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Wolfenden L, McCrabb S, Barnes C, O'Brien KM, Ng KW, Nathan NK, Sutherland R, Hodder RK, Tzelepis F, Nolan E, Williams CM, Yoong SL. Strategies for enhancing the implementation of school-based policies or practices targeting diet, physical activity, obesity, tobacco or alcohol use. Cochrane Database Syst Rev 2022; 8:CD011677. [PMID: 36036664 PMCID: PMC9422950 DOI: 10.1002/14651858.cd011677.pub3] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
BACKGROUND Several school-based interventions are effective in improving child diet and physical activity, and preventing excessive weight gain, and tobacco or harmful alcohol use. However, schools are frequently unsuccessful in implementing such evidence-based interventions. OBJECTIVES 1. To evaluate the benefits and harms of strategies aiming to improve school implementation of interventions to address student diet, physical activity, tobacco or alcohol use, and obesity. 2. To evaluate the benefits and harms of strategies to improve intervention implementation on measures of student diet, physical activity, obesity, tobacco use or alcohol use; describe their cost or cost-effectiveness; and any harms of strategies on schools, school staff or students. SEARCH METHODS We used standard, extensive Cochrane search methods. The latest search was between 1 September 2016 and 30 April 2021 to identify any relevant trials published since the last published review. SELECTION CRITERIA We defined 'Implementation' as the use of strategies to adopt and integrate evidence-based health interventions and to change practice patterns within specific settings. We included any trial (randomised controlled trial (RCT) or non-randomised controlled trial (non-RCT)) conducted at any scale, with a parallel control group that compared a strategy to implement policies or practices to address diet, physical activity, overweight or obesity, tobacco or alcohol use by students to 'no intervention', 'usual' practice or a different implementation strategy. DATA COLLECTION AND ANALYSIS We used standard Cochrane methods. Given the large number of outcomes reported, we selected and included the effects of a single outcome measure for each trial for the primary (implementation) and secondary (student health behaviour and obesity) outcomes using a decision hierarchy. Where possible, we calculated standardised mean differences (SMDs) to account for variable outcome measures with 95% confidence intervals (CI). For RCTs, we conducted meta-analyses of primary and secondary outcomes using a random-effects model, or in instances where there were between two and five studies, a fixed-effect model. The synthesis of the effects for non-randomised studies followed the 'Synthesis without meta-analysis' (SWiM) guidelines. MAIN RESULTS We included an additional 11 trials in this update bringing the total number of included studies in the review to 38. Of these, 22 were conducted in the USA. Twenty-six studies used RCT designs. Seventeen trials tested strategies to implement healthy eating, 12 physical activity and six a combination of risk factors. Just one trial sought to increase the implementation of interventions to delay initiation or reduce the consumption of alcohol. All trials used multiple implementation strategies, the most common being educational materials, educational outreach and educational meetings. The overall certainty of evidence was low and ranged from very low to moderate for secondary review outcomes. Pooled analyses of RCTs found, relative to a control, the use of implementation strategies may result in a large increase in the implementation of interventions in schools (SMD 1.04, 95% CI 0.74 to 1.34; 22 RCTs, 1917 participants; low-certainty evidence). For secondary outcomes we found, relative to control, the use of implementation strategies to support intervention implementation may result in a slight improvement on measures of student diet (SMD 0.08, 95% CI 0.02 to 0.15; 11 RCTs, 16,649 participants; low-certainty evidence) and physical activity (SMD 0.09, 95% CI -0.02 to 0.19; 9 RCTs, 16,389 participants; low-certainty evidence). The effects on obesity probably suggest little to no difference (SMD -0.02, 95% CI -0.05 to 0.02; 8 RCTs, 18,618 participants; moderate-certainty evidence). The effects on tobacco use are very uncertain (SMD -0.03, 95% CIs -0.23 to 0.18; 3 RCTs, 3635 participants; very low-certainty evidence). One RCT assessed measures of student alcohol use and found strategies to support implementation may result in a slight increase in use (odds ratio 1.10, 95% CI 0.77 to 1.56; P = 0.60; 2105 participants). Few trials reported the economic evaluations of implementation strategies, the methods of which were heterogeneous and evidence graded as very uncertain. A lack of consistent terminology describing implementation strategies was an important limitation of the review. AUTHORS' CONCLUSIONS The use of implementation strategies may result in large increases in implementation of interventions, and slight improvements in measures of student diet, and physical activity. Further research is required to assess the impact of implementation strategies on such behavioural- and obesity-related outcomes, including on measures of alcohol use, where the findings of one trial suggest it may slightly increase student risk. Given the low certainty of the available evidence for most measures further research is required to guide efforts to facilitate the translation of evidence into practice in this setting.
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Affiliation(s)
- Luke Wolfenden
- School of Medicine and Public Health, University of Newcastle, Callaghan, NSW, Australia
- Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
- Hunter New England Population Health, Hunter New England Local Health District, Wallsend, NSW, Australia
| | - Sam McCrabb
- School of Medicine and Public Health, University of Newcastle, Callaghan, NSW, Australia
| | - Courtney Barnes
- School of Medicine and Public Health, University of Newcastle, Callaghan, NSW, Australia
| | - Kate M O'Brien
- School of Medicine and Public Health, University of Newcastle, Callaghan, NSW, Australia
| | - Kwok W Ng
- Physical Activity for Health Research Cluster, Department of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland
- School of Educational Sciences and Psychology, University of Eastern Finland, Joensu, Finland
| | - Nicole K Nathan
- School of Medicine and Public Health, University of Newcastle, Callaghan, NSW, Australia
- Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
- Hunter New England Population Health, Hunter New England Local Health District, Wallsend, NSW, Australia
| | - Rachel Sutherland
- School of Medicine and Public Health, University of Newcastle, Callaghan, NSW, Australia
- Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
- Hunter New England Population Health, Hunter New England Local Health District, Wallsend, NSW, Australia
| | - Rebecca K Hodder
- School of Medicine and Public Health, University of Newcastle, Callaghan, NSW, Australia
- Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
- Hunter New England Population Health, Hunter New England Local Health District, Wallsend, NSW, Australia
| | - Flora Tzelepis
- School of Medicine and Public Health, University of Newcastle, Callaghan, NSW, Australia
- Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
| | - Erin Nolan
- Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
| | - Christopher M Williams
- School of Medicine and Public Health, University of Newcastle, Callaghan, NSW, Australia
- Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
- Hunter New England Population Health, Hunter New England Local Health District, Wallsend, NSW, Australia
- Musculoskeletal Division, The George Institute for Global Health, Sydney, NSW, Australia
| | - Sze Lin Yoong
- School of Medicine and Public Health, University of Newcastle, Callaghan, NSW, Australia
- Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
- Hunter New England Population Health, Hunter New England Local Health District, Wallsend, NSW, Australia
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Stage VC, Kolasa KM, Díaz SR, Duffrin MW. Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum. THE JOURNAL OF SCHOOL HEALTH 2018; 88:15-22. [PMID: 29224221 PMCID: PMC5728171 DOI: 10.1111/josh.12576] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2016] [Revised: 03/14/2017] [Accepted: 09/19/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. METHODS Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. RESULTS The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p < .001; Adjusted R = .51). All independent variables were significant predictors with positive association. CONCLUSIONS Science and mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom.
