Theory-driven n−3 polyunsaturated fatty acid education delivered by written correspondence and problem-based approaches☆

Abstract 

To examine the impact of education on n−3 polyunsaturated fatty acid (PUFA) knowledge and behaviors, we used 3 interventions that combined 2 delivery methods (mail and problem-based learning) and 2 treatment theories (social learning theory and facts only) in a 4-month educational experience for 85 elderly persons (mean age, 70.9 ± 9.7 years) diagnosed with arthritis. Baseline, midpoint, and final assessments were analyzed using a general linear model with repeated measures. n−3 PUFA intake, knowledge, confidence, and intention to consume dietary sources of n−3 PUFAs increased throughout the study (P <. 0001) independent of the theory or the delivery method. However, repeated use of facts-only materials was required to obtain outcomes equivalent to those seen after one use of the social learning theory intervention. Both delivery methods (ie, mailings and small-group discussion) were feasible and effective n−3 PUFA education strategies. Low n−3 PUFA intake in this midwestern sample validated the need for n−3 PUFA nutrition education.

Keywords: n−3 PUFA, Nutrition education, Social learning theory, Problem-based learning, Human nutrition