Current status of nutrition education media and its utilization in providing customized nutrition information for older adults in Korea: a scoping review based on the transtheoretical model and food literacy
- Author:
Seojin YUN
1
;
Jiwon AN
;
Kirang KIM
Author Information
- Publication Type:Review
- From:Korean Journal of Community Nutrition 2025;30(3):175-182
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
Objectives:This study analyzes the status of nutrition education media among Korean older adults based on the transtheoretical model (TTM) and their food literacy to propose effective strategies for the development and utilization of educational media.
Methods:A literature review was conducted using The Joanna Briggs Institute (JBI) protocol. The literature search was performed using government and local government agency websites, as well as those of affiliated institutions, health and nutrition-related academic societies, and academic search engines. A total of 144 studies were identified, and after a cross-evaluation by two reviewers based on the literature selection criteria, 73 studies were included in the final analysis.
Results:Among the types of nutrition education media, card news had the highest proportion, followed by video media. The development and distribution of nutrition education media for older adults were primarily carried out by government and local government agencies, as well as related affiliated institutions, accounting for 80.8% (n = 59) of the total. When nutrition education topics in the media were categorized according to the stages of behavior change in the TTM, the largest proportion, 64.6% (n = 61), was applicable to the precontemplation and contemplation stages. When categorized by food literacy domains, all topics fell under the categories of nutrition and safety.
Conclusion:Nutrition education media for older adults were found to be primarily focused on knowledge acquisition and information delivery, making them mostly applicable to the precontemplation and contemplation stages of behavior change. The concept of food literacy addressed in the different types of media was limited to the domains of nutrition and safety, with no content covering the cultural and relational domains or the social and ecological domains. For tailored nutrition education, it is necessary to develop diverse educational materials that comprehensively reflect each stage of the TTM and all aspects of food literacy.
