Introduction: A training needs assessment (TNA) was conducted by the Department of Science and Technology, Food and Nutrition Research Institute (DOST-FNRI) to design appropriate and relevant trainings for Municipal Nutrition Action Officers (MNAOs). In the Philippines, MNAO is a nutrition officer who serves at the municipal level and is tasked to ensure the localisation of the Philippine Plan of Action for Nutrition (PPAN) in Local Government Units (LGU) to ensure proper implementation of activities on Public Health Nutrition (PHN). Methods: A total of 162 MNAOs in the country answered the online TNA survey conducted from April to May 2023. Results: Based on the results of the TNA survey, there was a need for DOST-FNRI to design and conduct trainings related to the top three core competencies identified by MNAOs: Creating policies and standards related to food and nutrition; advocating legislation, regulation, and nutrition policies; and designing appropriate nutrition information education and communication (IEC) materials. Conclusion: Based on the study results, it is recommended that LGUs allocate funds for capacity building of the public health workforce to create a skilled workforce in the community that will coordinate the formulation, implementation, monitoring, and evaluation of nutrition plans at the municipal level. For future consideration, curriculum design for professional development in public health nutrition should include core competencies on food and nutrition policy programme, nutrition programme management, and IEC development.

Introduction: This study entailed the process of developing an online questionnaire to determine awareness, knowledge, attitude and self-efficacy (AKAS) on healthy eating for nutrition education. Currently, there is no local validated questionnaire that can be used to assess AKAS on healthy eating among Filipino adults. Methods: The study developed the questionnaire based on theoretical frameworks and literature review. The draft questionnaire underwent three stages of development: (1) online modified Delphi technique composing of seven subject matter experts (SME) for content validity; (2) online cognitive debriefing with 32 participants (14 nutrition experts and 18 general public) for construct validity; and (3) online pre-testing with 35 participants (non-nutritionists) using test-retest method. Results: For first stage, the questionnaire contained 16 questions for awareness, 17 questions for knowledge, 17 questions for attitude, and 15 questions for self-efficacy. For second stage, significantly different scores (p-value<0.00) between nutritionist experts and general public were observed, showing good construct validity. For third stage, Spearman’s correlation of test-retest method was 0.640. The questionnaire yielded Cronbach’s alpha of 0.467 to 0.923 (round 1) and 0.435 to 0.923 (round 2). A second analysis was done to improve the internal consistency of the questionnaire. By combining two question categories (awareness and knowledge), the Cronbach’s alpha increased to 0.659 (round 2), and by deleting three questions in attitude category, the Cronbach’s alpha improved to 0.626 (round 2). Conclusion: The process used ensured the questionnaire’s validity and reliability. Hence, this online questionnaire may be adopted by parties interested in developing and assessing nutrition education.

Introduction: A six-minute nutrition cartoon video “The Magical Pinggang Pinoy in Nutrilandia” was developed and pre-tested to encourage hearing and deaf and mute children to eat a variety of foods by following the Pinggang Pinoy® (Healthy Plate). This study described the development process of the nutrition cartoon video and explored the participants’ acceptance towards it. Methods: The video underwent two levels of pre-testing to ensure comprehensibility, attractiveness, acceptability, and self-involvement. The first level was conducted among three DOST-FNRI experts, while the second level was among six deaf-mute school teachers and 30 mothers/ caregivers of 6-9 years old hearing children. Data were collected through an online self-administered questionnaire. Open-ended questions allowed participants to express themselves freely on the given subjects. Data analysis used thematic analysis. Results: The video conveyed clear information on the Pinggang Pinoy®, and the inclusion of animation, subtitles, visuals, and voice-over made the video easier to understand. Participants stated that the message of the video was directed to children, teens, adults, malnourished people, and everyone in general. Pre-testing the nutrition cartoon video before final production identified terminologies and concepts that participants found unfamiliar, confusing and unacceptable; offered suggestions for improvement and made pre-tested video appropriate for hearing and deaf-mute children. Conclusion: Overall, the participants had positive perceptions on the nutrition cartoon video. The video can be used in nutrition education classes among hearing and deaf and mute children, and serves as a tool to measure children’s nutrition knowledge on healthy eating.

Introduction: Nutrition education among school children and their mothers is an opportunity to promote lifelong healthy eating behaviours to improve their nutrition and well-being. The present study determined the effectiveness of nutrition education modules in improving children and their mothers’ knowledge on food and nutrition. Likewise, changes in attitude and behaviour among children were also determined. Methods: Five nutrition education modules were developed with key messages on healthy plate, fruits and vegetables, protein sources, nutrientdense sources of energy, and water and healthy beverages. Grades 2 and 3 students received 60 hours of nutrition education with a duration of 25 minutes per session. Students were divided into two groups: (1) nutrition education alone (n=83) and (2) nutrition education with feeding (n=83). Simultaneously, a total of nine onehour nutrition education sessions were conducted among mothers, following the same five modules taught to the students. Mothers were also grouped according to their child’s group. Results: Student participants in both groups exhibited improvements in mean scores on knowledge, attitude, and behaviour (KAB) from baseline to end line. Based on results of mothers’ classes, mean post-test scores of participants were significantly higher than mean pre-test scores in both groups. Group 1 had a higher increase in score from 67.2±32.8 at pre-test to 71.8±33.7 in post-test. Conclusion: The developed nutrition education modules were effective in teaching children proper nutrition. Incorporation of these modules into the K to 12 curriculum will emphasise importance of proper nutrition in early childhood. Moreover, mothers’ classes can be an effective way to bridge the gap between school and community nutrition interventions.