Erin K. O'Loughlin, Mounia Naja, Robert J. Wellman, Katerina Maximova, Jennifer L. O'Loughlin
{"title":"魁北克小学营养健康促进干预措施的可得性和实施特点。","authors":"Erin K. O'Loughlin, Mounia Naja, Robert J. Wellman, Katerina Maximova, Jennifer L. O'Loughlin","doi":"10.1111/josh.70043","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>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%).</p>\n </section>\n \n <section>\n \n <h3> Implications</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 9","pages":"710-722"},"PeriodicalIF":1.8000,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70043","citationCount":"0","resultStr":"{\"title\":\"Availability and Implementation Characteristics of Nutrition Health Promotion Interventions in Quebec Elementary Schools\",\"authors\":\"Erin K. O'Loughlin, Mounia Naja, Robert J. Wellman, Katerina Maximova, Jennifer L. 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A subset of 52 N-HPIs was examined in-depth for alignment with 15 evidence-based implementation characteristics identified in a literature review.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>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%).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Implications</h3>\\n \\n <p>To strengthen N-HPIs, policymakers should support flexible, theory-informed interventions that incorporate evaluation from the outset. 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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.
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.