Investing in Her Health: Effects of a Nutrition Education Intervention on Female Undergraduates in Nepal
1
Medical and Allied Science, Nobel College, Pokhara University, Kathmandu, Nepal
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
ABSTRACT:
Nutrition knowledge plays a vital role in shaping dietary behavior and healthy eating habits across a woman’s life course. Although Nepal has endorsed several nutritional policies and guidelines, the extent to which these effectively reach young women remains understudied. This study assessed the effectiveness of a nutrition enhancement package in improving nutrition knowledge, attitudes, and Health Belief Model (HBM) constructs among undergraduate female students in girls’ colleges. An explanatory mixed-method design was used. First, a cross-sectional analytical study (n = 372) measured nutrition knowledge using the Nutrition Knowledge Score (NKS) adapted from the FAO KAP Module (2014). Scores were categorized according to FAO criteria into “Urgent Intervention” (≤70) and “Intervention to be considered” (71–89); 79.8% fell in the former, confirming substantial knowledge gaps and the need for intervention, further supported by qualitative findings. In the second phase, an educational package was developed using the P-process informed by survey data, four focus group discussions, and four key informant interviews. In the third phase, a quasi-experimental two-group pretest–posttest study was conducted using HBM-based attitude items. Post-intervention, the Mann–Whitney U test showed a statistically significant difference in nutrition-related attitudes between intervention and comparison groups (p = 0.001), with no significant baseline difference (p = 0.213). The intervention group showed significant improvements in perceived benefits, reduced perceived barriers, self-confidence, perceived susceptibility, perceived severity, and cues to action (all p = 0.001). Wilcoxon test results showed a significant increase in median knowledge scores in the intervention group (from 180 to 251; p < 0.05), with no significant change in the comparison group. These findings highlight that gender-responsive, theory-driven nutrition education in higher education settings can strengthen young women’s health literacy, support healthier behaviours, and contribute to broader human capital and development gains in Nepal and the wider Southeast Asian region.
Nutrition knowledge plays a vital role in shaping dietary behavior and healthy eating habits across a woman’s life course. Although Nepal has endorsed several nutritional policies and guidelines, the extent to which these effectively reach young women remains understudied. This study assessed the effectiveness of a nutrition enhancement package in improving nutrition knowledge, attitudes, and Health Belief Model (HBM) constructs among undergraduate female students in girls’ colleges. An explanatory mixed-method design was used. First, a cross-sectional analytical study (n = 372) measured nutrition knowledge using the Nutrition Knowledge Score (NKS) adapted from the FAO KAP Module (2014). Scores were categorized according to FAO criteria into “Urgent Intervention” (≤70) and “Intervention to be considered” (71–89); 79.8% fell in the former, confirming substantial knowledge gaps and the need for intervention, further supported by qualitative findings. In the second phase, an educational package was developed using the P-process informed by survey data, four focus group discussions, and four key informant interviews. In the third phase, a quasi-experimental two-group pretest–posttest study was conducted using HBM-based attitude items. Post-intervention, the Mann–Whitney U test showed a statistically significant difference in nutrition-related attitudes between intervention and comparison groups (p = 0.001), with no significant baseline difference (p = 0.213). The intervention group showed significant improvements in perceived benefits, reduced perceived barriers, self-confidence, perceived susceptibility, perceived severity, and cues to action (all p = 0.001). Wilcoxon test results showed a significant increase in median knowledge scores in the intervention group (from 180 to 251; p < 0.05), with no significant change in the comparison group. These findings highlight that gender-responsive, theory-driven nutrition education in higher education settings can strengthen young women’s health literacy, support healthier behaviours, and contribute to broader human capital and development gains in Nepal and the wider Southeast Asian region.
| eISSN: | 2654-1459 |
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