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Affiliation(s)
- Virginia C Stage
- Department of Nutrition Science, College of Allied Health Sciences, East Carolina University, 4310J Health Sciences Building, Greenville, NC 27858
| | - Kathryn M Kolasa
- Department of Family Medicine, Department of Pediatrics, Brody School of Medicine, East Carolina University, Greenville, NC 27858
| | | | - Melani W Duffrin
- Department of Nutrition Science, College of Allied Health Sciences, East Carolina University, Greenville, NC 27858
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Wolfenden L, Nathan NK, Sutherland R, Yoong SL, Hodder RK, Wyse RJ, Delaney T, Grady A, Fielding A, Tzelepis F, Clinton‐McHarg T, Parmenter B, Butler P, Wiggers J, Bauman A, Milat A, Booth D, Williams CM. Strategies for enhancing the implementation of school-based policies or practices targeting risk factors for chronic disease. Cochrane Database Syst Rev 2017; 11:CD011677. [PMID: 29185627 PMCID: PMC6486103 DOI: 10.1002/14651858.cd011677.pub2] [Citation(s) in RCA: 71] [Impact Index Per Article: 10.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
BACKGROUND A number of school-based policies or practices have been found to be effective in improving child diet and physical activity, and preventing excessive weight gain, tobacco or harmful alcohol use. Schools, however, frequently fail to implement such evidence-based interventions. OBJECTIVES The primary aims of the review are to examine the effectiveness of strategies aiming to improve the implementation of school-based policies, programs or practices to address child diet, physical activity, obesity, tobacco or alcohol use.Secondary objectives of the review are to: Examine the effectiveness of implementation strategies on health behaviour (e.g. fruit and vegetable consumption) and anthropometric outcomes (e.g. BMI, weight); describe the impact of such strategies on the knowledge, skills or attitudes of school staff involved in implementing health-promoting policies, programs or practices; describe the cost or cost-effectiveness of such strategies; and describe any unintended adverse effects of strategies on schools, school staff or children. SEARCH METHODS All electronic databases were searched on 16 July 2017 for studies published up to 31 August 2016. We searched the following electronic databases: Cochrane Library including the Cochrane Central Register of Controlled Trials (CENTRAL); MEDLINE; MEDLINE In-Process & Other Non-Indexed Citations; Embase Classic and Embase; PsycINFO; Education Resource Information Center (ERIC); Cumulative Index to Nursing and Allied Health Literature (CINAHL); Dissertations and Theses; and SCOPUS. We screened reference lists of all included trials for citations of other potentially relevant trials. We handsearched all publications between 2011 and 2016 in two specialty journals (Implementation Science and Journal of Translational Behavioral Medicine) and conducted searches of the WHO International Clinical Trials Registry Platform (ICTRP) (http://apps.who.int/trialsearch/) as well as the US National Institutes of Health registry (https://clinicaltrials.gov). We consulted with experts in the field to identify other relevant research. SELECTION CRITERIA 'Implementation' was defined as the use of strategies to adopt and integrate evidence-based health interventions and to change practice patterns within specific settings. We included any trial (randomised or non-randomised) conducted at any scale, with a parallel control group that compared a strategy to implement policies or practices to address diet, physical activity, overweight or obesity, tobacco or alcohol use by school staff to 'no intervention', 'usual' practice or a different implementation strategy. DATA COLLECTION AND ANALYSIS Citation screening, data extraction and assessment of risk of bias was performed by review authors in pairs. Disagreements between review authors were resolved via consensus, or if required, by a third author. Considerable trial heterogeneity precluded meta-analysis. We narratively synthesised trial findings by describing the effect size of the primary outcome measure for policy or practice implementation (or the median of such measures where a single primary outcome was not stated). MAIN RESULTS We included 27 trials, 18 of which were conducted in the USA. Nineteen studies employed randomised controlled trial (RCT) designs. Fifteen trials tested strategies to implement healthy eating policies, practice or programs; six trials tested strategies targeting physical activity policies or practices; and three trials targeted tobacco policies or practices. Three trials targeted a combination of risk factors. None of the included trials sought to increase the implementation of interventions to delay initiation or reduce the consumption of alcohol. All trials examined multi-strategic implementation strategies and no two trials examined the same combinations of implementation strategies. The most common implementation strategies included educational materials, educational outreach and educational meetings. For all outcomes, the overall quality of evidence was very low and the risk of bias was high for the majority of trials for detection and performance bias.Among 13 trials reporting dichotomous implementation outcomes-the proportion of schools or school staff (e.g. classes) implementing a targeted policy or practice-the median unadjusted (improvement) effect sizes ranged from 8.5% to 66.6%. Of seven trials reporting the percentage of a practice, program or policy that had been implemented, the median unadjusted effect (improvement), relative to the control ranged from -8% to 43%. The effect, relative to control, reported in two trials assessing the impact of implementation strategies on the time per week teachers spent delivering targeted policies or practices ranged from 26.6 to 54.9 minutes per week. Among trials reporting other continuous implementation outcomes, findings were mixed. Four trials were conducted of strategies that sought to achieve implementation 'at scale', that is, across samples of at least 50 schools, of which improvements in implementation were reported in three trials.The impact of interventions on student health behaviour or weight status were mixed. Three of the eight trials with physical activity outcomes reported no significant improvements. Two trials reported reductions in tobacco use among intervention relative to control. Seven of nine trials reported no between-group differences on student overweight, obesity or adiposity. Positive improvements in child dietary intake were generally reported among trials reporting these outcomes. Three trials assessed the impact of implementation strategies on the attitudes of school staff and found mixed effects. Two trials specified in the study methods an assessment of potential unintended adverse effects, of which, they reported none. One trial reported implementation support did not significantly increase school revenue or expenses and another, conducted a formal economic evaluation, reporting the intervention to be cost-effective. Trial heterogeneity, and the lack of consistent terminology describing implementation strategies, were important limitations of the review. AUTHORS' CONCLUSIONS Given the very low quality of the available evidence, it is uncertain whether the strategies tested improve implementation of the targeted school-based policies or practices, student health behaviours, or the knowledge or attitudes of school staff. It is also uncertain if strategies to improve implementation are cost-effective or if they result in unintended adverse consequences. Further research is required to guide efforts to facilitate the translation of evidence into practice in this setting.
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Rauscher KJ, Casteel C, Bush D, Myers DJ. Factors affecting high school teacher adoption, sustainability, and fidelity to the "Youth@Work: Talking Safety" curriculum. Am J Ind Med 2015; 58:1288-99. [PMID: 26147325 DOI: 10.1002/ajim.22497] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/08/2015] [Indexed: 11/06/2022]
Abstract
BACKGROUND Our objective was to identify individual- and organizational-level factors that affect high school teacher adoption, sustainability, and fidelity to the occupational safety and health curriculum, "Youth@Work: Talking Safety." METHODS We analyzed survey data collected from 104 high school teachers across the US who were trained in the curriculum since 2004. Linear and Cox regression were used to examine bivariate associations between individual and organizational-level factors and the outcomes of interest. RESULTS Except for perceived complexity, all individual-level factors (acceptance, enthusiasm, teaching methods fit, and self-efficacy) were associated with one or more outcomes of interest (P-values ranged from <0.001 to 0.031). Priority for non-academic courses (P = 0.035) and supportive organizational climate (P = 0.037) were the organizational-level factors associated with sustainability and number of lessons delivered, respectively. CONCLUSIONS Consistent with the literature, individual-level factors influenced teacher adoption and, to a lesser extent, sustainability, and fidelity to the Youth@Work: Talking Safety curriculum and should be considered in attempts to promote the curriculum's use in high schools.
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Affiliation(s)
- Kimberly J. Rauscher
- Department of Occupational and Environmental Health Sciences; West Virginia University School of Public Health; Morgantown West Virginia
- West Virginia University Injury Control Research Center; Morgantown West Virginia
| | - Carri Casteel
- Department of Occupational and Environmental Health; University of Iowa College of Public Heatlh; Iowa City Iowa
- University of Iowa Injury Prevention Research Center; Iowa City Iowa
| | - Diane Bush
- Labor Occupational Health Program; University of California Berkeley School of Public Health; Berkeley California
| | - Douglas J. Myers
- Department of Occupational and Environmental Health Sciences; West Virginia University School of Public Health; Morgantown West Virginia
- West Virginia University Injury Control Research Center; Morgantown West Virginia
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Evaluation of a randomized intervention to increase adoption of comparative effectiveness research by community health organizations. J Behav Health Serv Res 2015; 41:308-23. [PMID: 24091611 DOI: 10.1007/s11414-013-9369-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
This randomized controlled trial examined the influence of two strategies (informational packets alone and in conjunction with Webinars) aimed at increasing the adoption of motivational interviewing (MI), a patient-centered behavioral health practice supported by evidence from comparative effectiveness studies, among community health organizations responsible for delivering mental and behavioral health services. Data were obtained from 311 directors and staff across 92 community organizations. Hierarchical linear modeling was used to examine changes in decision to adopt MI. The mediating effects of multiple contextual variables were also examined. Results showed that both strategies positively influenced the decision to adopt. The positive impact on decision to adopt was significantly greater among individuals that received informational packets in conjunction with Webinars. Baseline attitudes toward evidence-based practices and pressures for change appeared to mediate this effect.
