5789명을 대상으로 설문조사를 하였으나 교육 후 4833부의 설문지가 회수되었고, 그 중 응답이 불충분한 설문지 89부를 제외하여 최종적으로 4744부의 설문지가 연구에 이용되었다. 식품알레르기 교육에는 서울시 교육청과 삼성서울병원 아토피환경보건센터가 발간한 ‘식품 알레르기 이렇게 알아보아요!’ 교재를 이용하였다. 연구대상자 전체에게 식품 알레르기 교육을 실시하였고, 전체 아동의 지식·인식 변화 및 식품 알레르기가 있는 아동의 자기관리·심리변화를 통해 교육의 효과를 평가하고자 하였다. 연구 대상자는 총 4744명으로 남학생 2409명, 여학생 2335명이었으며, 이 중 식품알레르기를 가진 학생은 1649명이었다. 학년별로는 1~3학년 2506명, 4~6학년 2238명이었다. 연구대상자 전체에게 실시한 설문조사에서 식품 알레르기 지식 변화를 살펴보면, 항체의 역할, 식품 알레르기 개념, 식품 알레르기 증상 이해, 식품 제한에서 교육 전보다 교육 후의 점수가 유의적으로 높았다(p<.001). 저학년에서는 모든 부분의 교육 후 점수가 유의적으로 높았으나(p<.001) 고학년에서는 식품알레르기 증상을 제외한 모든 부분에서 교육 후 점수가 유의적으로 높았다(p<.001). 식품 알레르기가 있는 아동과 식품 알레르기가 없는 아동 두 집단 모두 교육 전보다 교육 후에서 더욱 높은 점수를 나타내었으며 유의적인 차이를 보였다(p<.001). 식품 알레르기를 가진 친구에 대한 인식은 주변에 식품 알레르기를 가진 친구가 있는지, 식품 알레르기를 가진 친구를 도와준 적이 있는지, 식품 알레르기를 가진 친구를 보면 어떤 마음이 드는지 세 부분으로 나눠 조사하였다. 주변에 식품 알레르기가 있다고 응답한 비율은 교육 전 45.0%에서 교육 후 56.3%로 증가하였으며 그 차이가 유의적으로 나타났다(p<.001). 식품 알레르기를 가진 친구를 도와준 적이 있다는 응답은 교육 전 15.4%에서 교육 후 17.7%로 유의적으로 증가하였다(p<.01). 식품 알레르기를 가진 친구가 불쌍하다고 느끼는 비율은 교육 전 63.6%에서 56.9%로 유의적으로 감소하였다(p<.001). 연구대상자 중에서 식품 알레르기를 가진 아동을 대상으로 자기 관리 상태와 심리를 평가하였다. 식품 알레르기 원인식품 파악을 위해 병원 진단을 받았는지 여부와 식품 선택 시 식품 영양 성분표시 확인 여부, 대체 식품 선택 여부에 대해 조사하였는데 병원 진단을 받았다는 응답과 성분표시를 확인한다는 응답이 교육 전보다 교육 후에 높았지만 병원 진단 여부에서는 유의적인 차이가 나타나지 않았고, 성분표시 확인 여부는 유의적인 증가를 보였다(p<.05). 대체 식품 선택 여부도 교육 후의 점수가 교육 전보다 유의적으로 높았다(p<.05). 마지막으로 식품 알레르기로 인한 우울함의 정도는 교육 전보다 교육 후에 감소하였으나 그 차이가 유의미하지는 않았다. 본 연구결과를 종합하여 볼 때, 식품 알레르기 관련 지식은 모든 분야에서 교육 전보다 교육 후가 유의적으로 높은 점수를 보였고, 인식도 대부분 교육 전보다 교육 후에 유의적으로 증가하는 것으로 나타났다. 식품 알레르기 아동을 대상으로 한 자기관리 상태와 심리 평가도 응답률이 교육 후에 유의적으로 변하였다. 본 연구에 이용한 어린이 식품 알레르기 교재를 통한 교육은 효과가 있는 것으로 사료되며, 향후 추가적인 효과 측정으로 교육 효과의 지속성에 대한 평가가 이루어져야 될 것으로 사료된다.
Recently, prevalence rate of food allergy is being increased world-wide and it was reported that food allergy in children accounted for app. 2-8%. At present, food service is implemented in most of the elementary school but management for the students with food allergy is unsatisfactory in reality. ...
