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Dombrowski RD, Mallare J, Auld ME, Hughes C, Fuhrmeister J. Quality of Health Education Teacher Preparation Program Curricula Throughout the United States. THE JOURNAL OF SCHOOL HEALTH 2024; 94:697-707. [PMID: 38885984 DOI: 10.1111/josh.13475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 05/22/2024] [Accepted: 05/23/2024] [Indexed: 06/20/2024]
Abstract
BACKGROUND Undergraduate majors in education, specifically in school health education (HE), have declined considerably in the United States. Reductions in state and federal funding for K-12 public education and increased demands on educators to prioritize standardized academic outcomes versus focusing on the whole child encompass many factors leading to fewer qualified teachers and reduced quality of HE delivery within schools. METHODS A content analysis of over 300 HE teacher preparation programs throughout the United States was conducted from 2019 to 2020 to assess available and required curriculum for pre-service HE teachers. Seven curriculum areas were reviewed: nutrition, physical activity (PA) and physical education (PE), HE, chronic disease management (CDM), social emotional learning and mental health (SEL/MH), drug abuse and tobacco prevention (DA/TP), and a methods course in teaching HE. RESULTS Findings indicated program type influenced course offerings, with stand-alone HE and joint HE/PE programs providing the most comprehensive curriculum. Most programs required courses in general HE, PA and PE, and nutrition. Programs were deficient in offering courses in CDM, DA/TP, and SEL/MH. CONCLUSION This article contains recommendations to improve the quality of HE delivery in public schools, for example by ensuring that school health educators are trained in providing skills-based HE to youth, which can assist in addressing child and youth health outcomes (eg, CDM, mental health) for the nation.
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Affiliation(s)
| | | | | | - Chelsey Hughes
- Society for Public Health Education, Washington, DC, USA
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Mody M, Hodges AN, Gibson KE, Mantey J, Gontjes KJ. Does high school health education class satisfaction influence student perceptions of public health and pandemic response? Am J Infect Control 2024; 52:719-725. [PMID: 38253288 DOI: 10.1016/j.ajic.2024.01.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 01/15/2024] [Accepted: 01/15/2024] [Indexed: 01/24/2024]
Abstract
BACKGROUND The COVID-19 pandemic significantly affected high school students. Little is known about the mediators of student perceptions of infection prevention and public health entities. We piloted a survey to evaluate the relationship between student perceptions of COVID-19 topics and satisfaction with their most recent health class. METHODS Students from one private high school in southeast Michigan completed a survey in early 2022. The primary outcomes were 4 domains: vaccination knowledge, intervention effectiveness, intervention impact, and willingness to readopt an intervention. We assessed the associations between health class satisfaction and these outcomes using multiple linear regression. RESULTS One-hundred ninety students reported their health class satisfaction and were eligible for analysis. Students reported high confidence in vaccines (93%) but limited knowledge of COVID-19 vaccination (45%). Students perceived COVID-19 interventions as highly effective (range, 72% [hand hygiene]-93% [vaccination]) and reported a willingness to readopt them (range, 73% [stay-at-home orders]-96% [vaccination]). Health class satisfaction (54%) was positively associated with composite scores on vaccination knowledge and intervention effectiveness. DISCUSSION Assessing students' intrapandemic perspectives on infection prevention illuminated areas of strength (ie, intervention confidence) and areas for improvement (ie, intervention knowledge and institutional confidence). CONCLUSIONS Students reported favorable perceptions regarding common infection prevention interventions. Future work should investigate the role of educational satisfaction in mediating confidence in public health interventions and institutions.
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Affiliation(s)
- Malay Mody
- Ross University School of Medicine, Bridgetown, Barbados
| | - Asia N Hodges
- Department of Microbiology and Cell Science, University of Florida, Gainesville, Gainesville, FL
| | - Kristen E Gibson
- Department of Internal Medicine, Division of Geriatric and Palliative Medicine, University of Michigan Medical School, Ann Arbor, MI; Department of Internal Medicine, Center for Research and Innovations in Special Populations, University of Michigan Medical School, Ann Arbor, MI
| | - Julia Mantey
- Department of Internal Medicine, Division of Geriatric and Palliative Medicine, University of Michigan Medical School, Ann Arbor, MI; Department of Internal Medicine, Center for Research and Innovations in Special Populations, University of Michigan Medical School, Ann Arbor, MI
| | - Kyle J Gontjes
- Department of Internal Medicine, Center for Research and Innovations in Special Populations, University of Michigan Medical School, Ann Arbor, MI; Department of Microbiology & Immunology, University of Michigan Medical School, Ann Arbor, MI.
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Malczyk E, Muc-Wierzgoń M, Fatyga E, Dzięgielewska-Gęsiak S. Salt Intake of Children and Adolescents: Influence of Socio-Environmental Factors and School Education. Nutrients 2024; 16:555. [PMID: 38398878 PMCID: PMC10892796 DOI: 10.3390/nu16040555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2024] [Revised: 02/14/2024] [Accepted: 02/16/2024] [Indexed: 02/25/2024] Open
Abstract
(1) Background: The aim of this study was to investigate the salt consumption by children and adolescents from the Silesian Province (Poland), taking into account the region's dietary traditions and the age of the students+. (2) Methods: 300 students aged 10-18 from different types of schools were enrolled in the study and divided into groups in terms of school, sex, and the state of their nutrition. A survey questionnaire about dietary habits, including the frequency and serving size with respect to 12 salty products, was used. On the basis of the frequency and the amount of consumed products, as well as the data on salt content, the amount of total daily intake of salt was estimated. (3) Results: The mean daily intake of salt by children and adolescents was 1.083 g (0.433 g of sodium); children aged 10-12 consumed the highest amount of salt (1.296 g/day) compared to pupils aged 13-15 (1.131 g of sodium) and adolescents aged 16-18 (0.863 g/day). (4) Conclusions: With age, as a result of various factors, the consumption of salt declines. The parents' impact and the familial socio-environmental factors begin to wane, and other factors start to have influence, e.g., school education of a healthy lifestyle and health behavior of peers.
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Affiliation(s)
- Ewa Malczyk
- Department of Health Sciences and Physical Education, University of Applied Sciences in Nysa, 48-300 Nysa, Poland;
| | - Małgorzata Muc-Wierzgoń
- Department of Public Health Silesian, Medical University of Silesia in Katowice, 40-055 Katowice, Poland; (E.F.); (S.D.-G.)
| | - Edyta Fatyga
- Department of Public Health Silesian, Medical University of Silesia in Katowice, 40-055 Katowice, Poland; (E.F.); (S.D.-G.)
| | - Sylwia Dzięgielewska-Gęsiak
- Department of Public Health Silesian, Medical University of Silesia in Katowice, 40-055 Katowice, Poland; (E.F.); (S.D.-G.)
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Reed M, Castillo I, Georgia BW, Glass HL, Ryan D, Cygan HR. An Integrative Review of College Readiness Programs for Black High School Students; Opportunities for School Nurse Involvement. J Sch Nurs 2024; 40:26-42. [PMID: 35679088 DOI: 10.1177/10598405221105012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Education is associated with improved health outcomes. However, fewer non-Hispanic Black Americans earn high school diplomas, baccalaureate, or advanced degrees than White Americans, placing them at higher risk for poor health outcomes. Racial disparities in education have been linked to social injustice and structural racism. Through the Framework for the 21st Century School Nursing PracticeTM, school nurses can impact academic success and college readiness for Black youth. An integrative review of the literature was conducted to describe programs to promote college readiness for Black high school students and evaluate school nurse involvement. Findings of the eighteen unique studies included in this review were: programs included mostly female participants, and most yielded improvements in students' non-cognitive skills (i.e. sense of belonging/confidence) and college knowledge. None of the programs included school nurse involvement. School nurses can advocate for anti-racist college readiness programs with intentional, asset-based approaches to position youth for success in college.
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Affiliation(s)
- Monique Reed
- College of Nursing, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
| | - Isabella Castillo
- Center for Community Health Equity Intern, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
| | - Benjamin W Georgia
- Center for Community Health Equity Intern, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
| | - Hannah L Glass
- Center for Community Health Equity Intern, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
| | - Dallas Ryan
- Center for Community Health Equity Intern, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
| | - Heide R Cygan
- College of Nursing, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
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LeBlanc SS. School nurses and menstrual communication: Destigmatizing the stigma among adolescents. WOMEN'S HEALTH (LONDON, ENGLAND) 2024; 20:17455057241247793. [PMID: 38733209 PMCID: PMC11088806 DOI: 10.1177/17455057241247793] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Revised: 03/01/2024] [Accepted: 03/29/2024] [Indexed: 05/13/2024]
Abstract
OBJECTIVE The purpose of this study is to understand how school nurses, often the first line of defense for menstruating adolescents, use communication to assist adolescents in destigmatizing menstruation. DESIGN I conducted semi-structured narrative interviews with nine nurses employed in a large school district in Northeast Indiana. METHODS Interviews were coded, categorized, and used a phronetic iterative approach. RESULTS Analysis determines that nurses assist menstruating students using steps toward accepting menstruation and suggesting ways to avoid menstrual stigmatization. CONCLUSION This study suggests that school nurses use positive language to assist students in handling their menstruation problems, develop allyships with parents and other teachers, and stress menstrual education. This study highlights the need for more funding for menstrual products and additional school nurses.
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NASN Position Statement: Healthy Communities. NASN Sch Nurse 2024; 39:49-50. [PMID: 37063082 DOI: 10.1177/1942602x231168705] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/18/2023]
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Jakasania A, Lahariya C, Pandya C, Raut AV, Sharma R, K S, Mundra A, Kapoor JP, Khajuria S, Gupta SS. School Health Services in India: Status, Challenges and the Way Forward. Indian J Pediatr 2023; 90:116-124. [PMID: 37751041 DOI: 10.1007/s12098-023-04852-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/25/2023] [Accepted: 08/22/2023] [Indexed: 09/27/2023]
Abstract
Schools provide a crucial platform for health and well-being interventions targeting children and adolescents. Early promotive and preventive initiatives are vital for enabling children and adolescents to reach their optimal potential, thereby adding to the country's social return-on-investment, creating a favourable demographic dividend. This review analyses the evolution of school health initiatives in India, including the current curriculum proposed under the Ayushman Bharat program. The manuscript highlights the challenges, and gaps in implementation of the current school health programs and proposes potential pathways for bridging these gaps for promotion of adolescent well-being. The review also discusses the concept of Health Promoting Schools and suggests adaptations and key recommendations to Indian context regarding 'how' to translate it into on-field reality based on the appraisal of successful case studies from other countries. Though India started school health services more than 100 y ago, the school health programmes in most Indian states are weak and fragmented, with piecemeal health screening with minimal focus on health promotion and well-being. The recently launched School Health and Wellness initiative under the Ayushman Bharat program has lots of promise. However, it needs to be translated into effective implementation to prevent it from meeting the fate of its forerunner programs. The school health program needs to move beyond the screening centric approach and be aspirational and holistic in nature focusing upon the overall well-being of the adolescents. Concerted efforts through intersectoral convergence are needed to optimally utilise the platforms of schools for promotion of adolescent well-being.
