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Effect of Iron-Deficiency Education on Iron-Rich Food Consumption among Female University Students in Nigeria

Abstract

Iron deficiency is an important nutritional and public health concern among female university students in Nigeria and may be associated with inadequate dietary iron intake, menstrual blood loss, restrictive dietary practices, poor nutritional knowledge, and other factors. Female university students may experience increased nutritional demands while managing academic responsibilities, financial limitations, irregular meal patterns, and changes in eating habits. Inadequate iron intake may contribute to iron deficiency and iron-deficiency anaemia, which can affect energy levels, concentration, academic performance, and general well-being. Iron-deficiency education provides an opportunity to improve students' understanding of iron requirements, dietary sources of iron, factors that enhance or inhibit iron absorption, and practical strategies for incorporating iron-rich foods into regular meals. Against this background, this study investigates the effect of iron-deficiency education on iron-rich food consumption among female university students in Nigeria. The study will be anchored on the Health Belief Model, Social Cognitive Theory, and Social Ecological Model. The Health Belief Model explains how students' perceptions of susceptibility to iron deficiency, perceived severity, perceived benefits of consuming iron-rich foods, perceived barriers, self-efficacy, and cues to action may influence dietary practices. Social Cognitive Theory emphasizes observational learning, behavioural modelling, self-efficacy, reinforcement, and social support in developing and maintaining healthy dietary behaviours. The Social Ecological Model highlights the influence of individual knowledge, family and peer influences, university food environments, socioeconomic circumstances, food availability, cultural practices, and broader community factors on students' dietary choices. Collectively, these theoretical perspectives provide a suitable framework for explaining how iron-deficiency education may influence iron-rich food consumption among female university students in Nigeria. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise female undergraduate and postgraduate students aged 18 years and above enrolled in selected public and private universities across Nigeria. A multistage sampling technique will be used to select geopolitical zones, states, universities, faculties or departments, academic levels, and eligible students. Iron-deficiency education will be assessed using indicators such as exposure to educational sessions, frequency and duration of education, information on causes and consequences of iron deficiency, daily iron requirements, animal and plant sources of dietary iron, locally available iron-rich foods, haem iron and non-haem iron sources, factors that enhance iron absorption such as vitamin C, factors that may inhibit absorption such as certain dietary components, appropriate meal combinations, effects of menstrual blood loss on iron needs, signs and risk factors of iron deficiency, and appropriate use of healthcare and nutritional services. Iron-rich food consumption will be assessed using indicators such as frequency and quantity of consumption of iron-rich animal foods, legumes, beans, peas, lentils, dark green leafy vegetables, fortified cereals and other locally available iron-containing foods, variety of iron-rich foods consumed, inclusion of iron-rich foods across meals, consumption of foods that enhance iron absorption, appropriate meal combinations, dietary diversity, and consistency of iron-rich food intake. Data will be collected using structured questionnaires, iron-deficiency knowledge assessment tools, food-frequency questionnaires, 24-hour dietary recalls, dietary practice scales, and pre-test and post-test assessments where a quasi-experimental intervention is adopted. Descriptive statistics will be used to summarize students' demographic and socioeconomic characteristics, dietary patterns, nutritional knowledge, sources of nutrition information, and iron-rich food consumption. Inferential statistical techniques, including chi-square tests, paired and independent t-tests, correlation analysis, and logistic or multiple regression analysis where appropriate, will be used to determine the effect of iron-deficiency education on iron-rich food consumption. Where a quasi-experimental design is adopted, dietary consumption scores before and after the educational intervention may be compared with those of a comparison group to determine changes associated with the intervention. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that iron-deficiency education has a significant positive effect on iron-rich food consumption among female university students in Nigeria. Students exposed to structured, evidence-based, practical, and culturally appropriate nutrition education are expected to demonstrate improved knowledge of iron deficiency and increased consumption of iron-rich foods compared with students without comparable exposure. Education may improve students' ability to identify affordable locally available iron-rich foods, combine foods to improve iron absorption, and make healthier dietary choices within their financial and academic circumstances. Practical education may also correct misconceptions about dietary iron and increase students' confidence in incorporating iron-rich foods into regular meals. However, food costs, limited availability of nutritious foods, irregular meal patterns, university food environments, cultural preferences, dietary restrictions, limited cooking facilities, and financial constraints may reduce the effectiveness of education alone. The study therefore expects accessible, practical, culturally appropriate, and sustained iron-deficiency education, supported by favourable food environments and access to affordable nutritious foods, to contribute significantly to improved iron-rich food consumption among female university students in Nigeria. The study is expected to contribute to the literature on iron deficiency, nutritional education, dietary practices, iron-rich food consumption, anaemia prevention, women's nutrition, university student health, nutrition literacy, healthy eating, and public health in Nigeria. The findings will provide useful information to the Federal Ministry of Health and Social Welfare, Federal Ministry of Education, universities, university health centres, nutrition departments, dietitians, healthcare professionals, public health practitioners, student organizations, development partners, and policymakers regarding strategies for improving dietary iron intake among young women. The study will also provide evidence-based recommendations for integrating iron-deficiency education into university health and nutrition programmes, promoting affordable locally available iron-rich foods, strengthening nutrition counselling, improving students' knowledge of dietary iron absorption, encouraging healthier university food environments, and developing sustainable nutrition interventions that promote adequate iron-rich food consumption among female university students across Nigeria.

Keywords: Iron-deficiency education, iron-rich food consumption, female university students, iron deficiency, dietary iron, nutrition education, anaemia prevention, women's nutrition, healthy eating, nutrition literacy, Nigeria, public health.