Background: Inappropriate infant and young child complementary feeding practices related to a lack of maternal knowledge contributes to an increased risk of malnutrition, morbidity, and mortality. There is a lack of data regarding the effect of nutrition education on maternal knowledge, feeding, and hygiene practices as part of a supplementary feeding intervention targeting infants and young children with moderate acute malnutrition in low-income countries like Uganda. Objective: To determine whether nutrition education improves knowledge, feeding, and hygiene practices of mothers with infants and young children diagnosed with moderate acute malnutrition. Methods: A cross-sequential study using a pretest–posttest design included 204 mother–infant pairs conveniently sampled across 24 randomly selected clusters. Weekly nutrition education sessions were embedded in a supplementary porridge intervention for 3 months. Mean scores and proportions for knowledge, feeding, and hygiene practices were determined at baseline and end line. The difference between mean scores at the 2 time points were calculated with the paired t test analysis, while the proportions between baseline and end line were calculated using a z test analysis. Results: Mean scores for knowledge, dietary diversity, and meal frequency were higher at end line compared to baseline (P < .001). Handwashing did not improve significantly (P = .183), while boiling water to enhance water quality improved (P < .001). Conclusion: Nutrition education in conjunction with a supplementary feeding intervention targeting infants and young children with moderate acute malnutrition improved meal frequency, dietary diversity and water quality.

中文翻译：

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营养教育对乌干达中度急性营养不良儿童母亲知识、辅食和卫生习惯的影响

背景：与缺乏孕产妇知识相关的不适当的婴幼儿辅食添加做法会增加营养不良、发病率和死亡率的风险。作为针对乌干达等低收入国家中度急性营养不良婴幼儿的补充喂养干预措施的一部分，缺乏营养教育对孕产妇知识、喂养和卫生习惯的影响的数据。目的：确定营养教育是否能提高被诊断为中度急性营养不良的婴幼儿母亲的知识、喂养和卫生习惯。方法：使用前测-后测设计的交叉序列研究包括在 24 个随机选择的集群中方便地采样的 204 对母婴。每周的营养教育课程被嵌入到补充粥干预中，为期 3 个月。在基线和终点线确定知识、喂养和卫生习惯的平均分数和比例。2 个时间点的平均得分差异采用配对 t 检验分析计算，基线与终点线之间的比例采用 az 检验分析计算。结果：与基线相比，终点线的知识、饮食多样性和进餐频率的平均得分更高（P < .001）。洗手没有显着改善（P = .183），而提高水质的沸水改善（P < .001）。结论：营养教育与针对中度急性营养不良婴幼儿的补充喂养干预相结合，改善了进餐频率，