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Predictors of the decision to adopt motivational interviewing in community health settings. J Behav Health Serv Res 2015; 41:294-307. [PMID: 23892692 DOI: 10.1007/s11414-013-9357-8] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
The purpose of this study is to concurrently examine the impact of individual and organizational characteristics on the decision to adopt the evidence-based practice (EBP) motivational interviewing (MI) among directors and staff (n = 311) in community health organizations (n = 92). Results from hierarchical linear modeling indicated that, at the individual level, attitudes toward EBPs and race each predicted directors' decisions to adopt, while gender predicted staff's decisionmaking. At the organizational level, organizational climate was inversely associated with both staff's and directors' decisions to adopt MI. Organizational barriers to implementing EBPs and use of reading materials and treatment manuals were related to directors' decision to adopt. Type of organization and staff attributes were associated with staff's decision to adopt. These findings underscore the need to tailor dissemination and implementation strategies to address differences between directors and staff in the adoption of EBPs.
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Ado G, Mensah FM. The Influence of Cultural Factors on HIV/AIDS Education in Ivorian Schools. INTERNATIONAL QUARTERLY OF COMMUNITY HEALTH EDUCATION 2015; 35:227-43. [PMID: 26099154 DOI: 10.1177/0272684x15581351] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This qualitative study focuses on culturally embedded beliefs about the teaching and learning of HIV/AIDS topics in the Ivory Coast. We aim to analyze and describe factors influencing the implementation of the HIV/AIDS curricula in Ivorian sixth-grade classrooms. With continuous spreading of AIDS in the Ivory Coast, education about HIV/AIDS has to increase; therefore, an urgent need to document, evaluate, and disseminate Ivorian perspectives on what is understood as valuable HIV/AIDS knowledge to prioritize such content in the curriculum is needed. Multiple qualitative methods were collected: individual interviews with 39 teachers, 63 sixth-grade students, eight school administrators, 20 community elders as well as field notes, and document analysis. By promoting HIV/AIDS curricula that is responsive to and inclusive of youth cultural beliefs and aligning teaching practice to Ivorian youth cultural interests, there is a chance that HIV/AIDS education could lead to safer sexual behaviors among Ivorian youth.
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Affiliation(s)
| | - Felicia Moore Mensah
- Mathematics Science & Technology, Teachers College, Columbia University, New York, NY, USA
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Fahlman MM, Hall HL, Gutuskey L. The Impact of a Health Methods Class on Pre-service Teachers' Self-Efficacy and Intent to Teach Health. AMERICAN JOURNAL OF HEALTH EDUCATION 2013. [DOI: 10.1080/19325037.2013.838891] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Smith DW, Steckler AB, McCormick LK, McLeroy KR. Lessons Learned about Disseminating Health Curricula to Schools. ACTA ACUST UNITED AC 2013. [DOI: 10.1080/10556699.1995.10603074] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Dennis W. Smith
- a Department of Health and Human Performance , College of Education, The University of Houston , Houston , TX , 77204 , USA
| | - Allan B. Steckler
- b Department of Health Behavior and Education , School of Public Health, The University of North Carolina at Chapel Hill , Chapel Hill , NC , 27599-7400 , USA
| | - Laura K. McCormick
- c Center for Health Promotion Research and Development , The University of Texas Health Science Center , Houston , TX , 77225 , USA
| | - Kenneth R. McLeroy
- d Department of Health Promotion Sciences , College of Public Health, University of Oklahoma , Oklahoma City , OK , 73190 , USA
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Eisenberg ME, Madsen N, Oliphant JA, Sieving RE, Resnick M. “Am I qualified? How do I Know?” A Qualitative Study of Sexuality Educators' Training Experiences. AMERICAN JOURNAL OF HEALTH EDUCATION 2013. [DOI: 10.1080/19325037.2010.10599162] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Marla E. Eisenberg
- a Department of Pediatrics , University of Minnesota , Minneapolis , MN , 55414
| | - Nikki Madsen
- b Pro-Choice Resources , Minneapolis , MN , 55401
| | | | - Renee E. Sieving
- d Center for Adolescent Nursing , University of Minnesota, School of Nursing , Minneapolis , MN , 55455
| | - Michael Resnick
- e Department of Pediatrics , University of Minnesota , Minneapolis , MN , 55414
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Fahlman M, McCaughtry N, Martin J, Shen B. Efficacy, Intent to Teach, and Implementation of Nutrition Education Increases After Training for Health Educators. AMERICAN JOURNAL OF HEALTH EDUCATION 2013. [DOI: 10.1080/19325037.2011.10599185] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Mariane Fahlman
- a Kinesiology, Health and Sports Studies , Wayne State University , Matthaei 262, Detroit , MI , 48201
| | - Nate McCaughtry
- b Kinesiology, Health and Sports Studies , Wayne State University , Matthaei 125, Detroit , MI , 48201
| | - Jeffrey Martin
- c Kinesiology, Health and Sports Studies , Wayne State University , Matthaei 262, Detroit , MI , 48201
| | - Bo Shen
- d Kinesiology, Health and Sports Studies , Wayne State University , Matthaei 125, Detroit , MI , 48201
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Bishop DC, Dusenbury L, Pankratz MM, Hansen WB. Promoting quality of program delivery via an internet message delivery system. JOURNAL OF DRUG EDUCATION 2013; 43:235-254. [PMID: 25445506 DOI: 10.2190/de.43.3.c] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
This article presents results from a study that evaluated an online message system designed to improve the delivery of prevention programs. We conducted a quasi-experimental study with 32 agencies and schools that implemented substance use prevention programs and examined differences between the comparison and intervention groups. We also examined the impact of dosage of the message system by comparing results among three groups of teachers: non-users, low users, and high users. Results for norm setting were marginally significant, such that teachers within the agencies assigned to the intervention condition scored higher on their understanding of norm setting at posttest compared to teachers within comparison agencies, after controlling for pretest knowledge scores and demographic items. In the model examining impact of dosage, high users of the intervention scored significantly higher on self-reported understanding of their program, quality of delivery, and program effectiveness compared to non-users. Low users of the intervention reported significantly higher quality of delivery compared to non-users.
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Affiliation(s)
- Dana C Bishop
- Tanglewood Research, Inc., Greensboro, North Carolina
| | - Linda Dusenbury
- Bridging the Gap Professional Development Services, LLC, Southern Pines, North Carolina
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Gueldner B, Merrell K. Evaluation of a Social-Emotional Learning Program in Conjunction With the Exploratory Application of Performance Feedback Incorporating Motivational Interviewing Techniques. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2011. [DOI: 10.1080/10474412.2010.522876] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Payne AA, Eckert R. The relative importance of provider, program, school, and community predictors of the implementation quality of school-based prevention programs. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2010; 11:126-41. [PMID: 19902357 DOI: 10.1007/s11121-009-0157-6] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Previous research has demonstrated the importance of a variety of factors on the implementation of school-based prevention programs, specifically characteristics of program providers, program structure, school climate, and school and community structure. The current study expands this research by examining the potential relationships between all of these factors and implementation quality in a series of multilevel models. Using data from a nationally representative sample of 3,730 program providers surveyed in 544 schools, it was found that program structure characteristics were of greater importance in the prediction of high quality implementation than were characteristics of the program providers, school climate, and school and community structure. Implications of these findings are discussed.
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Affiliation(s)
- Allison Ann Payne
- Department of Sociology and Criminal Justice, Villanova University, 800 Lancaster Avenue, Villanova, PA 19085-1699, USA.