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Affiliation(s)
- Arjunkumar Jakasania
- Department of Community Medicine, Mahatma Gandhi Institute of Medical Sciences, Sevagram, Wardha, 442001, Maharashtra, India
| | - Chandrakant Lahariya
- Integrated Department of Health Policy, Epidemiology, Preventive Medicine and Pediatrics, Foundation for People-Centric Health Systems, New Delhi, 110029, India
| | - Chitra Pandya
- Medicine Beyond Classroom, c/o Varun Complete Healthcare, Vadodara, 390006, Gujarat, India.
| | - Abhishek V Raut
- Department of Community Medicine, Mahatma Gandhi Institute of Medical Sciences, Sevagram, Wardha, 442001, Maharashtra, India
| | - Radhika Sharma
- Department of Community Medicine, Mahatma Gandhi Institute of Medical Sciences, Sevagram, Wardha, 442001, Maharashtra, India
| | - Sophiya K
- Department of Community Medicine, Mahatma Gandhi Institute of Medical Sciences, Sevagram, Wardha, 442001, Maharashtra, India
| | - Anuj Mundra
- Department of Community Medicine, Mahatma Gandhi Institute of Medical Sciences, Sevagram, Wardha, 442001, Maharashtra, India
| | - Jai Pal Kapoor
- Senior Advisor, School Health Services, Foundation for People-centric Health Services, New Delhi, 110029, India
| | - Sindhuja Khajuria
- Centre for Health Communications, Foundation for People-Centric Health Systems, New Delhi, 110029, India
| | - Subodh S Gupta
- Department of Community Medicine, Mahatma Gandhi Institute of Medical Sciences, Sevagram, Wardha, 442001, Maharashtra, India
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Lekše R, Godec D, Prosen M. Determining the Impact of Lifestyle on the Health of Primary School Children in Slovenia Through Mixed Membership Focus Groups. J Community Health 2023; 48:857-869. [PMID: 37160527 PMCID: PMC10169174 DOI: 10.1007/s10900-023-01231-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/24/2023] [Indexed: 05/11/2023]
Abstract
Lifestyle choices made by children and adolescents can lead to a variety of health problems. It is therefore crucial to evaluate the state health-related lifestyles of primary school children's and identify areas for improvement. The aim of this study was to investigate the experiences and perspectives of those involved in educating current generations of primary school children about their lifestyle and the associated health implications of their behavior. Four focus groups were formed, comprising parents, primary school teachers, health professionals, and leisure activity teachers, with five participants in each group. Semi-structured interviews were conducted with each group as part of the qualitative research paradigm of the study. The study revealed three central themes, emphasizing the need to promote health and educate children about healthy behaviors, environmental influences, and health literacy. Community nurses need to take a proactive role in promoting school health. Although adults, peers, and the environment exert a strong influence on children's lifestyles, they often fail to live up to their responsibilities and allow harmful habits to form. To instill positive behaviors and an optimistic attitude towards a healthy lifestyle, all those involved in a child's education need to collaborate. Health-related topics should be included or reinforced in primary school curricula, and parents and school staff should receive appropriate training.
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Affiliation(s)
- Rebeka Lekše
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310 Slovenia
| | - Dijana Godec
- Health Promotion Centre, Gregorčičeva cesta 8, Ilirska Bistrica, 6250 Slovenia
| | - Mirko Prosen
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310 Slovenia
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Alfaleh A, Alkattan A, Alzaher A, Alhabib D, Alshatri A, Alnamshan A, Almalki O, Almutairi L, Khairat M, Sagor K, Alabdulkareem K, Ibrahim M. Quality of life among schoolchildren with type 1 diabetes mellitus and the satisfaction of their guardians towards school health care in Saudi Arabia. Diabetes Res Clin Pract 2023; 204:110901. [PMID: 37699476 DOI: 10.1016/j.diabres.2023.110901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Revised: 08/11/2023] [Accepted: 09/06/2023] [Indexed: 09/14/2023]
Abstract
AIMS This study aimed to assess the quality of life of schoolchildren with type 1 diabetes mellitus (T1DM) and determine their guardians' satisfaction of diabetes health care in Saudi Arabian schools. METHODS A cross-section multicenter study was conducted from February to July 2022 among Schoolchildren with T1DM in Saudi Arabia. The study included T1DM school children aged 6-18 years. The patients' health-related quality of life (HRQoL) data were collected and determined using a modified version of the PedsQL 3.0 Diabetes Module. RESULTS The grand total median PedQL-DM score among the included participants (N = 283) was 64.7, while items related to diabetes symptoms and diabetes management were 61.1 and 68.7, respectively. Schoolchildren who have lower HbA1c levels and take care of regular monitoring of their blood glucose showed significantly better quality of life concerning diabetes symptoms. A significant number of guardians claimed they were not satisfied with the current status of diabetes management at schools. CONCLUSIONS The overall HRQoL among schoolchildren with T1DM was average and acceptable to some extent. The PedsQL-DM median score was higher among those who received health care during school time. The guardians' satisfaction of diabetes health care was low, emphasizing the role of health clinics in schools.
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Affiliation(s)
- Amjad Alfaleh
- Research and Planning Unit, General Directorate of School Health, Ministry of Health, Riyadh, Saudi Arabia
| | - Abdullah Alkattan
- Research and Planning Unit, General Directorate of School Health, Ministry of Health, Riyadh, Saudi Arabia.
| | - Abrar Alzaher
- Research and Planning Unit, General Directorate of School Health, Ministry of Health, Riyadh, Saudi Arabia
| | - Dina Alhabib
- Research and Planning Unit, General Directorate of School Health, Ministry of Health, Riyadh, Saudi Arabia
| | - Amani Alshatri
- Research and Planning Unit, General Directorate of School Health, Ministry of Health, Riyadh, Saudi Arabia
| | - Amani Alnamshan
- Research Department, Assistant Agency for Preventive Health, Ministry of Health, Riyadh, Saudi Arabia
| | - Ohood Almalki
- Department of Research, Assisting Deputyship for Primary Health Care, Ministry of Health, Riyadh, Saudi Arabia
| | - Laila Almutairi
- Research Department, Assistant Agency for Preventive Health, Ministry of Health, Riyadh, Saudi Arabia
| | - Mansour Khairat
- Department of Telemedicine, General Directorate of Medical Consultations, Ministry of Health, Riyadh, Saudi Arabia
| | - Khlood Sagor
- Research and Planning Unit, General Directorate of School Health, Ministry of Health, Riyadh, Saudi Arabia
| | - Khaled Alabdulkareem
- Department of Research, Assisting Deputyship for Primary Health Care, Ministry of Health, Riyadh, Saudi Arabia; Department of Family Medicine, College of Medicine, Al-Imam Mohammad Bin Saud Islamic University, Riyadh, Saudi Arabia
| | - Mona Ibrahim
- Research and Planning Unit, General Directorate of School Health, Ministry of Health, Riyadh, Saudi Arabia; Department of Community, Environmental and Occupational Medicine, Faculty of Medicine, Zagazig University, Zagazig, Egypt
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Ohneck MC, Dake JA, Maughan ED, Telljohann SK, Glassman T. A Cost-Benefit Analysis of School Nursing in One Large Urban School District. J Sch Nurs 2023:10598405231197836. [PMID: 37661668 DOI: 10.1177/10598405231197836] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/05/2023] Open
Abstract
This study is a cost-benefit analysis examining an urban district's partial school nurse coverage conversion to full-time coverage. Through a partnership with a health care system, the district received funding, resulting in the hiring of full-time nurses to cover all K-8 elementary schools. Researchers compared the cost of nursing services to the savings in teacher, secretary, principal, and parent productivity, reduced medical procedure costs, and grants nurses managed. The year before implementing additional nurses, the return on investment (ROI) to the community for nursing services was calculated to be $1.59 for every dollar invested in schools with full-time coverage and $1.29 for schools with partial coverage. After implementing full-time nurses in each school, there was an ROI of $1.50 during the 2015-2016 school year, $1.64 for 2016-2017, and $1.67 for 2017-2018. The analysis provides evidence that full-time coverage could result in a positive ROI for schools and the community.
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Affiliation(s)
- Mallory C Ohneck
- School of Population Health, College of Health and Human Services, University of Toledo, Toledo, OH, USA
| | - Joseph A Dake
- School of Population Health, College of Health and Human Services, University of Toledo, Toledo, OH, USA
| | - Erin D Maughan
- School of Nursing, College of Public Health, George Mason University, Fairfax, VA, USA
| | - Susan K Telljohann
- School of Population Health, College of Health and Human Services, University of Toledo, Toledo, OH, USA
| | - Tavis Glassman
- School of Population Health, College of Health and Human Services, University of Toledo, Toledo, OH, USA
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Doremus WA. Strengthening School Nursing Through State-Level Infrastructure Supports. NASN Sch Nurse 2023; 38:236-238. [PMID: 37309744 DOI: 10.1177/1942602x231178470] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
State-level school nursing infrastructure supports are essential for building equitable, evidence-based, quality school nursing services. Two recently published instruments, the State School Health Infrastructure Measure (SSHIM) and the Health Services Assessment Tool for Schools (HATS), provide opportunities to assess the extent of state-level infrastructure supports for school nursing and school health services. These instruments can be useful for planning and prioritizing to address needs to improve system-level quality and equity in school health services for the preK-12 population in each state.
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Amendola A, Borghi E, Bianchi S, Gori M, Fappani C, Barcellini L, Forlanini F, Garancini N, Nava C, Mari A, Sala A, Gasparini C, Ottaviano E, Colzani D, Biganzoli EM, Tanzi E, Zuccotti GV. Preschool-located influenza vaccination and influenza-like illness surveillance: an Italian pilot experience. Ital J Pediatr 2023; 49:91. [PMID: 37480047 PMCID: PMC10362647 DOI: 10.1186/s13052-023-01481-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Accepted: 06/01/2023] [Indexed: 07/23/2023] Open
Abstract
BACKGROUND We describe the first school-located influenza vaccination campaign with quadrivalent live-attenuated influenza vaccine (LAIV) among pre-school children in Italy, coupled with an innovative school-centred influenza-like illnesses (ILIs) surveillance using a self-sampling non-invasive saliva collection method. METHODS The pilot study was proposed during the 2021/2022 influenza season to fifteen pre-schools in the Milan municipality. LAIV was offered directly in school to all healthy children without contraindications. ILI differential diagnosis was conducted by real-time RT-PCR for influenza A/B and SARS-CoV-2. RESULTS Five pre-schools were involved in the pilot project and overall, 135 families (31.2%) participated in the study, adhering to both surveillance and vaccination; 59% of families had an immigrant background. No pupil experienced adverse reactions after vaccination. Nineteen saliva samples were collected from sixteen children (11.8%). Six samples (31.6%) tested positive for SARS-CoV-2; none was positive for influenza A/B. CONCLUSIONS The participation in the immunisation campaign was good, considering possible absences due to COVID-19 pandemic, and the intranasal administration was well tolerated and helped to overcome parental hesitancy. Saliva sampling represented a useful tool to reduce children's stress and increase parents' compliance. The high participation of families with an immigrant background suggests that school-based interventions can represent an effective strategy to overcome socioeconomic and cultural barriers.
