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Trial registered on ANZCTR

Registration number

ACTRN12618000863235

Ethics application status

Approved

Date submitted

3/04/2018

Date registered

22/05/2018

Date last updated

22/05/2018

Type of registration

Retrospectively registered

Titles & IDs

Public title

Prevention of Metabolic Syndrome Among teachers in Makassar, Indonesia : School based

Scientific title

Impact of Balanced Nutrition Education on Prevention Metabolic Syndrome Among teachers in Makassar, Indonesia : School based

Secondary ID [1]

None

Universal Trial Number (UTN)

Trial acronym

Linked study record

Health condition

Health condition(s) or problem(s) studied:

Metabolic Syndrome

Obesity

Condition category

Condition code

Public Health

Health promotion/education

Diet and Nutrition

Obesity

Intervention/exposure

Study type

Interventional

Description of intervention(s) / exposure

This is an intervention related to the knowledge, attitudes and practice of balanced nutrition guidelines done to teachers in schools for 4 months. Intervention is done by using modules and educational tools that have been developed using the concept of Self determination theory and based on preliminary study results that have been done previously. Balanced nutrition guidelines are guidelines issued by health ministries to prevent the increasing prevalence of non-communicable diseases, including the metabolic syndrome. The guidelines for balanced nutrition consist of 10 basic messages: eating a variety of foods; eating lots of vegetables and enough fruits; eat food high in protein; getting used to a variety of staple foods; limiting consumption of sweet, salty and fatty foods; getting breakfast; get used to drink enough water and safe; get used to read labels on the packaging; wash hands with clean water; and do physical activity and maintain ideal body weight.
Activities are conducted in the school each month with a related theme
1. Know the health problems and consumption of vegetables and fruits
2. Physical activity, sedentary behavior and maintaining ideal body weight
3. Eat high protein side dishes, limit the consumption of sweet, salty and fatty foods, and get used to reading the label on the packaging
4. Breakfast and drink enough water.

Instruments provided are balanced nutrition module, balance sheet (calendar) balanced nutrition, Poster physical activity.

The meeting will be conducted by 4 facilitators, The facilitator has been trained before, and has experience in providing education to several population groups such as students, teachers, and company employees.

Face-to-face meetings are conducted in each school by collecting all the teachers each month

Each meeting will end with an evaluation that each respondent should fill in on the behavior performed within 1 month, related to the material that has been given previously.

Frequency of meeting 1 x 45 minutes per month for 4 month (Timing based FGD conducted before in other school in Makassar)
Modules and educational tools have been developed by using our preliminary study and FGD from teacher. Modules adapt from some modules, including:
• Perth Active Living for Seniors (PALS) Program “Improving quality of life through physical activity and nutrition” a project of the western Australian centre for health promotion research, curtin university, the national heart foundation of Australia (WA Division) in collaboration with the Australian Technology Network Universities Centre for Metabolic Fitness (Burke et al., 2008).
• Balance nutrition module for elementary children. Module of Cooperation from Center for nutrition and health studies And Center For Health Research. Public Health Faculty. Universitas Indonesia 2011. (Puska, FKM, & UI, 2011).
• Food chemistry learning module for healthy eating behavior (Based on Cognitive Social theory (Husain, 2016).

In school we conducted a group discussion

For the control group we use pamphlet balance nutrition guidelines reprint with permission from the Ministry of Health Indonesia

We have also conducted FGDs on teachers at other schools in Makassar city with the following objectives:

a. Explores the obstacles of teachers in practicing balanced nutrition guidelines
b. Assess the modules and educational tools that have been prepared
c. Determine the length of time that can be used, when meeting with the teacher.

For evaluation, we make a checklist of balanced nutrition practices that have been done by the respondent at the end of each module. This checklist is filled out every week and will be collected at the next meeting. Cheklist will be moved to another sheet, so the module remains complete.

Intervention code [1]

Behaviour

Intervention code [2]

Prevention

Comparator / control treatment

The control group will be given a balanced nutrition guidelines pamphlet that has been issued by the health ministry. Pamphlet will be given 1 time in a meeting with all teachers who become control in one school.

Control group

Active

Outcomes

Primary outcome [1]

Fasting blood glucose was analysis by hexokinase.

Timepoint [1]

Baseline

4 month post completion of the intervention program (primary endpoint)

9 month after intervention

Primary outcome [2]

Waist Circumference was measured by using OneMed Tape measure. Waist circumference will be measured standing up at the level midway between the lowest rib margin and the iliac crest to the nearest 0.5 cm

Timepoint [2]

Baseline
4 month post completion of the intervention program (primary endpoint)
9 month after intervention

Primary outcome [3]

Lipid profile (HDL was analysis by using homogeneous enzymatic colorimetric assay method and triglycerides was analysis by using enzymatic colorimetric method)

Timepoint [3]

Baseline

4 month post completion of the intervention program (primary endpoint)

9 month after intervention

Secondary outcome [1]

Changes in physical activity assed by IPAQ

Timepoint [1]

Baseline, 4 month post completion of the intervention program, 9 month after intervention

Secondary outcome [2]

Changes in sitting time assed by IPAQ

Timepoint [2]

Baseline, 4 month post completion of the intervention program, 9 month after intervention

Secondary outcome [3]

Changes in Knowledge assed by Knowledge, attitude and practice (KAP) questionnaire have been validated before with R =0,790

Timepoint [3]