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Stein BD, Kataoka SH, Hamilton AB, Schultz D, Ryan G, Vona P, Wong M. School personnel perspectives on their school's implementation of a school-based suicide prevention program. J Behav Health Serv Res 2010; 37:338-49. [PMID: 19291410 PMCID: PMC3711023 DOI: 10.1007/s11414-009-9174-2] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2008] [Accepted: 02/07/2009] [Indexed: 10/21/2022]
Abstract
Youth suicide is a national public health priority, with policymakers highlighting schools as an ideal setting in which to deliver suicide prevention programs. Over the past decade, the number of schools implementing such programs has grown substantially, yet little is known about how successfully such programs are being implemented. This study examines the implementation of a district-wide suicide prevention program through key informant interviews with school personnel. Schools with higher rates of implementing district protocols for at-risk students had an organized system to respond to at-risk students, a process for effectively responding to students who were at-risk for suicide, and strong administrative support. In contrast, schools that had lower rates of implementing district protocols relied on a handful of individuals for suicide prevention activities and had limited administrative support. Attention to organizational factors leading to successful implementation of school-based suicide prevention programs may enhance the role of schools in national adolescent suicide prevention efforts.
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Affiliation(s)
- Bradley D. Stein
- University of Pittsburgh 4570 Fifth Avenue, Suite 600 Pittsburgh, PA 15213 Phone: (412) 683-2300 x4476 Fax: (412) 682-2800
| | - Sheryl H. Kataoka
- Division of Child and Adolescent Psychiatry UCLA Semel Institute 10920 Wilshire Boulevard, Suite 300 Los Angeles, CA 90024 Phone: (310) 794-3727 Fax: (310) 794-3724
| | - Alison B. Hamilton
- UCLA 1640 S. Sepulveda Blvd., Suite 200 Los Angeles, CA 90025 Phone: 310-267-5421 Fax: 310-473-7885
| | - Dana Schultz
- RAND Corporation 4570 Fifth Avenue, Suite 600 Pittsburgh, PA 15213 Phone: (412) 683-2300 x4613 Fax: (412) 683-2800
| | - Gery Ryan
- RAND Corporation 1776 Main Street Santa Monica, CA 90407 Phone: (412) 683-2300 x4613
| | - Pamela Vona
- UCLA Health Services Research Center 10920 Wilshire Blvd. Suite 300 Los Angeles, CA 90024 (310) 825-0495
| | - Marleen Wong
- Crisis Counseling and Intervention Services Los Angeles Unified School District 333 South Beaudry, 20 Floor Los Angeles, CA 90017 Phone: (213) 241-2174 Fax: (213) 241-6816
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Soza-Vento RM, Tubman JG. Tobacco Use Prevention Education (TUPE) Programs in the State of Florida. ACTA ACUST UNITED AC 2008; 20:43-63. [PMID: 15914378 DOI: 10.1300/j045v20n01_03] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
In Florida, data from telephone surveys were used to identify correlates and predictors of teachers' perceptions of the effectiveness of tobacco use prevention education (TUPE) prior to the implementation of the Tobacco Pilot Project (TPP). A 40% random sample of public middle and high schools yielded 296 middle school teachers (MST) and 282 high school teachers (HST). Higher perceived program effectiveness ratings were associated with: using peer leaders, frequent evaluations, parental involvement, few barriers, high student interest, and low tolerance norms for tobacco use. The importance of program features and implementation contexts to teachers' perceived program effectiveness ratings is highlighted.
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Affiliation(s)
- Rita M Soza-Vento
- University of Miami Sylvester Comprehensive Cancer Center, Population Research Core, FL 33136, USA.
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Beets MW, Flay BR, Vuchinich S, Acock AC, Li KK, Allred C. School climate and teachers' beliefs and attitudes associated with implementation of the positive action program: a diffusion of innovations model. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2008. [PMID: 18780182 DOI: 10.1007/s11121-008-0100–2] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/29/2022]
Abstract
Teacher- and school-level factors influence the fidelity of implementation of school-based prevention and social character and development (SACD) programs. Using a diffusion of innovations framework, the relationships among teacher beliefs and attitudes towards a prevention/SACD program and the influence of a school's administrative support and perceptions of school connectedness, characteristics of a school's climate, were specified in two cross-sectional mediation models of program implementation. Implementation was defined as the amount of the programs' curriculum delivered (e.g., lessons taught), and use of program-specific materials in the classroom (e.g., ICU boxes and notes) and in relation to school-wide activities (e.g., participation in assemblies). Teachers from 10 elementary schools completed year-end process evaluation reports for year 2 (N = 171) and 3 (N = 191) of a multi-year trial. Classroom and school-wide material usage were each favorably associated with the amount of the curriculum delivered, which were associated with teachers' attitudes toward the program which, in turn, were related to teachers' beliefs about SACD. These, in turn, were associated with teachers' perceptions of school climate. Perceptions of school climate were indirectly related to classroom material usage and both indirectly and directly related to the use of school-wide activities. Program developers need to consider the importance of a supportive environment on program implementation and attempt to incorporate models of successful school leadership and collaboration among teachers that foster a climate promoting cohesiveness, shared visions, and support.
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Affiliation(s)
- Michael W Beets
- Department of Exercise Science, Arnold School of Public Health, University of South Carolina, 1300 Wheat Street, Columbia, SC 29208, USA.
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18
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School climate and teachers' beliefs and attitudes associated with implementation of the positive action program: a diffusion of innovations model. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2008. [PMID: 18780182 DOI: 10.1007/s11121–008–0100–2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/29/2022]
Abstract
Teacher- and school-level factors influence the fidelity of implementation of school-based prevention and social character and development (SACD) programs. Using a diffusion of innovations framework, the relationships among teacher beliefs and attitudes towards a prevention/SACD program and the influence of a school's administrative support and perceptions of school connectedness, characteristics of a school's climate, were specified in two cross-sectional mediation models of program implementation. Implementation was defined as the amount of the programs' curriculum delivered (e.g., lessons taught), and use of program-specific materials in the classroom (e.g., ICU boxes and notes) and in relation to school-wide activities (e.g., participation in assemblies). Teachers from 10 elementary schools completed year-end process evaluation reports for year 2 (N = 171) and 3 (N = 191) of a multi-year trial. Classroom and school-wide material usage were each favorably associated with the amount of the curriculum delivered, which were associated with teachers' attitudes toward the program which, in turn, were related to teachers' beliefs about SACD. These, in turn, were associated with teachers' perceptions of school climate. Perceptions of school climate were indirectly related to classroom material usage and both indirectly and directly related to the use of school-wide activities. Program developers need to consider the importance of a supportive environment on program implementation and attempt to incorporate models of successful school leadership and collaboration among teachers that foster a climate promoting cohesiveness, shared visions, and support.
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School climate and teachers' beliefs and attitudes associated with implementation of the positive action program: a diffusion of innovations model. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2008; 9:264-75. [PMID: 18780182 DOI: 10.1007/s11121-008-0100-2] [Citation(s) in RCA: 94] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2007] [Accepted: 07/04/2008] [Indexed: 10/21/2022]
Abstract
Teacher- and school-level factors influence the fidelity of implementation of school-based prevention and social character and development (SACD) programs. Using a diffusion of innovations framework, the relationships among teacher beliefs and attitudes towards a prevention/SACD program and the influence of a school's administrative support and perceptions of school connectedness, characteristics of a school's climate, were specified in two cross-sectional mediation models of program implementation. Implementation was defined as the amount of the programs' curriculum delivered (e.g., lessons taught), and use of program-specific materials in the classroom (e.g., ICU boxes and notes) and in relation to school-wide activities (e.g., participation in assemblies). Teachers from 10 elementary schools completed year-end process evaluation reports for year 2 (N = 171) and 3 (N = 191) of a multi-year trial. Classroom and school-wide material usage were each favorably associated with the amount of the curriculum delivered, which were associated with teachers' attitudes toward the program which, in turn, were related to teachers' beliefs about SACD. These, in turn, were associated with teachers' perceptions of school climate. Perceptions of school climate were indirectly related to classroom material usage and both indirectly and directly related to the use of school-wide activities. Program developers need to consider the importance of a supportive environment on program implementation and attempt to incorporate models of successful school leadership and collaboration among teachers that foster a climate promoting cohesiveness, shared visions, and support.