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Affiliation(s)
- Antonella Amendola
- Department of Health Sciences, Università degli Studi di Milano, Milan, 20142, Italy.
- EpiSoMI CRC-Coordinated Research Centre, Università degli Studi di Milano, Milan, 20133, Italy.
| | - Elisa Borghi
- Department of Health Sciences, Università degli Studi di Milano, Milan, 20142, Italy
- EpiSoMI CRC-Coordinated Research Centre, Università degli Studi di Milano, Milan, 20133, Italy
| | - Silvia Bianchi
- Department of Health Sciences, Università degli Studi di Milano, Milan, 20142, Italy
- EpiSoMI CRC-Coordinated Research Centre, Università degli Studi di Milano, Milan, 20133, Italy
| | - Maria Gori
- Department of Health Sciences, Università degli Studi di Milano, Milan, 20142, Italy
- EpiSoMI CRC-Coordinated Research Centre, Università degli Studi di Milano, Milan, 20133, Italy
| | - Clara Fappani
- Department of Health Sciences, Università degli Studi di Milano, Milan, 20142, Italy
- EpiSoMI CRC-Coordinated Research Centre, Università degli Studi di Milano, Milan, 20133, Italy
- Department of Clinical Sciences and Community Health, Università degli Studi di Milano, Milan, 20133, Italy
| | - Lucia Barcellini
- Department of Pediatrics, V. Buzzi Children's Hospital, Università degli Studi di Milano, Milan, 20154, Italy
| | - Federica Forlanini
- Department of Pediatrics, V. Buzzi Children's Hospital, Università degli Studi di Milano, Milan, 20154, Italy
| | - Nicolò Garancini
- Department of Pediatrics, V. Buzzi Children's Hospital, Università degli Studi di Milano, Milan, 20154, Italy
| | - Chiara Nava
- Department of Pediatrics, V. Buzzi Children's Hospital, Università degli Studi di Milano, Milan, 20154, Italy
| | - Alessandra Mari
- Department of Pediatrics, V. Buzzi Children's Hospital, Università degli Studi di Milano, Milan, 20154, Italy
| | - Anna Sala
- Department of Pediatrics, V. Buzzi Children's Hospital, Università degli Studi di Milano, Milan, 20154, Italy
| | - Chiara Gasparini
- Department of Pediatrics, V. Buzzi Children's Hospital, Università degli Studi di Milano, Milan, 20154, Italy
| | - Emerenziana Ottaviano
- Department of Health Sciences, Università degli Studi di Milano, Milan, 20142, Italy
- EpiSoMI CRC-Coordinated Research Centre, Università degli Studi di Milano, Milan, 20133, Italy
| | - Daniela Colzani
- Department of Health Sciences, Università degli Studi di Milano, Milan, 20142, Italy
| | - Elia Mario Biganzoli
- Department of Biomedical and Clinical Sciences, Università degli Studi di Milano, Milan, 20157, Italy
| | - Elisabetta Tanzi
- Department of Health Sciences, Università degli Studi di Milano, Milan, 20142, Italy
- EpiSoMI CRC-Coordinated Research Centre, Università degli Studi di Milano, Milan, 20133, Italy
| | - Gian Vincenzo Zuccotti
- Department of Pediatrics, V. Buzzi Children's Hospital, Università degli Studi di Milano, Milan, 20154, Italy
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Pulgaron ER, D’Agostino EM, Johnson SB, Ko LK, Drain PK, Duran MC, Keener Mast D, Kay S, Layer MA, Kenworthy T, Dozier A. Reflections From School Communities in Underserved Populations on Childhood COVID-19 Vaccination. Pediatrics 2023; 152:e2022060352M. [PMID: 37394501 PMCID: PMC10312275 DOI: 10.1542/peds.2022-060352m] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/04/2023] [Indexed: 07/04/2023] Open
Abstract
OBJECTIVES Outbreaks in vaccine-preventable diseases among children have increased, primarily among under- or unvaccinated subgroups. The influence and interaction of a child's school community on parental health care decisions, such as vaccination, has not been explored. Our study examined childhood coronavirus disease 2019 (COVID-19) vaccine hesitancy within the context of school communities. METHODS This study combines data from 4 independent research studies funded by the National Institutes of Health Rapid Acceleration of Diagnostics Underserved Populations Return to School Initiative. We examined focus group data to better understand the apprehension surrounding parental and child COVID-19 vaccination among underserved school populations. RESULTS Across all study sites, 7 main themes emerged with regard to COVID-19-related vaccination concerns for children: (1) potential side effects, (2) vaccine development, (3) misinformation (subthemes: content of vaccine and negative intent of the vaccine), (4) vaccine effectiveness, (5) timing of vaccine administration/availability for children, (6) fear of needles, and (7) mistrust. CONCLUSIONS School settings offered unique access to youth and family perspectives in underserved communities. Our studies highlighted several factors contributing to COVID-19 vaccine hesitancy in school communities, which align with existing literature on vaccine hesitancy. These concerns centered primarily on potential harm of vaccines, as well as misinformation, mistrust, and timing of vaccines. Related recommendations for increasing vaccination rates are provided. Developing specific strategies that address parent and child concerns will be critical to reducing health inequities related to COVID-19 vaccination.
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Affiliation(s)
- Elizabeth R. Pulgaron
- Department of Pediatrics, University of Miami Miller School of Medicine, Miami, Florida
| | - Emily M. D’Agostino
- Departments of Orthopedic Surgery
- Population Health Sciences, Duke University School of Medicine, Durham, North Carolina
| | - Sara B. Johnson
- Division of General Pediatrics, Department of Pediatrics, Johns Hopkins School of Medicine, Baltimore, Maryland
| | - Linda K. Ko
- Department of Health Systems and Population Health
| | - Paul K. Drain
- Global Health, Medicine, and Epidemiology, University of Washington, Seattle, Washington
| | | | | | | | | | - Tara Kenworthy
- Department of Pediatrics, University of Miami Miller School of Medicine, Miami, Florida
| | - Ann Dozier
- Public Health Sciences, University of Rochester, Rochester, New York
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Gallant AJ, Steenbeek A, Halperin SA, Parsons Leigh J, Curran JA. Identifying and addressing the impacts of the COVID-19 pandemic on school-based immunisation programmes in the Canadian Maritimes: a mixed methods study protocol. BMJ Open 2023; 13:e073172. [PMID: 37369397 PMCID: PMC10410997 DOI: 10.1136/bmjopen-2023-073172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Accepted: 06/12/2023] [Indexed: 06/29/2023] Open
Abstract
INTRODUCTION The COVID-19 pandemic highlighted the importance of keeping up to date on routine vaccinations. Throughout the pandemic, many routine vaccine programmes in Canada were paused or cancelled, including school-based immunisation programmes (SBIP). This resulted in decreased coverage for many vaccine-preventable diseases. While the effects of the pandemic on SBIP have been described in other provinces, its effects in the Maritime region (ie, Nova Scotia, New Brunswick and Prince Edward Island) have yet to be understood. We aim to determine how these programmes were affected by COVID-19 and associated public health measures in the Canadian Maritimes by (1) identifying and describing usual and interim catch-up programmes; (2) exploring stakeholders' perceptions of SBIP through interviews; and (3) designing recommendations with stakeholders to address gaps in SBIP and vaccine coverage. METHODS AND ANALYSIS A sequential, explanatory mixed methods study design will be used to address the objectives during the study period (September 2022-December 2023). First, an environmental scan will describe changes to SBIP and vaccine coverage over a period of five school years (2018/2019-2022/2023). Findings will inform semistructured interviews (n=65) with key stakeholders (eg, health officials, healthcare providers, school officials and parents and adolescents) to explore perceptions of SBIP and changes in parental vaccine hesitancy during the pandemic. These data will be integrated to design recommendations to support SBIP during two stakeholder engagement meetings. Analysis will be guided by the behaviour change wheel, a series of complementary tools and frameworks to simplify behaviour diagnosis and analysis in public health research. ETHICS AND DISSEMINATION Ethics approval for this study has been obtained from Dalhousie University's Health Sciences Research Ethics Board (Ref: 2022-6395). Informed consent will be obtained from participants prior to participating in an interview or stakeholder engagement meeting. Study findings will be disseminated through conference presentations, publications and infographics.
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Affiliation(s)
- Allyson J Gallant
- Faculty of Health, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Audrey Steenbeek
- School of Nursing, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Scott A Halperin
- Canadian Center for Vaccinology, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Jeanna Parsons Leigh
- School of Health Administration, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Janet A Curran
- School of Nursing, Dalhousie University, Halifax, Nova Scotia, Canada
- Pediatrics, IWK Health Centre, Halifax, Nova Scotia, Canada
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Mitsdarffer ML, McColl R, Nescott E, Bianchetta J, Layland EK, Tóth T. LGBTQ+ Youth Homelessness in Delaware:: Building a Case for Targeted Surveillance and Assessment of LGBTQ+ Youth Needs and Experiences. Dela J Public Health 2023; 9:80-86. [PMID: 37622145 PMCID: PMC10445598 DOI: 10.32481/djph.2023.06.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/26/2023] Open
Abstract
Objective In this article, we examine the issue of LGBTQ+ youth homelessness in Delaware, summarize current services available and prior research work that has been done, examining the number, needs, and experiences of unaccompanied unhoused LGBTQ+ youth. Methods We provide a literature review detailing risks associated with LGBTQ+ youth homelessness, resources available, and prior studies and surveys examining this population. Results LGBTQ+ youth experiencing homelessness are particularly vulnerable to physical and mental health challenges, abuse, and violence. The unique needs of this population necessitate specialized resources, yet there are a limited number of such resources available in Delaware and a dearth of information on youth homelessness in general, including LGBTQ+ youth. For example, administrative barriers exist for unaccompanied queer youth seeking shelter services, such as need for legal identification or being grouped in shelter populations based on sex assigned at birth rather than gender identity. Exposure to unsafe environments is a general problem for queer youth. This can make public spaces feel unsafe and increase risk of physical or mental harm, mistreatment, or abuse when seeking shelter outside of agency services and resources. In order to accurately identify and appropriately serve this population, additional research is necessary. Conclusions Evidence building is a critical first step in creating an effective study to examine the issue of LGBTQ+ youth homelessness in Delaware. With the evidence acquired in our literature review our next step to establish an informed methodology is to hold service provider and LGBTQ+ lived experience focus groups. Through a qualitative approach we aim to learn how to appropriately utilize the quantitative tools identified in our analysis and to assess what questions are missing to advance the needs of this population.