Recently, prevalence rate of food allergy is being increased world-wide and it was reported that food allergy in children accounted for app. 2-8%. At present, food service is implemented in most of the elementary school but management for the students with food allergy is unsatisfactory in reality. Therefore, in this study, by conducting a food allergy education for the elementary school students, its effectiveness was intended to be observed. The study was performed for 7 months by targeting the studentes of elementary schools located at Seoul during the period from April to October, 2013 and class was progressed for 8 times and 2 times of evaluation before and after the education were made. Before the education, a questionnaire was performed by targeting 5789 students from 116 schools but after the education, 4833 copies of questionnaire was recovered and among those recovered copies, 4744 copies excluding 89 copies of which response was not sufficient was finally used for the study. For food allergy education, a teaching material, ‘How to check food allergy’ published by Seoul Metropolitan Office of Education and Atopy Environment Health Center of Samsung Medical Center was used. For all the test subjects, food allergy education was performed and through knowledge, perception change of the total children and self management and psychological change of children with food allergy, an effectiveness of education was intended to be evaluated. Total number of test subject was 4744 persons including 2409 male students and 2335 female students and among those, number of students with food allergy was 1649 persons. Based on each grade, students of 1st – 3rd grade was 2506 persons and that of 4th – 6th grade was 2238 persons, respectively. In the questionnaire conducted for the total test subjects, when observing knowledge change for food allergy, post-education score was significantly higher than that of pre-education in terms of antibody role, a concept of food allergy, understanding of food allergy symptom and food restriction (p<.001). In low graders, post-education score in all the categories was significantly high (p<.001) but in the high graders, post-education score excepting food allergy symptom was significantly high (p<.001). In both children group with food allergy and that without food allergy, score of post-education was higher than that of pre-education and a significant difference was represented (p<.001). Perception for a friend with food allergy was investigated by dividing it into three categories; whether there is any friend who has food allergy around, whether a friend with food allergy had ever been helped and what do you think of a friend who has food allergy. Ratio of responding to have friend with food allergy around was increased from 45.0% before the education and to 56.3% after the education and its difference was significantly represented (p<.001). A response that one had ever helped a friend with food allergy was significantly increased from 15.4% before the education to 17.7% after the education. A response that one felt pity for a friend with food allergy was significantly decreased from 63.6% before the education to 56.9% after the education (p<.001). Among the test subjects, self management status and psychological state were evaluated by targeting the children with food allergy. In order to identify foods causing food allergy, whether hospital diagnosis was received, food nutrients indication was confirmed at the time of food choice, alternative food was selected were investigated and as a result, a post-education response that hospital diagnosis was received and food components indication was confirmed was higher than pre-education response but in a category whether hospital diagnosis was received, a significant difference was not represented and in a category whether food components indication was confirmed, a significant increase was represented (p<.05). Post-education score for a category where alternative food was selected was significantly higher that pre-education score (p<.05). Finally, in case of the level of depression caused by food allergy, it was decreased after the education rather than before the education but its difference was not significant. When summarizing the result of this study, it was revealed that post-education score relevant to food allergy knowledge was significantly higher than pre-education score and perception for food allergy was also significantly increased after the education rather than before the education. Response rate of evaluation level for self management and psychological state by targeting the children with food allergy was significantly changed after the education. It is considered that an education through teaching material for children’s food allergy being used in this study was proved to be effective and an evaluation for sustainability of an educational effectiveness would be required to be performed through additional measurement of its effectiveness in the future.
Recently, prevalence rate of food allergy is being increased world-wide and it was reported that food allergy in children accounted for app. 2-8%. At present, food service is implemented in most of the elementary school but management for the students with food allergy is unsatisfactory in reality. Therefore, in this study, by conducting a food allergy education for the elementary school students, its effectiveness was intended to be observed. The study was performed for 7 months by targeting the studentes of elementary schools located at Seoul during the period from April to October, 2013 and class was progressed for 8 times and 2 times of evaluation before and after the education were made. Before the education, a questionnaire was performed by targeting 5789 students from 116 schools but after the education, 4833 copies of questionnaire was recovered and among those recovered copies, 4744 copies excluding 89 copies of which response was not sufficient was finally used for the study. For food allergy education, a teaching material, ‘How to check food allergy’ published by Seoul Metropolitan Office of Education and Atopy Environment Health Center of Samsung Medical Center was used. For all the test subjects, food allergy education was performed and through knowledge, perception change of the total children and self management and psychological change of children with food allergy, an effectiveness of education was intended to be evaluated. Total number of test subject was 4744 persons including 2409 male students and 2335 female students and among those, number of students with food allergy was 1649 persons. Based on each grade, students of 1st – 3rd grade was 2506 persons and that of 4th – 6th grade was 2238 persons, respectively. In the questionnaire conducted for the total test subjects, when observing knowledge change for food allergy, post-education score was significantly higher than that of pre-education in terms of antibody role, a concept of food allergy, understanding of food allergy symptom and food restriction (p<.001). In low graders, post-education score in all the categories was significantly high (p<.001) but in the high graders, post-education score excepting food allergy symptom was significantly high (p<.001). In both children group with food allergy and that without food allergy, score of post-education was higher than that of pre-education and a significant difference was represented (p<.001). Perception for a friend with food allergy was investigated by dividing it into three categories; whether there is any friend who has food allergy around, whether a friend with food allergy had ever been helped and what do you think of a friend who has food allergy. Ratio of responding to have friend with food allergy around was increased from 45.0% before the education and to 56.3% after the education and its difference was significantly represented (p<.001). A response that one had ever helped a friend with food allergy was significantly increased from 15.4% before the education to 17.7% after the education. A response that one felt pity for a friend with food allergy was significantly decreased from 63.6% before the education to 56.9% after the education (p<.001). Among the test subjects, self management status and psychological state were evaluated by targeting the children with food allergy. In order to identify foods causing food allergy, whether hospital diagnosis was received, food nutrients indication was confirmed at the time of food choice, alternative food was selected were investigated and as a result, a post-education response that hospital diagnosis was received and food components indication was confirmed was higher than pre-education response but in a category whether hospital diagnosis was received, a significant difference was not represented and in a category whether food components indication was confirmed, a significant increase was represented (p<.05). Post-education score for a category where alternative food was selected was significantly higher that pre-education score (p<.05). Finally, in case of the level of depression caused by food allergy, it was decreased after the education rather than before the education but its difference was not significant. When summarizing the result of this study, it was revealed that post-education score relevant to food allergy knowledge was significantly higher than pre-education score and perception for food allergy was also significantly increased after the education rather than before the education. Response rate of evaluation level for self management and psychological state by targeting the children with food allergy was significantly changed after the education. It is considered that an education through teaching material for children’s food allergy being used in this study was proved to be effective and an evaluation for sustainability of an educational effectiveness would be required to be performed through additional measurement of its effectiveness in the future.
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