AI Article Synopsis
- The study examines how nutrition knowledge evolves in diabetic children and their mothers after participating in a therapeutic education program, using concept mapping as a method.
- Before the program, both mothers and children have strong knowledge about food, but their understanding is organized differently: children’s knowledge is conceptual, while mothers’ knowledge is more problem-solving focused.
- Post-education, both children and mothers show improved knowledge and connections between old and new information, highlighting the potential benefits of using their existing knowledge networks for better nutritional education.
Article Abstract
This study describes, using concept mapping, the nature, organization of knowledge on nutrition and its evolution following therapeutic patient education program in 5 diabetic children (8 to 9 years old) and their mothers. Before the education session, mothers and children are highly knowledgeable about food. The organization of knowledge in children is conceptual and differs from that found in mothers which is based on problems solving. After education, new knowledge and new links between old and recent knowledge testify of learning. A comparison between the maps of children and their mother reveals similarities but also differences in their preoccupations. This research shows that using the preexisting knowledge networks of parents and children could contribute to improve their education on nutrition.
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