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Affiliation(s)
- Mary Louise Mitsdarffer
- Assistant Professor, Center for Community Research & Service, Joseph R. Biden, Jr. School of Public Policy and Administration, University of Delaware
| | - Rebecca McColl
- Associate Policy Scientist, Center for Community Research & Service, Joseph R. Biden, Jr. School of Public Policy and Administration, University of Delaware
| | - Erin Nescott
- Associate Policy Scientist, Center for Community Research & Service, Joseph R. Biden, Jr. School of Public Policy and Administration, University of Delaware
| | | | - Eric K Layland
- Assistant Professor, Department of Human Development and Family Sciences, University of Delaware
| | - Tibor Tóth
- Assistant Professor, Joseph R. Biden, Jr. School of Public Policy and Administration, University of Delaware
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Mody M, Gontjes KJ. Health education after COVID-19: A time to revisit, revamp, and revitalize? Am J Infect Control 2023; 51:466-468. [PMID: 36442688 PMCID: PMC9699711 DOI: 10.1016/j.ajic.2022.11.018] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 11/19/2022] [Accepted: 11/21/2022] [Indexed: 11/27/2022]
Affiliation(s)
- Malay Mody
- Department of Physiology & Biophysics, Case Western Reserve University School of Medicine, Cleveland, OH; Center for Research & Innovations in Susceptible Populations, University of Michigan Medical School, Ann Arbor, MI
| | - Kyle J Gontjes
- Center for Research & Innovations in Susceptible Populations, University of Michigan Medical School, Ann Arbor, MI; Department of Microbiology & Immunology, University of Michigan Medical School, Ann Arbor, MI.
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Frydman JS, Mayor C. A Scoping Review on the Use and Potential of School-Based Drama Therapy to Enhance Socio-emotional Skills in Early Childhood. EARLY CHILDHOOD EDUCATION JOURNAL 2023:1-12. [PMID: 37360599 PMCID: PMC10027591 DOI: 10.1007/s10643-023-01471-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/28/2023] [Indexed: 06/28/2023]
Abstract
Drama therapy incorporates play, imaginary engagement, embodiment, and perspective taking to promote interpersonal skills and affective functioning. Existing school-based drama therapy (SBDT) research has demonstrated utility with select populations; however, much of the SBDT literature has featured disparate findings. Absent from the current literature is a thorough synthesis of the benefits of SBDT for socio-emotional development in early childhood, an age cohort that may be well suited for drama therapy due to the method's theoretical and practical focus on action, symbolism, and play. A scoping review was conducted to answer the research question: What is the use and potential of SBDT to enhance socio-emotional skills in early childhood? Following a thorough database and manual search, 406 articles were identified and, after screening, 16 articles met the inclusion criteria. Based on the results, practice recommendations include the use of metaphor, distance, and life-drama connection to enhance socio-emotional skills, using dramatic play as a tool to address adverse experiences, and applying SBDT to support specific clinical populations. Policy recommendations include the use of SBDT within a public health trauma approach and the need for ecological integration of SBDT into schools. Research recommendations include the need for a broad-level articulation of a scaffolded SBDT research agenda in schools focused on socio-emotional skills and recommendations specific to methodological and reporting rigor.
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Affiliation(s)
- Jason S. Frydman
- Department of Expressive Therapies, Lesley University, 5 Phillips Pl, Cambridge, MA 02138 USA
- The Collaborative for Creative Arts Therapy in Schools, Lesley University, 5 Phillips Pl, Cambridge, MA 02138 USA
| | - Christine Mayor
- Faculty of Social Work, University of Manitoba, William Norie Centre, 485 Selkirk Ave, Winnipeg, MB R2W 2M6 Canada
- The Collaborative for Creative Arts Therapy in Schools, Lesley University, 5 Phillips Pl, Cambridge, MA 02138 USA
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Sulz LD, Gleddie DL, Kinsella C, Humbert ML. The health and educational impact of removing financial constraints for school sport. EUROPEAN PHYSICAL EDUCATION REVIEW 2023; 29:3-21. [PMID: 36620347 PMCID: PMC9810829 DOI: 10.1177/1356336x221104909] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Financial barriers often restrict sport participation among children from low-income families. Schools are thought to offer equitable access to programming, including school sport participation. However, pay-to-play school sport models can inhibit participation among students from low-income households. Recognizing the potential benefits of school sport and realizing the financial barriers to participation, the purpose of this study was to understand the extent to which school sport promotes educational experiences and holistic well-being of Canadian youth from low-income families. A case study was conducted with stakeholders who were supported by funding from a non-profit organization to help cover the costs of school sport registration fees. Data were collected from in-depth interviews with low-income students and their parents, teacher-coaches and school administrators. Three overarching themes were representative of the experiences of school sport participation among low-income students: (1) healthy student-athletes, (2) developing student-athletes in school, for life, and (3) supporting student-athletes as a community. The participants perceived that school sport participation offered holistic health benefits, and developed skills and behaviours that support positive educational experiences and foster life skills. Further, our results highlighted the importance of the school community in supporting low-income students to participate in school sport teams and the need to reframe school sport to better support low-income families.
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Affiliation(s)
- Lauren Denise Sulz
- Lauren Denise Sulz, Faculty of Education,
University of Alberta, Edmonton, Alberta, Canada.
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Zhang Z, Zhao M, Zhang Y, Feng Y. How does urbanization affect public health? New evidence from 175 countries worldwide. Front Public Health 2023; 10:1096964. [PMID: 36684862 PMCID: PMC9852986 DOI: 10.3389/fpubh.2022.1096964] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Accepted: 12/15/2022] [Indexed: 01/07/2023] Open
Abstract
Urbanization is an essential indicator of contemporary society and a necessary historic stage in the industrialization of all countries. Thus, we explore the impact of urbanization on public health using the OLS estimation and a two-way fixed effect model based on annual panel data from 175 countries from 2000 to 2018. This paper also addresses potential endogeneity issues and identifies causal relationships using the coefficient stability tests, system GMM, and instrumental variable method. The results demonstrate that urbanization positively affects public health. Furthermore, we find that the impact of urbanization on public health can be mediated through living standards, and nations with higher living standards reduce the effect of urbanization on public health. An increase in the urbanization rate can promote public health by improving residents' living standards. Our results have significant real-world implications for the research of urbanization and the formulation of public health policy.
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Affiliation(s)
- Zhenhua Zhang
- Institute of Green Finance, Lanzhou University, Lanzhou, China
| | - Mingcheng Zhao
- School of Management, Lanzhou University, Lanzhou, China
| | - Yunpeng Zhang
- School of Management, Lanzhou University, Lanzhou, China
| | - Yanchao Feng
- Business School, Zhengzhou University, Zhengzhou, China,*Correspondence: Yanchao Feng ✉
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Implementation and Evaluation of a School-Based Educational Program Targeting Healthy Diet and Exercise (DIEX) for Greek High School Students. Sports (Basel) 2022; 10:sports10120196. [PMID: 36548493 PMCID: PMC9781068 DOI: 10.3390/sports10120196] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Revised: 11/25/2022] [Accepted: 11/28/2022] [Indexed: 12/04/2022] Open
Abstract
The present study examined the effectiveness of a school-based health education program promoting healthy diet and exercise, named DIEX, implemented on adolescents. The program is based on the Theory of Planned Behavior (TPB) and is supported by life skills training. The recipients of the program were high school students (n = 367; 168 boys and 199 girls) from 14 schools in Greece who attended 10 1 h sessions implemented by their schoolteachers. Data were collected before and after the program implementation through online questionnaires for: a. attitude, intention, subjective norms, and PBC toward healthy eating; b. knowledge about healthy eating; c. exercise behavior and attitude toward the DIEX program; and d. satisfaction with the DIEX program (only post-program). The results showed that there were significant differences among the pre- and post-measures of students' knowledge and behavior about healthy diet, as well as attitudes and satisfaction toward the program's application. The results show that the DIEX program may have improved nutrition behavior variables. Conclusively, a theory-based behavioral intervention with skills training may result in positive behavioral changes for young students during health education in school settings with the assistance of new technologies.
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Agu C, Mbachu C, Agu I, Iloabachie U, Onwujekwe O. An analysis on the roles and involvements of different stakeholders in the provision of adolescent sexual and reproductive health services in Southeast Nigeria. BMC Public Health 2022; 22:2161. [DOI: 10.1186/s12889-022-14644-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Accepted: 10/17/2022] [Indexed: 11/25/2022] Open
Abstract
Abstract
Introduction
Sexual and reproductive health of young people involve a lot of stakeholders, traverse different sectors, and cut across all levels of government. For a clearer understanding of the activities of these stakeholders in adolescent sexual and reproductive health (ASRH) services, this paper was designed to explore the positions, attitudes and involvements of government/public institutions and non-governmental organizations (NGOs) in ASRH policy-making processes and implementations in Ebonyi State, Nigeria.
Methods
The evidence was generated from a cross-sectional qualitative study, with data collected through in-depth interviews and focus group discussions from 81 and 59 stakeholders in adolescent sexual and reproductive health, respectively. A mapping tool was used for the stakeholder analysis.
Results
The State Ministry of Health (MOH) was identified as playing a major role in ASRH policy development and so was categorized as a ‘savior’. However, out of nine public institutions, four were categorized as ‘trip wire’ because they had non-supportive attitudes, weak powers and passive interests in ASRH policies and programs. All the NGOs were categorized as ‘friend’, because of their weak, but favorable disposition to ASRH policy-making processes. Regarding the implementation of ASRH programs, most public institutions were categorized as ‘savior’. Similarly, most of the institutions were classified as ‘trip wire’ at the local government level, in relation to ASRH policy development. Only, the offices of traditional rulers/village heads and local government administrative secretaries were regarded as ‘friend’, while the public schools were classified as an ‘acquaintance’. Concerning the implementation of ASRH programs at this level, public secondary schools, the offices of local government administrative secretaries and local government focal persons on ASRH were categorized as ‘savior’, while town union/ward development chairmen were considered ‘friend’. Few stakeholders, including, religious leaders were classified as ‘savior’ regarding engagement with local authorities on ASRH matters.