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Durlak JA, DuPre EP. Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2008; 41:327-50. [PMID: 18322790 DOI: 10.1007/s10464-008-9165-0] [Citation(s) in RCA: 2149] [Impact Index Per Article: 134.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
The first purpose of this review was to assess the impact of implementation on program outcomes, and the second purpose was to identify factors affecting the implementation process. Results from over quantitative 500 studies offered strong empirical support to the conclusion that the level of implementation affects the outcomes obtained in promotion and prevention programs. Findings from 81 additional reports indicate there are at least 23 contextual factors that influence implementation. The implementation process is affected by variables related to communities, providers and innovations, and aspects of the prevention delivery system (i.e., organizational functioning) and the prevention support system (i.e., training and technical assistance). The collection of implementation data is an essential feature of program evaluations, and more information is needed on which and how various factors influence implementation in different community settings.
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Affiliation(s)
- Joseph A Durlak
- Department of Psychology, Loyola University Chicago, 6525 North Sheridan Road, Chicago, IL 60626, USA.
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Rohrbach LA, Grana R, Sussman S, Valente TW. Type II translation: transporting prevention interventions from research to real-world settings. Eval Health Prof 2006; 29:302-33. [PMID: 16868340 DOI: 10.1177/0163278706290408] [Citation(s) in RCA: 232] [Impact Index Per Article: 12.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This article summarizes research on Type II translation of prevention interventions aimed at enhancing the adoption of effective programs and practices in communities. The primary goal of Type II translation is to institutionalize evidence-based programs, products, and services. First, the authors describe theoretical frameworks that are useful to guide Type II translation research. Second, research on prevention program implementation, including fidelity of implementation and factors that are associated with successful program implementation, is summarized. The authors describe interventions designed to enhance the dissemination of preventive interventions in community and public health settings. Third, they describe strategies used by prevention program developers who have taken programs to scale. Fourth, they present a case example of Project Towards No Drug Abuse (TND), an empirically validated high school-based substance abuse prevention program. They describe ongoing research on the dissemination of Project TND. Finally, they provide suggestions for future Type II translation research.
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Rohrbach LA, Ringwalt CL, Ennett ST, Vincus AA. Factors associated with adoption of evidence-based substance use prevention curricula in US school districts. HEALTH EDUCATION RESEARCH 2005; 20:514-526. [PMID: 15687101 DOI: 10.1093/her/cyh008] [Citation(s) in RCA: 30] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
This paper examines factors associated with the adoption of evidence-based substance use prevention curricula (EBC) in a national sample of school districts. Substance abuse prevention coordinators in public school districts (n = 1593), which were affiliated with a random sample of schools that served students in Grades 5-8, completed a written survey in 1999. Results indicated that 47.5% of districts used at least one EBC in their schools with middle school grades. Substance use prevention coordinators reported they had the greatest input in decisions about curricula. In a multivariate analysis of factors positively associated with district-level decisions to adopt evidence-based programs, significant factors included input from a state substance use prevention group, use of information disseminated by the National Institute on Drug Abuse or Center for Substance Abuse Prevention, use of local needs assessment data, consideration of research showing which curricula are effective and allocation of a greater proportion of the coordinator's time to substance use prevention activities. State and federal agencies should increase their efforts to disseminate information about evidence-based programs, targeting in particular the district substance use prevention coordinator.
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Affiliation(s)
- Louise Ann Rohrbach
- Department of Preventive Medicine, University of Southern California, Alhambra, 91803, USA.
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Brenowitz N, Tuttle CR. Development and testing of a nutrition-teaching self-efficacy scale for elementary school teachers. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2003; 35:308-311. [PMID: 14642216 DOI: 10.1016/s1499-4046(06)60345-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
OBJECTIVE To develop and validate the Nutrition-Teaching Self-Efficacy Scale (NTSES) and investigate the time spent teaching nutrition and the nutrition-teaching self-efficacy of Maryland elementary school teachers. DESIGN A questionnaire collected information on teacher demographics. The NTSES was adapted from science- and health-teaching self-efficacy scales, reviewed by experts, and pretested with elementary teachers. Both were converted to an on-line format for distribution statewide. Eighty elementary school teachers participated. ANALYSIS Cronbach alpha and factor analysis established internal consistency and were used to refine the NTSES. Analysis of variance and independent sample t tests were used to compare mean scores on the NTSES and subscales to time spent teaching nutrition. RESULTS The NTSES was determined to be a valid measure of nutrition-teaching self-efficacy. Higher nutrition-teaching self-efficacy scores were associated with spending more time teaching nutrition (P <.03). CONCLUSIONS AND IMPLICATIONS The NTSES is a useful tool for determining nutrition-teaching self-efficacy in this population and is recommended as part of nutrition education needs assessments among teachers. Higher nutrition-teaching self-efficacy may result in more time spent teaching nutrition.
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Affiliation(s)
- Nancy Brenowitz
- Department of Nutrition and Food Science, University of Maryland, College Park, Maryland 20742, USA.
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Renaud L, O'Loughlin J, Déry V. The St-Louis du Parc Heart Health Project: a critical analysis of the reverse effects on smoking. Tob Control 2003; 12:302-9. [PMID: 12958393 PMCID: PMC1747750 DOI: 10.1136/tc.12.3.302] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
OBJECTIVES Although some school based smoking prevention programmes have shown positive impacts, others have had only short term effects, no effects, and in some cases reverse effects. The St-Louis du Parc Heart Health Project was a five year heart health promotion programme targeting children in eight elementary schools aged 9-12 years in disadvantaged multiethnic neighbourhoods in Montreal. In a controlled, longitudinal evaluation, the programme produced reverse effects on smoking--children exposed to the programme were more likely to initiate and to continue smoking than control children. This article explores hypotheses to explain the reverse effects. DESIGN Following work by an in-house committee, a consensus workshop with international experts was conducted to develop hypotheses to explain the reverse effects. This was complemented by an analysis of the programme's concordance with the standard guidelines on the school based prevention of tobacco use, and discussions with experts at the Centers for Disease Control and Prevention. RESULTS The programme respected most standard guidelines for smoking prevention programmes with respect to content and mode of delivery. Hypotheses to explain the reverse effects include: an unfavourable environment characterised by strong pro-smoking models and resistance to environmental interventions; heightened sensitivity to smoking among children most exposed to the programme; defence mechanisms among children stimulated by cognitive dissonance or anxiety; unanticipated effects associated with the health educator who delivered the programme; inadequate attention in programme development to the diverse cultural origins of the population targeted; and intervention content inappropriately targeted to children's stages of cognitive development. CONCLUSION Elementary school based interventions should aim to develop a clear and coherent social norm about the non-use of tobacco, as a precursor to or in close conjunction with having children as their primary target. Programme design should take key student characteristics into consideration and ensure that the modes of communication are adapted to the targeted group's characteristics. Neighbourhood level interventions should be orchestrated to complement regional, provincial, and national programmes.
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Affiliation(s)
- L Renaud
- Public Health Department, Montreal Centre/Université de Montréal/UQAM, Montreal, Quebec, Canada.
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25
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Osganian SK, Parcel GS, Stone EJ. Institutionalization of a school health promotion program: background and rationale of the CATCH-ON study. HEALTH EDUCATION & BEHAVIOR 2003; 30:410-7. [PMID: 12929893 DOI: 10.1177/1090198103252766] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Research is lacking on how to make effective programs available on a large scale and how to maintain levels of implementation. CATCH: A Study of Institutionalization (CATCH-ON) was designed to help us understand the conditions under which such programs are institutionalized after the trial has ended. The Child and Adolescent Trial for Cardiovascular Health (CATCH) was the largest field trial of school-based health promotion in the United States conducted in 96 schools in four geographic areas of the United States: California, Louisiana, Minnesota. and Texas. The intervention was multicomponent, targeting school policy and practices in nutrition, physical activity, health education, and smoking. This report provides background on the CATCH study design, the conceptual framework for research on institutionalization of the CATCH program, and an overview of the seven original reports that present results from the CATCH-ON study in this theme issue.
