重庆市营养改善计划地区中学生营养素养现况及影响因素

  目的  分析重庆市农村义务教育学生营养改善计划地区中学生营养素养现状及影响因素，为提高学生的营养素养提供科学依据。  方法  于2020年9月通过网络调查从重庆市12个国家试点区县、2个地方试点区县的中学抽取3 365名初一、初二学生作为调查对象，匿名填写自制的营养素养问卷。通过相对评价法将营养素养得分折算为百分制，以中位数作为营养素养合格的判定标准。  结果  学生营养素养得分中位数为63.5分，64.2%达到合格水平。多因素Logistic回归分析结果显示，寄宿学校(OR=1.28，95%CI=1.08~1.51)和主要带养人为非父母(OR=1.22，95%CI=1.05~1.42)学生营养素养不合格风险较高；居住地为城镇(OR=0.75，95%CI=0.63~0.90)、营养改善地区为地方试点(OR=0.83，95%CI=0.71~0.97)和父亲具有较高的文化程度(OR=0.70，95%CI=0.52~0.95)学生营养素养不合格风险较低(P值均 < 0.01)。课堂为学生目前(65.1%)和期望(72.8%)获取营养信息的主要渠道。  结论  重庆市营养改善计划地区中学生的营养素养水平有待提高。可通过加强学校的营养教育，以寄宿学校、居住地为农村、国家试点地区的中学生及其带养人为重点人群。

Nutritional literacy and influencing factors among students from Nutrition Improvement Program for Rural Compulsory Education Students in Chongqing

  Objective  To analyze the nutritional literacy and influencing factors among students from Nutrition Improvement Program for Rural Compulsory Education Students (NIPRCES) in Chongqing, and to provide a scientific basis for improving the nutritional literacy of middle school students in the NIPRCES.  Methods  Using cross-sectional survey, a total of 3 365 students in the grade 7 and 8 were selected from the middle schools in 12 national pilot districts and 2 Chongqing pilot districts by online survey in September 2020. Students filled out a self-designed nutritional literacy questionnaire anonymously. The relative evaluation method was used to convert the nutritional literacy of scores into a percentile, and the median score was used as the criterion for qualified nutritional literacy screening.  Results  The median score of nutritional literacy of participants was 63.5, and 64.2% achieved the qualified level. The results of multivariate Logistic regression analysis showed that boarding school (OR=1.28, 95%CI=1.08-1.51) and no parents as the primary caregiver (OR=1.22, 95%CI=1.05-1.42) were associated with poor nutritional literacy. Urban residence (OR=0.75, 95%CI=0.63-0.90), NIPRCES local pilot (OR=0.83, 95%CI=0.71-0.97) and high paternal education (OR=0.70, 95%CI=0.52-0.95) were associated with higher nutritional literacy (P < 0.01). Classroom was the main channel for students to obtain nutrition information at present (65.1%) and in the future (72.8%).  Conclusion  The nutritional literacy among students in the NIPRCES in Chongqing needs to be improved. Nutritional literacy level of students can be strengthened by nutritional education in boarding schools, rural areas, national pilot areas, and primary caregivers.