Conclusion
Although key stakeholders appear to play supportive roles in the implementation of ASRH programs in Ebonyi State, many of the relevant government and non-government institutions are not involved in the policy-making process. There is a need for more intentional and active involvement of relevant stakeholders in policy-making for better ownership and sustainability of ASRH interventions.
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Nikander K, Hermanson E, Vahlberg T, Kaila M, Kosola S. Parent, teacher, and nurse concerns and school doctor actions: an observational study of general health checks. BMJ Open 2022; 12:e064699. [PMID: 36379665 PMCID: PMC9668019 DOI: 10.1136/bmjopen-2022-064699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVE To evaluate the association between the concerns of parents, teachers, and nurses regarding each child's well-being and the school doctor actions conducted in routine general health checks. DESIGN A blinded, observational study. Prior to the health check parents, teachers, and nurses completed questionnaires assessing their concerns. Doctors, blinded to the responses, routinely examined all children accompanied by parents and reported their actions after each health check. Multilevel logistic regression was used to analyse the association of the concerns with the actions. SETTING 21 primary schools in four municipalities in Finland. PARTICIPANTS Between August 2017 and August 2018, we randomly recruited 1341 children from grades 1 and 5, aged 7 and 11 years, respectively. OUTCOME MEASURES Outcome measures were the respondents' concerns and the school doctor actions. The extent of concerns was assessed on a five-point Likert scale. Concern refers to 'Quite a lot or a great deal of concern' by at least one respondent. The school doctor actions included instructions and/or significant discussions, prescriptions, laboratory tests and/or medical imaging, scheduling of follow-up appointments, referrals to other professionals, and referrals to specialised care. RESULTS Altogether, respondents were concerned about 47.5% of children. The top three concerns comprised growth/and or physical symptoms (22.7%), emotions (16.2%), and concentration (15.1%). All concerns were associated with some type of school doctor action (ORs: 1.66-4.27, p≤0.05); but only concerns regarding growth and/or physical symptoms were associated with all actions. Almost all concerns were associated with referrals to other professionals (ORs: 1.80-4.52, p≤0.01); emotions had the strongest association OR 4.52 (95% CI 3.00 to 6.80, p<0.0001). CONCLUSIONS Health checks by school doctors may lead to referrals of children to other professionals especially for children's psychosocial problems. This should be considered when developing the roles, training, and multiprofessional collaboration of school health care professionals. TRIAL REGISTRATION NCT03178331.
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Affiliation(s)
- Kirsi Nikander
- Department of Social Services and Healthcare, City of Helsinki, Helsinki, Finland
- Department of General Practice and Primary Health Care, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
| | - Elina Hermanson
- Pikkujätti Medical Center for Children and Youth, Helsinki, Finland
| | - Tero Vahlberg
- Department of Clinical Medicine, Biostatistics, University of Turku, Turku, Finland
| | | | - Silja Kosola
- Pediatric Research Center, New Children's Hospital, Helsinki, Finland
- Pediatric Research Center, University of Helsinki, Helsinki, Finland
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Terry PE. The Twenty Five Most Important Studies in Health Promotion. Am J Health Promot 2022; 36:1258-1264. [PMID: 35982050 DOI: 10.1177/08901171221120716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Which are the studies, special reports and commentaries that have been most influential in shaping the health promotion profession? This editorial poses that question to many of America's most accomplished researchers. Each was asked to name one or two 'must read' studies from other scholars as well as to feature one of their own research projects that has had the greatest reach. This review of seminal studies focuses on community health, patient education and behavior change research and a future editorial will focus on workplace based health promotion research. Readers are challenged to review the four decades of research represented by this list and consider whether trends can be identified with respect to the relative attention researchers are giving to individual, interpersonal, community and societal factors influencing health behavior. How clear is the evidence that the choices we make are determined by the choices we have?
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Rates, Patterns, and Predictors of Follow-up Care for Adolescents at Risk for Substance Use Disorder in a School-Based Health Center SBIRT Program. J Adolesc Health 2022; 71:S57-S64. [PMID: 36122971 DOI: 10.1016/j.jadohealth.2022.02.024] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 01/17/2022] [Accepted: 02/28/2022] [Indexed: 12/23/2022]
Abstract
PURPOSE To examine rates, patterns, and predictors of follow-up care for adolescents screened as being at risk for substance use disorder (SUD) in a school-based health center (SBHC) Screening, Brief Intervention and Referral to Treatment (SBIRT) program. METHODS Electronic health records were extracted of adolescents who received health care services from one of three high school-based health centers implementing SBIRT. Patterns and predictors of engagement in follow-up care within 8 weeks following the week of a positive SUD risk screen were analyzed using item response theory (IRT) modeling. RESULTS Out of 1,327 adolescents receiving SBHC services, 81.2% completed a health screening questionnaire. Of screened adolescents, 17.7% were positive for SUD risk. Across the 8-week follow-up period, 65.4% of adolescents at risk for SUD received at least one follow-up visit. IRT modeling indicated that high levels of engagement in follow-up care were characterized by contact with a behavioral health care (BHC) provider. The percentage of adolescents having follow-up contact with a BHC provider increased significantly after the onset of the COVID-19 pandemic. Engagement in follow-up care was predicted by risk for depression, history of suicidal behavior, being female, and previous sexual activity. DISCUSSION SBHCs provide a favorable setting for screening and detecting adolescents at risk for SUD. Adolescents at risk for SUD should receive follow-up contact with a BHC provider. Enhanced follow-up engagement efforts may be warranted for adolescents at risk for SUD without risk for depression or suicidal history, as well as for females and those with previous sexual activity.
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NASN Position Statement: Comprehensive Health Education in Schools. NASN Sch Nurse 2022; 38:155-156. [PMID: 36114652 DOI: 10.1177/1942602x221124671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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The effect of a school-based fruit and vegetable promotion program on adolescents' fruit and vegetable consumption behavior in Turkey. J Pediatr Nurs 2022; 66:e27-e36. [PMID: 35811184 DOI: 10.1016/j.pedn.2022.06.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Revised: 06/14/2022] [Accepted: 06/23/2022] [Indexed: 10/17/2022]
Abstract
PURPOSE The aim of this study was to analyze the effect of a school-based F&V promotion program developed in line with the transtheoretical model (TTM) on the consumption behavior of middle school students. DESIGN AND METHODS The study was designed as semi-experimental research with pre-/post- and follow-up tests and a control group. It was conducted at a total of six middle schools in the district of Fethiye/Muğla, Turkey. Three of the schools were selected with the random clustering method as an intervention group and the others as the control group. The F&V promotion program was executed in the intervention group for a period of 24 weeks. RESULTS It was found in the 6th and 12th months after the intervention that the daily number of portions of fruits (p<.01) and vegetables (p<.01) consumed by the students in the intervention group was significantly more compared to the control group. The perception of the pros of F&V consumption and self-efficacy in the intervention group were higher than in the controls (p<.01). CONCLUSIONS The school-based F&V consumption promotion program was effective in increasing the number of portions of fruits and vegetables students consumed and in improving their behaviors in this regard. APPLICATION TO PRACTICE The study indicates that the interventions described may be recommended to school nurses for use in their efforts to increase levels of F&V consumption.
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Okorie CO, Ogba FN, Amujiri BA, Nwankwo FM, Oforka TO, Igu NCN, Arua CC, Nwamuo BN, Okolie CN, Ogbu EO, Okoro KN, Solomon KC, Nwamuo BE, Akudolu LO, Ukaogo VO, Orabueze FO, Ibenekwu IE, Ani CKC, Iwuala HO. Zoom-based GROW coaching intervention for improving subjective well-being in a sample of school administrators: A randomized control trial. Internet Interv 2022; 29:100549. [PMID: 36092992 PMCID: PMC9452042 DOI: 10.1016/j.invent.2022.100549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 05/13/2022] [Accepted: 05/19/2022] [Indexed: 12/02/2022] Open
Abstract
BACKGROUND/OBJECTIVE Poor subjective well-being is a risk factor for poor health; and threatens school administrators' leadership roles and overall occupational and personal outcomes. Online digital care and coaching such as Zoom-delivered GROW (Z-GROW) coaching may be an invaluable approach to building resilience and improving well-being. This study investigated the effectiveness of the Z-GROW coaching model in enhancing self-reported well-being in a sample of school administrators in South-East Nigeria. METHOD A randomized control trial was conducted with a sample of 109 school administrators who met the inclusion criteria. Participants were allocated into Z-GROW (N = 55) and waitlist control (N = 54) groups. A 2-hour Z-GROW programme was delivered to the Z-GROW intervention group weekly for 9 weeks. Subjective well-being was measured using the Satisfaction with Life Scale (SWLS), the Scale of Positive and Negative Experience (SPANE), and the Flourishing Scale (FS). Data were collected on three occasions: pre-intervention, post-intervention, and follow-up using the same measures. All data were analyzed using descriptive and inferential statistics. The presentation of data was supported by figures and charts. RESULTS Results revealed that school administrators' three dimensions of subjective well-being significantly improved following the Z-GROW intervention. It was further shown that the improved state of participants was sustained through a 3-monthfollow-up assessment. CONCLUSION Based on the findings, it can be concluded that intervention using GROW coaching in the zoom platform improves the self-reported well-being of school administrators. The outcomes of this study present the Z-GROW model as a viable intervention for subjective well-being and other mental health conditions among school administrators. Through the Z-GROW model, employees can access occupational health coaching from the comfort of their homes.
