title: [Nutrition education in schools: potential resources for a teacher/nurse partnership].
abstract: BACKGROUND
  Nutrition education in schools must be based on a collaborative approach between teachers and school nurses. The objective of this study was to compare the nutrition education representations and practices of primary school teachers and school nurses in the Languedoc-Roussillon region in the South of France. We used the theoretical framework of complexity, which is particularly suited to multifactorial phenomena such as nutrition education.
  
  
  METHODS
  We interviewed 112 primary school teachers and 33 school nurses about three aspects of their nutrition education representations and practices: actors, content and place of nutrition education at school.
  
  
  RESULTS
  Nurses had a more comprehensive and complex approach to nutrition education, including a collaborative approach. However, teachers had a fairly simplistic view of nutrition education and their practice took little account of the psychosocial dimensions of nutrition and a collaborative approach.
  
  
  CONCLUSIONS
  Nurses could be resources for teachers to help them change their approach to health by transforming a purely biomedical approach to health and nutrition into a more comprehensive approach, particularly taking into account in its psychological and social dimensions, which would be more appropriate to address the growing prevalence of diet-related chronic diseases in France today.
authors.forename: France
authors.initials: F
authors.lastname: Arboix-Calas
authors.forename: Geneviève
authors.initials: G
authors.lastname: Lemonnier
mesh_terms: D000328:Adult; D002648:Child; D000067576:Child Health; D005178:Faculty; D005260:Female; D005602:France; D006266:Health Education; D006801:Humans; D008297:Male; D008875:Middle Aged; D009751:Nutritional Requirements; D012573:School Nursing; D011795:Surveys and Questionnaires