“必须有所付出”：学校-社区伙伴关系的紧张关系如何挑战学校内SNAP-Ed资助的PSE项目的可持续性。

IF 2.3 3区医学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of Nutrition Education and Behavior Pub Date : 2025-01-01 DOI:10.1016/j.jneb.2024.09.004

Elisabeth G. Fornaro PhD , Erin McCrossan PhD , Soula Servello MS , Peter Hawes MPP , Ebru Erdem PhD , Katrina Struloeff PhD

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引用次数: 0

摘要

目标：确定学校可持续政策、系统和环境（PSE）变化的障碍和促进因素。设计：2018-2019年19所学校的案例研究。项目背景：接受补充营养援助教育计划（SNAP-Ed）资助项目的费城学区学校参与者：对119名学校和SNAP-Ed工作人员进行访谈，并对营养项目进行138小时的观察。感兴趣的现象：当SNAP-Ed实施者按照SNAP-Ed的指导，将PSE维护工作移交给学校员工时，会出现紧张的情况。分析：采访记录和观察结果进行演绎和归纳编码。结果：SNAP-Ed与学校员工对学校员工接管PSE能力的期望存在差距。这种能力差距是对可持续性的挑战，也是公平分配项目的障碍。本研究发现可持续PSE(1)的促进因素具有共同的、可行的项目维护目标；(2) SNAP-Ed的可见度提高；(3)确定学校工作人员的角色，考虑他们维持计划的能力；(4)指定伙伴关系协调员，促进沟通，缩小能力差距。结论和意义：重要的是要考虑SNAP-Ed接受学校的学校工作人员最终维持PSE变化是否可行。鉴于持续的能力挑战，期望学校工作人员领导编程可能是学生最需要的学校持续PSE编程的障碍。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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“Something's Got to Give”: How the Tensions of School-Community Partnerships Challenge the Sustainability of SNAP-Ed Funded PSE Programming Within Schools

Objective

Identify barriers and facilitators to sustainable policy, systems, and environmental (PSE) changes in schools.

Design

Case studies of 19 schools during 2018–2019.

Setting

School District of Philadelphia schools receiving Supplemental Nutrition Assistance Program-Education (SNAP-Ed)-funded programming

Participants

Interviews with 119 school and SNAP-Ed staff and 138 observation hours of nutrition programming.

Phenomenon of Interest

Tensions that occur when SNAP-Ed implementers, in accordance with SNAP-Ed guidance, move toward handing over PSE maintenance to school staff.

Analysis

Interview transcripts and observations coded deductively and inductively.

Results

There is a gap between SNAP-Ed and school staff expectations of school staff capacity to take over PSE. This capacity gap was a challenge to sustainability and a barrier to equitable program distribution. This study finds facilitators of sustainable PSE (1) shared, feasible goals for program maintenance; (2) increased visibility of SNAP-Ed; (3) established roles of school staff, considering their capacity to maintain programming; and (4) designated partnerships coordinator, to facilitate communication and close the capacity gap.

Conclusions and Implications

It is important to consider whether it is feasible for school staff in SNAP-Ed recipient schools to ultimately maintain PSE changes. Given persistent capacity challenges, expecting school staff to lead programming may be a barrier to sustained PSE programming in schools in which students need it most.

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来源期刊

Journal of Nutrition Education and Behavior 医学-学科教育

CiteScore

4.20

自引率

11.50%

发文量

379

审稿时长

44 days

期刊介绍： The Journal of Nutrition Education and Behavior (JNEB), the official journal of the Society for Nutrition Education and Behavior, is a refereed, scientific periodical that serves as a global resource for all professionals with an interest in nutrition education; nutrition and physical activity behavior theories and intervention outcomes; complementary and alternative medicine related to nutrition behaviors; food environment; food, nutrition, and physical activity communication strategies including technology; nutrition-related economics; food safety education; and scholarship of learning related to these areas. The purpose of JNEB is to document and disseminate original research and emerging issues and practices relevant to these areas worldwide. The Journal of Nutrition Education and Behavior welcomes evidence-based manuscripts that provide new insights and useful findings related to nutrition education research, practice and policy. The content areas of JNEB reflect the diverse interests in nutrition and physical activity related to public health, nutritional sciences, education, behavioral economics, family and consumer sciences, and eHealth, including the interests of community-based nutrition-practitioners. As the Society''s official journal, JNEB also includes policy statements, issue perspectives, position papers, and member communications.