Table 3 Key themes and their corresponding results of qualitative evaluations of included studies
Author (year) | Theme | Summary results |
|---|---|---|
Ahmad (2018) [52] | Satisfaction Effectiveness Acceptability | • One-quarter of the parents expressed support for the program • One-fifth of the parents shared their child’s progress in eating habits and physical activity • Parents were more accepting of online interventions compared to face-to-face ones |
Bhatia (2023) [55] | Acceptability Challenges | • Older adolescents, boys, from poor households, and out-of-school adolescents attended group activities less frequently • Younger adolescents found it hard to understand the questions arising in the discussion • Health workers and schoolteachers positively participated in collaborative or supportive actions initiated by the community youth team |
Dyke (2021) [40] | Acceptability Effectiveness Challenges Suggestion for improvement | • Cocreation team members played a critical role in program activities testing • Intervention activities were perceived as age-appropriate and acceptable by the participants • Confusion among some participants regarding a few nutrition messages • Cultural norms, poverty, and patriarchy prevented in practice the messages regarding nutritional meals • Girls perceived a gain in knowledge on nutrition and diet quality, physical activity, and healthy lifestyle • Limitations in participating in program activities due to competing interests such as schoolwork and household chores • Adolescents expected more training and educational sessions along with statistics |
Ferguson (2021) [34] | Satisfaction Effectiveness Challenges | • Participants found the workshop enjoyable • Use of local dialect, appropriate frequency and timing of SMS, and a consistent morning send-time for SMS improved participants'satisfaction • Participants reported the intervention has increased healthy eating, decreased unhealthy eating, balanced diet, catalyzed parent-adolescent communication, and improved physical health and fitness. In addition, participants also reported an indirect impact on individuals around them through the transmission of nutritional information and behavioral changes, which encouraged those around them to eat healthier • Lack of phone credit, failure to receive project SMS, phone crashes, limited time to respond to SMS, and forgetting to respond were the main challenges of the intervention |
Januraga (2020) [41] | Acceptability Challenges | • The quality, simplicity, and clarity of messages were considered facilitators of the acceptability of a health education campaign • The program improved participants’ intention to initiate behavioral change earlier rather than later and attitudes toward healthier food • Good visual presentation, not being data heavy, and having complete information were perceived to have a positive influence on the ease of use of a social media campaign • Participants with tight academic schedules or a lack of cooking skills found it difficult to experiment with the recipes suggested by the campaign • A lack of perceived self-efficacy, interpersonal barriers, and dependence on dishes prepared by parents prevented adolescents from choosing healthier food |
Jefrydin (2020) [38] | Acceptability Effectiveness Suggestions for Improvement | • Adolescents reported positive acceptance and viewed the program as motivating and effective • Participants indicated that the program enhanced their knowledge of nutrition labels and helped them choose and eat healthier food • Participants suggested using trending and current songs and bright-color graphics to attract more viewers and, at the same time, decrease the length of discussion |
Villamor (2023) [49] | Acceptability | • Stakeholders reported a high level of acceptability for the intervention activities and content |