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Ringwalt CL, Ennett S, Vincus A, Thorne J, Rohrbach LA, Simons-Rudolph A. The prevalence of effective substance use prevention curricula in U.S. middle schools. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2002; 3:257-65. [PMID: 12458764 DOI: 10.1023/a:1020872424136] [Citation(s) in RCA: 115] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Despite an abundance of evaluative evidence concerning the effectiveness of several school-based substance use prevention curricula, many of the nation's middle schools continue to implement curricula that are either untested or ineffective. This study reports the prevalence of substance use prevention curricula in the nation's public and private schools that contain middle school grades. We also report school- and respondent-related background characteristics differentiating schools using at least 1 effective curriculum from those using ineffective or untested curricula. Respondents comprised the lead staff who taught substance use prevention in a representative sample of 1,905 of the nation's public and private schools that include middle school grades. Data were collected in 1999 by means of a self-administered survey. Altogether, 26.8% of all schools, including 34.6% of public schools and 12.6% of private schools, used at least 1 of the 10 effective curricula specified. Few school or respondent characteristics were related to program implementation. Over two thirds of schools reported using more than 1 curriculum, and almost half reported using 3 or more. Results demonstrate the considerable gap between our understanding of effective curricula and current school practice. Prevention researchers and practitioners should work closely together to find ways to increase the proportion of schools implementing effective curricula.
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Affiliation(s)
- Christopher L Ringwalt
- Pacific Institute for Research and Evaluation, Chapel Hill, North Carolina 27514-3307, USA.
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27
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Levine E, Olander C, Lefebvre C, Cusick P, Biesiadecki L, McGoldrick D. The Team Nutrition pilot study: lessons learned from implementing a comprehensive school-based intervention. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2002; 34:109-116. [PMID: 12047818 DOI: 10.1016/s1499-4046(06)60076-6] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
Team Nutrition (TN) is an educational and promotional initiative developed by the US Department of Agriculture to change children's eating behaviors through social marketing techniques. This article reports on the process evaluation of a TN pilot project targeting students in kindergarten to grade 4 and systematically documents the implementation experience. Even with a very short start-up period, schools implemented most components of this multichannel nutrition intervention and formed new, supportive relationships with local media and community partners. School teachers and administrators, along with foodservice professionals, generally expressed support for and satisfaction with TN, citing the positive experience and gains for students. The lessons learned from this study highlight the management and organizational issues involved in a comprehensive intervention. These include the importance of local coordinators to support and create a bridge between teachers and cafeteria staff and to forge links with key external partners. To function effectively, coordinators themselves may need training in coalition building and working with media. Relationships formed with parents, local businesses, other educational institutions, health organizations, and the media offer promise for helping to sustain nutrition education efforts. The TN process evaluation identified multiple ideas for pursuing these partnerships more successfully.
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Affiliation(s)
- Elyse Levine
- Prospect Associates, Silver Spring, Maryland 20901, USA
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28
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Collins J, Robin L, Wooley S, Fenley D, Hunt P, Taylor J, Haber D, Kolbe L. Programs-that-work: CDC's guide to effective programs that reduce health-risk behavior of youth. THE JOURNAL OF SCHOOL HEALTH 2002; 72:93-99. [PMID: 11962230 DOI: 10.1111/j.1746-1561.2002.tb06523.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
In response to requests from educators for effective programs that reduce health-risk behavior among youth, the Centers for Disease Control and Prevention initiated "Programs-That-Work" (PTW) in 1992 to identify health education programs with credible evidence of effectiveness. CDC identified as PTW two programs to reduce tobacco use and eight programs to reduce sexual risk behaviors. Eligible programs undergo a two-step external review to examine quality of the research evidence and the extent to which the programs are practical for use by health educators. If CDC identifies a programs as a PTW on the basis of external review, the program is packaged and made available for dissemination to education and youth agencies. Communities ultimately make the decision about adopting a program, and CDC does not require their use. Thousands of educators have sought information about PTW through the CDC web site, informational brochures, and training.
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Affiliation(s)
- Janet Collins
- National Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention, 4770 Buford Highway, NE, MS-K40, Atlanta, GA 30341, USA.
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Myers-Clack SA, Christopher SE. Effectiveness of a health course at influencing preservice teachers' attitudes toward teaching health. THE JOURNAL OF SCHOOL HEALTH 2001; 71:462-466. [PMID: 11727646 DOI: 10.1111/j.1746-1561.2001.tb07327.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
Research has shown that effective school health education depends on the effectiveness of health training for prospective teachers. This research tested the effectiveness of a university course in preparing preservice teachers in the area of school health. Education majors enrolled in the course "Drug and Health Issues for Educators" at Montana State University were administered a pretest/posttest questionnaire at the beginning and end of spring semester 2000 to gather data for testing five hypotheses. Analyses were conducted on 119-paired samples. The course appeared effective at influencing how a preservice teacher values health education in the school, their intentions to include and confidence in including health in their teaching, and their ability to provide a student with information on personal health issues.
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Affiliation(s)
- S A Myers-Clack
- Montana State University, 104 Hosaeus Complex, Bozeman, MT 59717, USA.
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30
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Payton JW, Wardlaw DM, Graczyk PA, Bloodworth MR, Tompsett CJ, Weissberg RP. Social and emotional learning: a framework for promoting mental health and reducing risk behavior in children and youth. THE JOURNAL OF SCHOOL HEALTH 2000; 70:179-185. [PMID: 10900594 DOI: 10.1111/j.1746-1561.2000.tb06468.x] [Citation(s) in RCA: 128] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
Many programs have been developed to help schools enhance students' health and reduce the prevalence of drug use, violence, and high-risk sexual behaviors. How should educators choose among these? This article describes selection criteria based on theory, research, and best educational practice that identify key social and emotional learning (SEL) competencies and program features. The SEL competencies for students include 17 skills and attitudes organized into four groups: awareness of self and others; positive attitudes and values; responsible decision making; and social interaction skills. The 11 program features critical to the success of school-based SEL programs emphasize curriculum design, coordination with larger systems, educator preparation and support, and program evaluation. Developed by the Collaborative to Advance Social and Emotional Learning (CASEL), the SEL framework can be used to guide selection of research-based prevention programs that address health, substance abuse, violence prevention, sexuality, character, and social skills.
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Affiliation(s)
- J W Payton
- Dept. of Psychology (M/C 285), University of Illinois at Chicago 60607-7137, USA.
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31
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Kealey KA, Peterson AV, Gaul MA, Dinh KT. Teacher training as a behavior change process: principles and results from a longitudinal study. HEALTH EDUCATION & BEHAVIOR 2000; 27:64-81. [PMID: 10709793 DOI: 10.1177/109019810002700107] [Citation(s) in RCA: 137] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
For students to realize the benefits of behavior change curricula for disease prevention, programs must be implemented effectively. However, implementation failure is a common problem documented in the literature. In this article, teacher training is conceptualized as a behavior change process with explicit teacher motivation components included to help effect the intended behavior (i.e., implementation). Using this method, the Hutchinson Smoking Prevention Project, a randomized controlled trial in school-based smoking prevention, conducted 65 in-service programs, training nearly 500 teachers (Grades 3-10) from 72 schools. Implementation was monitored by teacher self-report and classroom observations by project staff. The results were favorable. All eligible teachers received training, virtually all trained teachers implemented the research curriculum, and 89% of observed lessons worked as intended. It is concluded that teacher training conceptualized as a behavior change process and including explicit teacher motivation components can promote effective implementation of behavior change curricula in public school classrooms.
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Affiliation(s)
- K A Kealey
- Hutchinson Smoking Prevention Project, Division of Public Health Sciences, Fred Hutchinson Cancer Research Center, Seattle, WA 98109-1024, USA.
