魁北克小学营养健康促进干预措施的可得性和实施特点。

IF 1.8 4区 医学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Erin K. O'Loughlin, Mounia Naja, Robert J. Wellman, Katerina Maximova, Jennifer L. O'Loughlin
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引用次数: 0

摘要

背景:营养相关健康促进干预措施(n- hpi)的可得性和质量因小学而异。在加拿大魁北克省,我们研究了学校环境因素(例如,社会经济剥夺)是否与N-HPI的可用性有关,以及可用的N-HPI是否包含基于证据的实施特征。方法:在一项横断面研究(2016-2019)中,来自171所小学的信息提供者报告了N-HPI的可用性。对10个校级环境指标的可得性进行了分析。深入研究了52个n- hpi的子集,以与文献综述中确定的15个基于证据的实施特征保持一致。结果:120所学校报告了n - hpi(70%,其中77%为弱势群体)。在深入研究的52个n- hpi中,超过75%的人表现出四个核心特征:员工参与、多种核心能力的整合、创新的教学策略以及与学校环境的一致性。较少的hpi包括正式评估(46%),多次交付(35%),或让学生参与设计或实施(15%)。启示:为了加强n - hpi,政策制定者应从一开始就支持灵活的、有理论依据的干预措施,包括评估。学生、员工和家庭在计划中的更多参与可能有助于解决持续存在的障碍。结论:虽然n - hpi广泛存在,且通常具有循证实施特征,但仍有提高学生参与度、延长项目期限和加强评估的空间。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Availability and Implementation Characteristics of Nutrition Health Promotion Interventions in Quebec Elementary Schools

Availability and Implementation Characteristics of Nutrition Health Promotion Interventions in Quebec Elementary Schools

Background

Availability and quality of nutrition-related health-promoting interventions (N-HPIs) vary across primary schools. We examined whether school contextual factors (e.g., socioeconomic deprivation) were associated with N-HPI availability in Quebec, Canada, and whether available N-HPIs incorporated evidence-based implementation characteristics.

Methods

In a cross-sectional study (2016–2019), informants from 171 primary schools reported on N-HPI availability. Availability was analyzed in relation to 10 school-level contextual indicators. A subset of 52 N-HPIs was examined in-depth for alignment with 15 evidence-based implementation characteristics identified in a literature review.

Results

N-HPIs were reported in 120 schools (70%, including 77% serving disadvantaged populations). Among the 52 N-HPIs examined in-depth, over 75% demonstrated four core characteristics: Staff involvement, integration of multiple core competencies, innovative teaching strategies, and alignment with school context. Fewer HPIs included formal evaluation (46%), were delivered over multiple sessions (35%), or engaged students in design or implementation (15%).

Implications

To strengthen N-HPIs, policymakers should support flexible, theory-informed interventions that incorporate evaluation from the outset. Greater involvement of students, staff, and families in planning may help address persistent barriers.

Conclusion

While N-HPIs are widespread and often incorporate evidence-based implementation characteristics, there is room to enhance student participation, extend program duration, and strengthen evaluation.

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来源期刊
Journal of School Health
Journal of School Health 医学-公共卫生、环境卫生与职业卫生
CiteScore
3.70
自引率
9.10%
发文量
134
审稿时长
6-12 weeks
期刊介绍: Journal of School Health is published 12 times a year on behalf of the American School Health Association. It addresses practice, theory, and research related to the health and well-being of school-aged youth. The journal is a top-tiered resource for professionals who work toward providing students with the programs, services, and environment they need for good health and academic success.
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