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Key Words
- FS, flourishing scale
- GROW, Goal setting, Reality, Option, and Will
- Online intervention
- SD, standard deviation
- SPANE, Scale of positive and negative affect
- SWB, subjective well-being
- SWLS, Satisfaction with life scale
- School administrators
- Subjective well-being
- WL, waitlist
- Well-being
- Z-GROW, Zoom-based GROW
- Zoom-based GROW model
- p, p-value
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Affiliation(s)
- Cornelius O Okorie
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Francisca N Ogba
- Department Educational Foundations, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Benjamin A Amujiri
- Department of Public Administration and Local Government, University of Nigeria, Nsukka, Nigeria
| | - Felix M Nwankwo
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Theresa O Oforka
- Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria
| | - Ntasiobi C N Igu
- Department Educational Foundations, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Christopher C Arua
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Basil N Nwamuo
- Ebonyi State College of Education, Ebonyi State, Nigeria
| | - Charles N Okolie
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Esther O Ogbu
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Kingsley N Okoro
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Kingsley C Solomon
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Bright E Nwamuo
- Department of History and Strategic Studies, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Livinus O Akudolu
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Victor O Ukaogo
- Department of History and International Studies, University of Nigeria, Nsukka, Nigeria
| | - Florence O Orabueze
- Department of English and Literary Studies, University of Nigeria, Nsukka, Nigeria
| | | | - Casimir K C Ani
- Strategic Contact Ethics and Publications, University of Nigeria, Nsukka, Nigeria
| | - Harrison O Iwuala
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
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Mendonça L. School Health and Education Systems Collaboration and Transformation. NASN Sch Nurse 2022; 37:236-237. [PMID: 35848515 DOI: 10.1177/1942602x221111464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
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Shattuck D, Sebastian R, Zamarin K, Acosta S, Ramos MM. School Nurse Management of Behavioral Health, Violence, and Trauma-Related Emergencies: Findings from a Statewide Survey. J Sch Nurs 2022:10598405221120437. [PMID: 35979606 DOI: 10.1177/10598405221120437] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022] Open
Abstract
School nurses are critical components of school-based interdisciplinary teams supporting student behavioral health. The purpose of the present study is to understand the extent to which school nurses in New Mexico across grade levels manage emergencies related to behavioral health, violence, and trauma. The study also seeks to identify which topics the school nurses received continuing education (CE) for, and which topics they consider to be important to their practice. Analyses of 2019 statewide survey data show a considerable number of school nurses in New Mexico provide management for behavioral health, violence, and trauma-related emergencies, and nurses in secondary schools are significantly more likely than nurses in primary schools to report managing these emergencies and to have received CE on behavioral health topics. Our findings reaffirm the essential role of school nurses in addressing emergent student health issues and underscore the need for practice- and competency-based behavioral health CE opportunities.
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Affiliation(s)
- Daniel Shattuck
- 11209Pacific Institute for Research and Evaluation-Southwest, 851 University Boulevard, Albuquerque, NM, USA
| | - Rachel Sebastian
- 11209Pacific Institute for Research and Evaluation-Southwest, 851 University Boulevard, Albuquerque, NM, USA
| | - Kim Zamarin
- 11209Pacific Institute for Research and Evaluation-Southwest, 851 University Boulevard, Albuquerque, NM, USA
| | - Susan Acosta
- 1107New Mexico Department of Health, Office of School and Adolescent Health, Albuquerque, NM, USA
| | - Mary M Ramos
- Department of Pediatrics, University of New Mexico, MSC11-6145, 1 University of New Mexico, Albuquerque, NM, USA
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Young E, Demissie Z, Brener ND, Benes S, Szucs LE. Trends in Teaching Sexual and Reproductive Health Skills in US Secondary Schools in 35 States, 2008 to 2018. THE JOURNAL OF SCHOOL HEALTH 2022; 92:711-719. [PMID: 35322428 PMCID: PMC9307078 DOI: 10.1111/josh.13179] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Revised: 11/12/2021] [Accepted: 12/01/2021] [Indexed: 05/25/2023]
Abstract
BACKGROUND Little is known about trends in implementing skills-based instruction in US schools, specifically for sexual and reproductive health (SRH). We examined state-level trends in the percentage of US secondary schools teaching SRH skills in a required course in grades 6 to 8 and 9 to 12. METHODS Representative data from 35 states participating across 6 cycles of School Health Profiles (2008-2018) was analyzed. The prevalence of teaching four SRH skills was assessed through lead health education teacher self-administered questionnaires. Logistic regression models examined linear trends in the percentages of schools teaching SRH skills in grades 6 to 8 and 9 to 12. Trends were calculated for states with weighted data (response rates ≥70%) for at least 3 cycles, including 2018. RESULTS During 2008 to 2018, the median percentage of schools addressing each SRH skill ranged from 63.5% to 69.7% (grades 6-8) and 88.2% to 92.0% (grades 9-12). Linear decreases in SRH skills instruction were more common for grades 6 to 8 than grades 9 to 12; linear increases were comparable for both groups. Most states demonstrated no change in the percentage of schools teaching SRH skills in grades 6 to 8 and 9 to 12. CONCLUSIONS Limited changes and decreases in SRH skills instruction in US secondary schools suggest efforts to strengthen SRH education are needed.
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Affiliation(s)
- Emily Young
- Oak Ridge Associated Universities, 1299 Bethel Valley Road, Oak Ridge, TN 37830; The Centers for Disease Control and Prevention, Division of Adolescent and School Health 1600 Clifton Road, NE, US8-1, Atlanta, GA 30329-4027
| | - Zewditu Demissie
- The Centers for Disease Control and Prevention, Division of Adolescent and School Health 1600 Clifton Road, NE, US8-1, Atlanta, GA 30329-4027; U.S. Public Health Service Commissioned Corps 1101 Wootton Pkwy, Rockville, MD 20852
| | - Nancy D. Brener
- The Centers for Disease Control and Prevention, Division of Adolescent and School Health 1600 Clifton Road, NE, US8-1, Atlanta, GA 30329-4027
| | - Sarah Benes
- Merrimack College 315 Turnpike Street, North Andover, MA 01845
| | - Leigh E. Szucs
- The Centers for Disease Control and Prevention, Division of Adolescent and School Health 1600 Clifton Road, NE, US8-1, Atlanta, GA 30329-4027
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Bennett S, Watts T. School Nurses' Language Needs When Caring for Students from Limited English Proficiency Households. J Sch Nurs 2022:10598405221100665. [PMID: 35538910 DOI: 10.1177/10598405221100665] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
The number of school-aged students with diverse linguistic and cultural backgrounds is increasing across the United States. This survey identifies strategies school nurses use for communicating to families with limited English proficiency and describes recommendations to improve language needs. The online survey was completed by K-12 school nurses and data were analyzed using descriptive statistics. Among the 52 participants, only 23% (n = 12) indicated that resources they were currently using to interpret health information always met their language needs, with the most common resource described as school personnel who can speak the language needed for interpretation. To improve communication, most (73%; n = 38) participants described preferences for in-person resources and estimated that if on-demand interpreter resources were readily available, they would use on-demand resources for approximately 3.6 hours per week. By improving linguistic and cultural competencies among students and families with limited English proficiency, school nurses can improve student health outcomes.
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Affiliation(s)
- Sheryl Bennett
- Orvis School of Nursing, 6851University of Nevada-Reno, Reno, NV, United States
| | - Theresa Watts
- Orvis School of Nursing, 6851University of Nevada-Reno, Reno, NV, United States
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Keane K, Evans RR. The Potential for Teacher-Student Relationships and the Whole School, Whole Community, Whole Child Model to Mitigate Adverse Childhood Experiences. THE JOURNAL OF SCHOOL HEALTH 2022; 92:504-513. [PMID: 35191030 DOI: 10.1111/josh.13154] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 10/12/2021] [Accepted: 11/04/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Adverse childhood experiences (ACEs) are associated with poorer health and educational outcomes. With over 20% of children experiencing multiple ACEs, interventions must target protective factors to improve outcomes among these students. Teacher-student relationships (TSRs) integrated with the Whole School, Whole Community, Whole Child (WSCC) are one promising approach to building resilience to overcome ACEs. METHODS A narrative literature review was conducted on ACEs, resilience, TSRs, and the WSCC model to explore the evidence and potential of TSR interventions integrated within the WSCC model to build resilience in students experiencing ACEs. RESULTS Supportive adult relationships are one of the strongest protective factors against ACEs. TSR interventions have improved student and relationship outcomes. Few studies have explored the relationship between TSRs and ACEs or TSR ACEs interventions. The WSCC model provides opportunities to integrate TSRs and other protective factors into a schoolwide health model to build resilience. CONCLUSIONS TSRs and the WSCC model are promising approaches to target protective factors to mitigate ACEs. Research is needed to further establish TSRs as a protective factor, explore TSR ACEs interventions, and determine best practices for integrating TSRs and resilience in the WSCC model.
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Affiliation(s)
- Kevin Keane
- University of Alabama at Birmingham, 1720 2nd Avenue South, NB 203C, Birmingham, AL, 35294-1210
| | - Retta R Evans
- University of Alabama at Birmingham, 1150 10th Avenue South, EEC 304B, Birmingham, AL, 35294-1250
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Pounder P. Intersection of health protection policy and sport during COVID-19: identifying and analyzing behavioral issues. MANAGING SPORT AND LEISURE 2022. [DOI: 10.1080/23750472.2022.2046491] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Paul Pounder
- Department of Business and Management, St. George’s University, True Blue, Grenada
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El Anwar A, El Nouman A, Kamel OM, Kamal NM, Fouad E. Enhancing “Health-Promoting Schools” through Implementing Mental Health Program. Open Access Maced J Med Sci 2022. [DOI: 10.3889/oamjms.2022.9827] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
BACKGROUND: The implementation of social and emotional learning program Social Emotional Learning (SEL) program is considered to be a low cost, simple method, and efficient intervention that shows a promise in promoting students’ mental health (MH).
AIM: We aimed to enhance “The Health-Promoting Schools” initiative through the implementation of a MH promotion program.
METHODS: The study is a school-based non-randomized controlled trial, in purposively selected schools. It included 460 students with a mean age of 11 (± 0.7) years old, all are boys, and were divided into two groups; intervention group (n = 230) and control group (n = 230). The ten components of the health-promoting school were assessed in the intervention school using the CDC tool “The School Health Index,” which enables the school team to identify the strengths and weaknesses of their school’s policies and programs. As a result, a tailored SEL program was developed fitting the Egyptian culture and students’ needs, along with the recommendations and trends.
RESULTS: The baseline assessment results for the intervention school were in the medium range percentages (20–80%). The social and emotional part had not been a major concern given for our students. The students who participated in the SEL program evidenced significant improvements in grit, growth mindset, self-management, social awareness, and school safety compared to the control group. According to the teachers’ perception scale, 70% of the teachers reported that the learning strategies of students have been improved.
CONCLUSION: The findings suggest that a relatively simple-to-administer SEL curriculum added to the regular school curriculum for a period of only 2–3 months can yield promising results as regard to positive behavioral and cognitive changes in students.
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Szucs LE, Barrios LC, Young E, Robin L, Hunt P, Jayne PE. The CDC's Division of Adolescent and School Health Approach to Sexual Health Education in Schools: 3 Decades in Review. THE JOURNAL OF SCHOOL HEALTH 2022; 92:223-234. [PMID: 34964130 PMCID: PMC10924689 DOI: 10.1111/josh.13115] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Accepted: 08/22/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND School health education, including sexual health education, plays a crucial role in shaping adolescents' protective health behaviors, experiences, and outcomes. Adolescents need functional knowledge and skills to practice, adopt, and maintain healthy behaviors for preventing sexually transmitted infections (STIs), including human immunodeficiency virus (HIV), and unintended pregnancy. METHODS The US Centers for Disease Control and Prevention's Division of Adolescent and School Health (CDC/DASH) has advanced school-based approaches to STI/HIV and pregnancy prevention through surveillance, research and evaluation, and program partnership and collaboration for over 3 decades. RESULTS CDC/DASH uses systematic and innovative strategies to identify the breadth of adolescent sexual health evidence; characterize key elements of effective educational curricula; and provide practical guidance to support school-based delivery. CDC/DASH's approach to effective health and sexual health education in schools has changed dramatically over the past 30 years and must continue to progress. CONCLUSION This paper describes how and why that approach has evolved and outlines directions for the future.
