Nutritional Knowledge and Perception of 100 Level Nursing Students on Nutrition during their First Six Months at Oyo State College of Nursing and Midwifery, Eleyele Ibadan

Abstract

Adequate nutritional knowledge and positive dietary practices are foundational to the professional competence of nursing students, who are anticipated to serve as health educators and role models for public health promotion. Yet, the transition into collegiate academic environments frequently disrupts established dietary behaviors, creating a knowledge-practice gap with implications for both student well-being and future patient care. Objective: This study aimed to assess nutritional knowledge, dietary perceptions, and the determinants of dietary choices among first-year nursing students within their initial six months of enrollment at Oyo State College of Nursing and Midwifery, Eleyele, Ibadan, Nigeria. A descriptive cross-sectional survey design was employed. Using purposive sampling, structured, self-administered questionnaires were distributed to all 246 students admitted into the inaugural cohort of the academic year, yielding a total enumeration sample. Data were analyzed using descriptive statistics with frequencies and percentages reported for categorical variables. The majority of respondents (n = 246; 82.9% female; mean age below 20 years) demonstrated high baseline nutritional knowledge, with 99.6% correctly defining nutrition and 98.8% identifying the characteristics of a balanced diet. Notwithstanding, significant knowledge gaps were observed in areas of micronutrient biosynthesis, with only 51.6% correctly identifying that micronutrients are not endogenously produced. Dietary perceptions were largely favorable, with 98.8% affirming the necessity of a healthy diet and 95.1% endorsing daily consumption of fruits and vegetables. Despite these attitudes, dietary practices were constrained by food cost 98.8%, food availability 93.1%, time limitations, and sociocultural influences. A discernible knowledge attitudepractice (KAP) gap was identified among first-year nursing students at this institution. While nutritional knowledge and perceptions were largely positive, structural and contextual barriers impeded the translation of these attitudes into healthy dietary behaviors. Findings underscore the need for curriculum-integrated nutrition education, institution-level dietary support structures, and targeted policy interventions to bridge the KAP gap and foster lifelong healthy dietary conduct among nursing students.