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32
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Auld GW, Romaniello C, Heimendinger J, Hambidge C, Hambidge M. Outcomes from a school-based nutrition education program alternating special resource teachers and classroom teachers. THE JOURNAL OF SCHOOL HEALTH 1999; 69:403-408. [PMID: 10685377 DOI: 10.1111/j.1746-1561.1999.tb06358.x] [Citation(s) in RCA: 37] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
This study modified a successful nutrition program to improve its transferability and potential for institutionalization. Specific aims were to determine: 1) if 16 nutrition lessons taught alternately by special resource teachers (SRT) and classroom teachers, could produce outcomes equivalent to 24 SRT lessons; and 2) teachers' reactions to the program. The quasi-experimental design used classrooms (19 treatment and 19 comparison) in matched schools. Surveys and plate waste measured children's outcomes, and classroom teachers were observed and interviewed. Treatment students showed greater knowledge and self-efficacy scores and consumed 0.36 more servings of fruits and vegetables at lunch. Behavioral differences between groups were greater when SRTs provided all instruction. Teachers supported the program and anticipated teaching more nutrition on their own, but noted serious structural barriers. Findings support the need for long-term contact to induce behavior change and the advantage of using teachers specifically trained in nutrition and experiential education.
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Affiliation(s)
- G W Auld
- Dept. of Food Science and Human Nutrition, Colorado State University, Fort Collins 80523-1571, USA.
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33
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MacDonald SA. The Cardiovascular Health Education Program: assessing the impact on rural and urban adolescents' health knowledge. Appl Nurs Res 1999; 12:86-90. [PMID: 10319523 DOI: 10.1016/s0897-1897(99)80362-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
In this research study, a quasi-experimental, nonequivalent control group pretest-posttest design was used to assess the impact of the Cardiovascular Health Education Program (CHEP) on the cardiovascular health knowledge of grade eight adolescents. A total of 146 adolescents participated in study, with 88 in the experimental group and 58 in the control group. One-hundred two of the adolescents resided in a rural region and 44 resided in an urban region in the province of Newfoundland and Labrador, Canada. The findings from this study indicate that the CHEP did have a significant positive impact on the cardiovascular health knowledge of the rural adolescents, but it did not have a comparable impact on the cardiovascular health knowledge of the urban adolescents. The findings also indicate that there was no significant difference between rural and urban cardiovascular health knowledge prior to implementing the program. These findings support the need for implementation of the CHEP within this population. This study also shows that nurses can design, implement, and evaluate community-based health promotion programs for targeted populations.
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Affiliation(s)
- S A MacDonald
- School of Nursing, Memorial University of Newfoundland, St. John's, Canada
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35
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Structural Analysis of the Relationships among Elementary Teachers’ Training, Self-Efficacy, and Time Spent Teaching Nutrition. ACTA ACUST UNITED AC 1998. [DOI: 10.1016/s0022-3182(98)70322-x] [Citation(s) in RCA: 21] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Resnicow K, Davis M, Smith M, Baranowski T, Lin LS, Baranowski J, Doyle C, Wang DT. Results of the TeachWell worksite wellness program. Am J Public Health 1998; 88:250-7. [PMID: 9491016 PMCID: PMC1508191 DOI: 10.2105/ajph.88.2.250] [Citation(s) in RCA: 43] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
OBJECTIVE This study examined whether providing a school-based teacher wellness program enhances the impact of a health curriculum on student outcomes and improves cognitive, behavioral, and physiological outcomes among participating teachers. METHODS Thirty-two elementary schools were randomly assigned to experimental or comparison conditions. Comparison group schools received the Gimme-5 program, a curriculum designed to increase fourth and fifty graders' consumption of fruits and vegetables. Experimental schools received Gimme-5 and the teacher wellness program, which included 54 workshops over 2 years, along with several schoolwide health activities. Physiological, behavioral, and cognitive outcomes were assessed in teachers and students. RESULTS There was no evidence that the intervention favorably modified any student or teacher end points; nor did intervention teachers deliver the Gimme-5 program with greater fidelity than comparison teachers. CONCLUSION Confidence in the null results is bolstered by the randomized design, baseline sample equivalence, appropriate mixed-model analyses, and lack of selective or differential attrition. Insufficient participation in the wellness program appears a likely explanation for the lack of teacher and student effects. Factors specific to the school setting and intervention may have diminished participation and, thus, intervention effects.
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Affiliation(s)
- K Resnicow
- Rollins School of Public Health, Emory University, Atlanta, GA 30322, USA
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Renaud L, Chevalier S, Dufour R, O'Loughlin J, Beaudet N, Bourgeois A, Ouellet D. [Evaluation of the implementation of an educational curriculum: optimal interventions for the adoption of an educational program of health in elementary schools]. Canadian Journal of Public Health 1998. [PMID: 9440997 DOI: 10.1007/bf03403904] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
A multiple case study design is used to explain the level of implementation of a "Heart Health" curriculum by grade four teachers of eight schools in a Montreal multiethnic and underprivileged district. An interview and logbook examine the following variables: 1) personal characteristics of the teachers; 2) organizational characteristics of the schools; 3) characteristics of the program; 4) collaboration between the health and educational sectors; and 5) curriculum level of use and fidelity of implementation. The results show in particular that the personal characteristics of the teachers and the characteristics of the program explain the level of implementation of the Heart Health curriculum.
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Affiliation(s)
- L Renaud
- Direction de la santé publique, Régie régionale de la santé et des services sociaux de Montréal-Centre, Québec.
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Perry-Casler SM, Price JH, Telljohann SK, Chesney BK. National assessment of early elementary teachers perceived self-efficacy for teaching tobacco prevention based on the CDC guidelines. THE JOURNAL OF SCHOOL HEALTH 1997; 67:348-354. [PMID: 9425611 DOI: 10.1111/j.1746-1561.1997.tb03471.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
A national random sample of 505 early elementary school teachers completed a 47-item survey to determine their perceived self-efficacy for teaching tobacco prevention education based on the Centers for Disease Control and Prevention guidelines for grades K-3, their training status on tobacco prevention, and their level of teaching about tobacco prevention. Results indicated most of the teachers were female, White, held a bachelor's or master's degree, never smoked, and had not received formal tobacco prevention training. The teachers' scores were high for efficacy expectations, and for outcome expectations. Conversely, for outcome value, teachers ranked tobacco prevention fifth out of six health topics, as the most important health topic to teach elementary students. Also, teachers trained in four tobacco areas or more had statistically significantly higher scores for efficacy expectations than those trained in three or fewer areas. Statistically significant positive associations were also found between years of teaching tobacco prevention and efficacy and outcome expectation scores, and between the amount of time that tobacco prevention was taught during the past school year and outcome value.
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Affiliation(s)
- S M Perry-Casler
- James and Jennifer Harrell Center for the Society of Domestic Violance, College of Public Health, University of South Florida, Tampa 33612-3807, USA
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Probart C, McDonnell E, Achterberg C, Anger S. Evaluation of Implementation of an Interdisciplinary Nutrition Curriculum in Middle Schools. ACTA ACUST UNITED AC 1997. [DOI: 10.1016/s0022-3182(97)70199-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Abstract
Healthy eating patterns in childhood and adolescence promote optimal childhood health, growth, and intellectual development; prevent immediate health problems, such as iron deficiency anemia, obesity, eating disorders, and dental caries; and may prevent long-term health problems, such as coronary heart disease, cancer, and stroke. School health programs can help children and adolescents attain full educational potential and good health by providing them with the skills, social support, and environmental reinforcement they need to adopt long-term, healthy eating behaviors. This report summarizes strategies most likely to be effective in promoting healthy eating among school-age youths and provides nutrition education guidelines for a comprehensive school health program. These guidelines are based on a review of research, theory, and current practice, and they were developed by CDC in collaboration with experts from universities and from national, federal, and voluntary agencies. The guidelines include recommendations on seven aspects of a school-based program to promote healthy eating: school policy on nutrition, a sequential, coordinated curriculum, appropriate instruction for students, integration of school food service and nutrition education, staff training, family and community involvement, and program evaluation.