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Affiliation(s)
- Leigh E. Szucs
- Research Application and Evaluation Branch, Division of Adolescent and School Health, The US Centers for Disease Control and Prevention, 1600 Clifton Rd NE, US8-1, Atlanta, GA, 30329-4027
| | - Lisa C. Barrios
- Research Application and Evaluation Branch, Division of Adolescent and School Health, The US Centers for Disease Control and Prevention, 1600 Clifton Rd NE, US8-1, Atlanta, GA, 30329-4027
| | - Emily Young
- Research Application and Evaluation Branch, Division of Adolescent and School Health, The US Centers for Disease Control and Prevention, 1600 Clifton Rd NE, US8-1, Atlanta, GA 30329-4027; Oak Ridge Institute of Science and Education, 1299 Bethel Valley Road, TN, Oak Ridge, TN, 37830
| | - Leah Robin
- Research Application and Evaluation Branch, Division of Adolescent and School Health, The US Centers for Disease Control and Prevention, 1600 Clifton Rd NE, US8-1, Atlanta, GA 30329-4027
| | - Pete Hunt
- Research Application and Evaluation Branch, Division of Adolescent and School Health (Retired), The US Centers for Disease Control and Prevention, 1600 Clifton Rd, NE, US8-1, Atlanta, GA, 30329-4027
| | - Paula E. Jayne
- Research Application and Evaluation Branch, Division of Adolescent and School Health (Retired); ICF, The US Centers for Disease Control and Prevention, 1600 Clifton Rd NE, US8-1; ICF, 2635 Corporate Blvd NE Suite 1000, Atlanta, GA, 30345
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Montgomery P, Knerr W, Ross DA, Patterson J. The Effectiveness and Acceptability of Comprehensive and Multicomponent School Health Services: A Systematic Review. J Adolesc Health 2022; 70:192-207. [PMID: 34556422 DOI: 10.1016/j.jadohealth.2021.08.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 08/11/2021] [Accepted: 08/11/2021] [Indexed: 10/20/2022]
Abstract
PURPOSE Comprehensive school-based health services were reviewed as part of preparing World Health Organization guidelines. METHODS Six databases were searched for controlled trials with schoolchildren aged 5-19 years, involving school-linked health services incorporating 4 of 7 health areas. RESULTS Seventeen quasi-experimental studies conducted in high-income countries found school health services associated with reductions in suicide planning (male: 7.1% vs. 7.7%, p < .01), hospitalization (relative risks 3.403, 95% confidence interval [CI] 1.536 to 8.473, p < .05), emergency department visits (odds ratio .85, 95% CI .75 to .95, p = .006), school absence (odds ratio .78, 95% CI .69 to .87, p < .0001), carrying weapons (male: 16.1% vs. 25.1%, p < .01), fighting (male: 32.6% vs. 43.1%, p < .01), sexual activity (53.5% vs. 60.5%, p < .05), drinking alcohol (60.1% vs. 70.5%, p < .001), using drugs (28.0% vs. 38.3%, p < .001), and physical activity (female: 57.4% vs. 50.4%, p < .01). They can be cost-saving, were also associated with smoking and less contraceptive use, and had no effect on depression prevalence. Acceptability/satisfaction was good. The certainty of evidence was low to moderate. Heterogeneity was high for some outcomes. CONCLUSIONS Results suggest moderate desirable and trivial undesirable effects of school health services in high-income countries. This article compiles evidence on effectiveness, cost-effectiveness, and acceptability into one review, enabling decision-makers to consider all essential factors.
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Affiliation(s)
- Paul Montgomery
- Department of Social Policy, Sociology and Criminology, School of Social Policy, Muirhead Tower, University of Birmingham, Edgbaston, Birmingham, United Kingdom.
| | | | - David A Ross
- Maternal, Newborn, Child and Adolescent Health and Ageing Department, World Health Organization, Geneva, Switzerland (retired)
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Shattuck D, Richard BO, Jaramillo ET, Byrd E, Willging CE. Power and resistance in schools: Implementing institutional change to promote health equity for sexual and gender minority youth. FRONTIERS IN HEALTH SERVICES 2022; 2:920790. [PMID: 36873606 PMCID: PMC9979782 DOI: 10.3389/frhs.2022.920790] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Introduction Schools in the United States are hierarchical institutions that actively (re)produce the power relations of the wider social world, including those associated with heteronormativity. Structural stigma, informed by heteronormativity and perpetuated through schools, contributes to the production of academic and health disparities among youth who are lesbian, gay, bisexual, transgender, queer, or of other gender and sexual identities (LGBTQ+). We draw upon 5 years of qualitative data from a cluster randomized controlled trial conducted in New Mexico that used implementation science frameworks to promote the uptake and sustainment of evidence-informed practices (EIPs) to examine how power operates to hinder or promote the ability of school staff to change school environments, disrupt structural stigma, and increase safety and support for LGBTQ+ youth. Methods Data sources included annual individual and small group qualitative interviews with school professionals (e.g., administrators, school nurses, teachers, and other staff), several of whom took part in Implementation Resource Teams (IRTs) charged with applying the EIPs. Other data sources included bi-weekly periodic reflections with implementation coaches and technical assistance experts. Data were recorded, transcribed, and analyzed using deductive and inductive coding techniques. Results The IRTs experienced variable success in implementing EIPs. Their efforts were influenced by: (1) constraining school characteristics, including staff turnover and resource scarcity; (2) community-based opposition to change and concerns about community backlash; (3) the presence or absence of supportive school leadership; and (4) variations in school, district, and state policies affecting LGBTQ+ students and attitudes about their importance. Findings illustrate how diverse power structures operated in and across outer and inner contexts to bound, shift, amplify, and otherwise shape how new practices were received and implemented. Conclusion Findings indicate that the efforts of IRTs were often a form of resistant power that operated within and against school hierarchies to leverage epistemic, discursive, and material power toward implementation. To improve health equity, implementation scientists must attend to the multiple real and perceived power structures that shape implementation environments and influence organizational readiness and individual motivation. Implementers must also work to leverage resistant power to counter the institutional structures and social norms that perpetuate inequities, like heteronormativity and structural stigma.
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Affiliation(s)
| | | | | | - Evelyn Byrd
- Pacific Institute for Research and Evaluation
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Szucs LE, Andrzejewski JD, Robin L, Telljohann S, Barnes SP, Hunt P. The Health Education Teacher Instructional Competency Framework: A Conceptual Guide for Quality Instruction in School Health. THE JOURNAL OF SCHOOL HEALTH 2021; 91:774-787. [PMID: 34498286 PMCID: PMC10924690 DOI: 10.1111/josh.13076] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Revised: 02/28/2021] [Accepted: 04/17/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Teacher instructional competency, the set of essential knowledge and skills needed to guide teaching practice, is critical to the successful implementation of school health education. The purpose of this paper is to introduce the Health Education Teacher Instructional Competency (HETIC) framework, a new conceptualization describing teacher characteristics, essential knowledge, and essential skills, which can influence instructional practice and improve student learning outcomes in health education. METHODS Data from 17 publicly available guidance documents, professional standards, published reports, and empirical studies relevant to the fields of public education, school health education, and sexual health education were abstracted and analyzed using qualitative thematic content analysis. RESULTS The framework describes 3 domains: personal characteristics, essential knowledge, and essential skills, which are believed to contribute to teachers' instructional competencies in delivering health education. The knowledge domain asserts 5 key categories, while the essential skills domain includes 3 categories (learning environments, content and delivery, and collaboration and learning) and contains 11 unique skills. Collectively, these domains are influenced by the learner, school/community, and policy-level factors that shape health education curriculum and instruction. CONCLUSIONS The HETIC framework presents a conceptual roadmap to guide quality health education preparation, job-embedded training, and delivery. Improving teachers' instructional competencies strengthens learning and prosocial environments that are inclusive, responsive, and affirming of students' health and learning needs. Teacher who demonstrate instructional competency can help students to achieve desired education and health outcomes, specifically acquiring the knowledge and skills needed to adapt, practice, and maintain healthy behaviors throughout their lifetime.
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Affiliation(s)
- Leigh E. Szucs
- Health Scientist, Centers for Disease Control and Prevention, Division of Adolescent and School Health,, 1600 Clifton Rd, NE, US8-1, Atlanta, GA 30329-4027
| | - Jack D. Andrzejewski
- Doctoral Student, San Diego State University—University of California, San Diego Joint Doctoral Program in Public Health, 5500 Campanile Drive, San Diego, CA 92182
| | - Leah Robin
- Health Scientist, Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Rd, NE, US8-1, Atlanta, GA 30329-4027
| | - Susan Telljohann
- Professor Emeritus, Health Education, The University of Toledo, School of Population Health, 2801 W. Bancroft, HH 1012, MS #119, Toledo, OH 43606
| | - Seraphine Pitt Barnes
- Health Scientist, Centers for Disease Control and Prevention, Division of Population Health, 1600 Clifton Rd, NE, S107-6, Atlanta, GA 30329-4027
| | - Pete Hunt
- Health Scientist, Centers for Disease Control and Prevention, Division of Adolescent and School Health (Retired), 1600 Clifton Rd, NE, US8-1, Atlanta, GA 30329-4027
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Parker J, Cornish J, Cripps H, Dober L, Torkington J. The Moondance Bowel Cancer Project schools initiative. Ann R Coll Surg Engl 2021; 103:656-660. [PMID: 34432523 PMCID: PMC10911451 DOI: 10.1308/rcsann.2020.7151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/03/2020] [Indexed: 11/22/2022] Open
Abstract
BACKGROUND The 5-year survival rate for bowel cancer in Wales is poor and lags behind the rest of the UK. The aim of the pilot phase of the Moondance Schools Initiative was to develop, deliver and assess a bowel cancer learning module for secondary school students in South Wales. Ultimately, we aim to introduce this programme into the National Curriculum across Wales. METHODS Two programmes regarding bowel cancer and screening were designed and delivered to a cohort of secondary school pupils in South Wales. This involved interactive teaching with patients and clinicians, practical sessions and live-streamed videos of bowel cancer surgery. Feedback regarding the events and bowel screening was collected from students and their families. RESULTS The programmes were delivered to 185 secondary school students and feedback was extremely positive. The students delivered a live event at the end of the programme to demonstrate their learning to their families and invited guests. Feedback from family members revealed that 100% of respondents were more likely to take a bowel screening test as a result of attending the event. CONCLUSION This project established that a pilot to create young bowel screening ambassadors is feasible and was positively received by students, their families and the local community. Future work will disseminate the programme further and correlate changes in bowel screening participation in the local area as a result of these events.