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Smith DW, Zhang JJ, Colwell B. Pro-innovation bias: the case of the Giant Texas SmokeScream. THE JOURNAL OF SCHOOL HEALTH 1996; 66:210-213. [PMID: 8866395 DOI: 10.1111/j.1746-1561.1996.tb08288.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
A common approach to promoting improvements in school health instruction involves development and dissemination of new curricula and teaching materials. Ironically, potential effects of innovative materials on student outcomes and actual teacher instructional practices rarely are considered important in decisions concerning use of new material. This study examined the impact of a new curricular innovation, the Giant Texas SmokeScream (GTSS), on 512 middle grade students' knowledge, perceptions, and behavioral intent about smoking. The data provided a basis for discussion of what Rogers labeled "pro-innovation bias." Data indicated the program had no effect on students. The GTSS program itself, although popular with schools, was questioned as being atheoretical in its approach to health education and ineffective in its outcomes. These data illustrate the need for programs to be based on sound theory and evaluated rigorously prior to general adoption. Additionally, program evaluations focused solely on student effects are insufficient in their assessment of adoption and implementation practices.
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Affiliation(s)
- D W Smith
- University of Houston, Dept. of Health and Human Performance, TX 77204-5331, USA
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42
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Woodruff SI, Candelaria J, Elder JP, Gichon EA, Zaslow KA. Implementation Factors Related to Outcomes of a Nutrition Education Program for Latinos with Limited English Proficiency. ACTA ACUST UNITED AC 1996. [DOI: 10.1016/s0022-3182(96)70073-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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van Achterberg T, Stevens FC, Hekkink MJ, Crebolder HF, Philipsen H. Implementing coordination of care--task performance and problems encountered. Scand J Caring Sci 1995; 9:209-17. [PMID: 8578042 DOI: 10.1111/j.1471-6712.1995.tb00416.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
In recent years the effects of interventions in the field of coordination of care have been well reported. However, the implementation of coordination of care is hardly addressed. This article focuses on the implementation of coordination of care for the elderly in three community settings in The Netherlands. A group of 38 professional and non-professional care-givers functioned as coordinators during a period of one year. Open interviews with coordinators, minutes from group meetings and forms and logbooks were used as sources of data. Major problems during implementation involved conflicting roles, preserving the client's privacy, lack of recognition and the perception that coordination was not always necessary. Coordinators had no difficulty in making a care inventory and in organizing care. On the other hand, introducing oneself as a coordinator, and planning and evaluating are tasks that need more attention in future interventions.
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44
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Dusenbury L, Falco M. Eleven components of effective drug abuse prevention curricula. THE JOURNAL OF SCHOOL HEALTH 1995; 65:420-425. [PMID: 8789707 DOI: 10.1111/j.1746-1561.1995.tb08205.x] [Citation(s) in RCA: 82] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
A review of school-based drug abuse prevention programs was conducted for 1989-1994. In addition to a comprehensive literature review, interviews were conducted with a panel of 15 leading experts in prevention research. Key elements of promising prevention curricula were identified. Effective prevention programs were found to be based on a sound theoretical or research foundation. They included developmentally appropriate information about drugs, social resistance skills training, and normative education. Broader based personal and social skills training appeared to enhance program effects. Effective programs used interactive teaching techniques and teacher training, and provided adequate coverage and sufficient follow-up. Cultural sensitivity to the target population was found to be critical to program success. Additional program components were expected to enhance curriculum effectiveness. Finally, experts agreed that adequate evaluation of prevention curricula was critical. Unfortunately, despite information about the types of curricula that are effective, the most promising prevention curricula are not widely disseminated. Reasons for under-utilization are explored, and recommendations made for correcting the situation.
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Affiliation(s)
- L Dusenbury
- Dept. of Public Health, Cornell University Medical College, New York, NY 10021, USA
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45
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Tappe MK, Galer-Unit RA, Bailey KC. Long-term implementation of the teenage health teaching modules by trained teachers: a case study. THE JOURNAL OF SCHOOL HEALTH 1995; 65:411-415. [PMID: 8789705 DOI: 10.1111/j.1746-1561.1995.tb08203.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
This evaluation addressed long-term implementation of the Teenage Health Teaching Modules (THTM) by trained teachers in Indiana. Structured random sample telephone interviews and cross-sectional written surveys determined the extent to which teachers implemented THTM and factors related to its implementation. Although most schools and teachers continued to use THTM, many teachers failed to maintain implementation fidelity. Barriers to THTM implementation included insufficient time for health instruction, reassignment of THTM teachers to other instructional areas, and the need for revised middle school modules. ANOVA and Mann-Whitney U tests revealed more favorable THTM perceptions and implementation practices among teachers without implementation difficulties and among teachers who intended to attend a reconvening workshop. Evaluation of the long-term implementation of THTM revealed the impact of environmental barriers on the use of innovative health education curricula by trained teachers.
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Affiliation(s)
- M K Tappe
- Purdue University, West Lafeyette, IN 47907-1362, USA
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46
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Mullen PD, Evans D, Forster J, Gottlieb NH, Kreuter M, Moon R, O'Rourke T, Strecher VJ. Settings as an important dimension in health education/promotion policy, programs, and research. HEALTH EDUCATION QUARTERLY 1995; 22:329-45. [PMID: 7591788 DOI: 10.1177/109019819402200306] [Citation(s) in RCA: 77] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
Settings--community, worksite, schools, and healthcare sites--constitute an important dimension of health education/health promotion policy and programs and for research about program needs, feasibility, efficacy, and effectiveness. These settings vary in the extent of coverage of and relationships with their respective constituencies, valued outcomes, and quantity and quality of evidence about the effectiveness of setting-specific and cross-setting programs. Main sources of evidence for program efficacy and effectiveness are summarized, leading to the conclusion that strides have been made toward building a strong evidentiary base for health education/health promotion in these settings. Gaps in research exist, especially for diffusion of effective programs, new technologies, the influence of policy, relations between settings, and approaches to marginal and special subgroups. Recommendations are offered for cross-setting and within-setting research related to intervention.
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Affiliation(s)
- P D Mullen
- Center for Health Promotion, Research, and Development, School of Public Health, University of Texas, Houston 77030, USA
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Lovato CY, Rybar J. Development and dissemination of a manual to promote teacher preservice in health education. THE JOURNAL OF SCHOOL HEALTH 1995; 65:172-175. [PMID: 7637333 DOI: 10.1111/j.1746-1561.1995.tb06224.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Teacher preparation at the preservice level plays an important role in ensuring implementation of comprehensive school health education in the classroom. This article describes development and dissemination of a resource manual to provide college instructors with materials that support a health education course for teacher education majors. A statewide survey was administered to instructors one year following distribution to examine the dissemination and use of the resource manual. Results suggest provision and dissemination of model materials for preservice education provides an acceptable and feasible step toward curricular change in teacher preservice training in health education. Increased use of the manual was associated with attendance at a training workshop.
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Affiliation(s)
- C Y Lovato
- University of British Columbia, Institute of Health Promotion Research, Vancouver, Canada
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48
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Basen-Engquist K, O'Hara-Tompkins N, Lovato CY, Lewis MJ, Parcel GS, Gingiss P. The effect of two types of teacher training on implementation of Smart Choices: a tobacco prevention curriculum. THE JOURNAL OF SCHOOL HEALTH 1994; 64:334-339. [PMID: 7844976 DOI: 10.1111/j.1746-1561.1994.tb03323.x] [Citation(s) in RCA: 32] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
This study examined the implementation phase of a four-year research project to test the effectiveness of strategies to increase diffusion of Smart Choices, a school-based tobacco prevention program. The impact on curriculum implementation of two approaches to teacher training are compared. School districts were randomly assigned to a live workshop training or video training condition. The outcome of the evaluation was teachers' implementation of Smart Choices. Results show a lower proportion of video-trained teachers implemented the curriculum, but overall completeness and fidelity of implementation for those teachers who did teach the curriculum were comparable for the two groups. Video-trained teachers, however, were less likely to use brainstorming and student presentations/role plays, two of the methods prescribed by the curriculum. Implications of the results for teacher training are discussed.
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