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Affiliation(s)
| | - J Cornish
- Cardiff and Vale University Health Board, UK
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Meroni C, Fagnani L, Confalonieri E, Baventore D, Velasco V. The Italian School Psychologists' Role: A Qualitative Study about Professional Practices and Representations. Eur J Investig Health Psychol Educ 2021; 11:1134-1155. [PMID: 34698170 PMCID: PMC8544660 DOI: 10.3390/ejihpe11040084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2021] [Revised: 09/21/2021] [Accepted: 09/22/2021] [Indexed: 11/16/2022] Open
Abstract
School psychologists' relevance has been broadly affirmed. However, there is no shared definition of their professional role, and more efforts are needed to promote an organisational and whole-school approach. The present study aims to investigate practices and representations of Italian school psychologists, advance knowledge of the status and development of school psychology, and learn more about the approaches currently adopted in schools. A qualitative method was used and 11 focus groups with a total of 86 participants were carried out. Ad hoc instruments were defined. The results highlighted that school psychologists are more focused on building one-on-one relationships, whereas relationships with the organisation as a whole appear to be more difficult. However, participants reported a wide range of activities, targeted to both the individual and the organisation. Moreover, efforts to strengthen the relationships with school principals and the entire school community were described. Specific needs emerged and the necessity to better define the school psychologists' role was reported by the participants. More efforts are needed to promote an organisational approach among Italian school psychologists and specific training should be offered.
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Affiliation(s)
- Claudia Meroni
- Ordine degli Psicologi della Lombardia, 20124 Milan, Italy; (C.M.); (L.F.); (D.B.)
| | - Laura Fagnani
- Ordine degli Psicologi della Lombardia, 20124 Milan, Italy; (C.M.); (L.F.); (D.B.)
| | | | - Davide Baventore
- Ordine degli Psicologi della Lombardia, 20124 Milan, Italy; (C.M.); (L.F.); (D.B.)
| | - Veronica Velasco
- Department of Psychology, Milano-Bicocca University, 20126 Milan, Italy
- Correspondence: ; Tel.: +39-0264483758
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Jain YK, Joshi NK, Bhardwaj P, Singh K, Suthar P, Joshi V. Developing a health-promoting school using Knowledge to Action framework. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2021; 10:306. [PMID: 34667806 PMCID: PMC8459839 DOI: 10.4103/jehp.jehp_1139_20] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Accepted: 02/01/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND There is a lack of organized effort in the arena of school health promotion, which has been recognized as an effective approach to combat the growing incidence of communicable and noncommunicable diseases. With this view, a study was conducted to develop comprehensive and replicable model for health promotion in schools. MATERIALS AND METHODS The Knowledge to Action (KTA) framework recognized by the World Health Organization as an implementational framework was used in an implementation study in a school of urban Jodhpur to assess the challenges and gaps associated with health promotion interventions in the school. Baseline regarding knowledge application and practices was gathered using interviews with school staff, parents, and group interaction with students. Knowledge synthesis was done by a thorough search of available literature and the gathered baseline. Resource mapping was carried out using checklists developed from knowledge synthesis. Tailor-made tools were constructed for knowledge implementation for each component of the action cycle. Knowledge of facts related to health behaviors among students was evaluated using pre- and postquestionnaires and practical application of knowledge was assessed using a checklist of 28 indicators on a 5-point Likert scale. Values of tests were gathered and compared with test values 3 and 6 months after the implementation of tailored interventions using descriptive and inferential statistics. RESULTS Increase in correct answers by students (42% to 96%) and average response for indicators on the Likert scale (3.23-4.86) was seen on repeated interventions over 6 months. Tobacco consumption by school staff reduced by 20% and an increase in willingness among teachers was observed on follow-up interviews. CONCLUSION The study thus developed a model for health promotion in a school with the help of the KTA framework using tailored interventions that could further be evolved in other setups based on local needs and available resources.
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Affiliation(s)
- Yogesh Kumar Jain
- School of Public Health, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
| | - Nitin Kumar Joshi
- School of Public Health, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
| | - Pankaj Bhardwaj
- Department of Community Medicine and Family Medicine and School of Public Health, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
| | - Kuldeep Singh
- Department of Paediatrics and School of Public Health, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
| | - Praveen Suthar
- School of Public Health, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
| | - Vibha Joshi
- Resource Center Health Technology Assessment, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
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"Sleep is healthy for your body and brain." Use of student-centered photovoice to explore the translation of sleep promotion at school to sleep behavior at home. Sleep Health 2021; 7:588-595. [PMID: 34301526 DOI: 10.1016/j.sleh.2021.05.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Revised: 05/01/2021] [Accepted: 05/08/2021] [Indexed: 11/20/2022]
Abstract
STUDY OBJECTIVES Schools are an important setting to teach and reinforce positive health behaviors such as sleep, however, research that incorporates the student perspective of school-based sleep promotion initiatives is limited. This study explored student's perceptions of sleep behavior (how they understood and valued positive and negative sleep behaviors) and determined if and how students translate school-based sleep promotion to the home. METHODS Forty-five grade 4 and 5 children (aged 9-11 years) were purposefully sampled from 3 schools participating in the Alberta Project Promoting healthy Living for Everyone in schools (APPLE) in Edmonton, Canada. Using focused ethnography as the method and photovoice as a data generating strategy, qualitative in-depth information was generated through photo-taking and one-on-one interviews. Data were analyzed in an iterative, cyclical process using latent content analysis techniques. RESULTS Four themes related to students' perception of sleep behavior within the context of a school-based sleep promotion initiative were identified: sleep is "healthy for your body and brain," sleep habits are rooted in the home environment, school experiences shape positive sleep habits at home, and students translate sleep promotion home if they think it is useful or would be acceptable to the family. CONCLUSION AND IMPLICATIONS School-based sleep promotion interventions that are grounded in the comprehensive school health (CSH) approach hold promise for successfully shaping student sleep behavior. To promote health and academic success in children, future interventions should include home-school partnerships that address child sleep across multiple critical learning environments.
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Boredom Makes Me Sick: Adolescents' Boredom Trajectories and Their Health-Related Quality of Life. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18126308. [PMID: 34200811 PMCID: PMC8296113 DOI: 10.3390/ijerph18126308] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/19/2021] [Revised: 06/08/2021] [Accepted: 06/08/2021] [Indexed: 11/17/2022]
Abstract
Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from the literature, as boredom has adverse consequences in both work and achievement-related settings. The present study investigates latent correlations of 1.484 adolescents’ (Mage = 13.23) mathematics boredom scores at three time points during a semester in 2018/19 and their Rasch scaled health-related quality of life (HRQoL). Moreover, we applied latent growth curve modeling to estimate boredom trajectories across the semester and determined the relationship between the latent growth parameters of student boredom and HRQoL in bivariate correlation analyses. Our results show that boredom is significantly negatively linked with all HRQoL dimensions (physical well-being, psychological well-being, autonomy and parent relation, social support and peers, school environment [SCH], and general HRQoL [GH]). Furthermore, stronger increases in boredom across the semester were negatively associated with SCH scores and GH. In conclusion, given that boredom is negatively linked with HRQoL and that stronger boredom growth is linked with more severe health-related problems, signs of academic boredom could be an early warning signal for adolescents’ potentially severe problems.
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Mazzucca S, Arredondo EM, Hoelscher DM, Haire-Joshu D, Tabak RG, Kumanyika SK, Brownson RC. Expanding Implementation Research to Prevent Chronic Diseases in Community Settings. Annu Rev Public Health 2021; 42:135-158. [PMID: 33467924 PMCID: PMC9152846 DOI: 10.1146/annurev-publhealth-090419-102547] [Citation(s) in RCA: 23] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Chronic disease prevention continues to be inadequate, overall and in achieving health equity, in spite of the many evidence-based practices and policies (EBPPs) available to address risk behaviors such as unhealthful eating, lack of physical activity, and tobacco use. Although clinical settings are needed for EBPPs that involve medical procedures such as immunization or early detection, dissemination of EBPPs can be effective in a variety of settings such as schools and childcare centers, worksites, social service organizations, and religious organizations. More implementation research is needed to meet challenges of effective application of EBPPs in such community settings, in which primary missions, capacity, cultures, and values do not focus on health services delivery. To address health equity, consideration of social and economic contexts of people reached in these settings is essential. This review presents lessons learned from past studies to guide future implementation research and practice across diverse settings and geographies.
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Affiliation(s)
- Stephanie Mazzucca
- Brown School, Washington University in St. Louis, St. Louis, Missouri 63130, USA; , , ,
| | - Elva M Arredondo
- Division of Health Promotion and Behavioral Science, School of Public Health, San Diego State University, San Diego, California 92123-4311, USA;
| | - Deanna M Hoelscher
- Michael & Susan Dell Center for Healthy Living, UTHealth School of Public Health, University of Texas, Austin, Texas 78701, USA;
| | - Debra Haire-Joshu
- Brown School, Washington University in St. Louis, St. Louis, Missouri 63130, USA; , , ,
| | - Rachel G Tabak
- Brown School, Washington University in St. Louis, St. Louis, Missouri 63130, USA; , , ,
| | - Shiriki K Kumanyika
- Department of Community Health and Prevention, Dornsife School of Public Health, Drexel University, Philadelphia, Pennsylvania 19104, USA;
| | - Ross C Brownson
- Brown School, Washington University in St. Louis, St. Louis, Missouri 63130, USA; , , ,
- Department of Surgery, Division of Public Health Sciences; and Alvin J. Siteman Cancer Center, School of Medicine, Washington University in St. Louis, St. Louis, Missouri 63110, USA
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Rigney G, Watson A, Gazmararian J, Blunden S. Update on school-based sleep education programs: how far have we come and what has Australia contributed to the field? Sleep Med 2021; 80:134-157. [PMID: 33607553 DOI: 10.1016/j.sleep.2021.01.061] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Revised: 01/27/2021] [Accepted: 01/28/2021] [Indexed: 12/20/2022]
Abstract
OBJECTIVE School-based sleep education programs help to promote sleep health information to many children and adolescents. The aim of this systematic review was to identify and describe school-based sleep education programs, to update previous reviews and identify recent advances and improvements in this field worldwide. METHODS Four electronic databases were searched. Eligibility criteria included children aged 5-18 years, sleep education intervention conducted in a school setting, and at least one pre-post-measure of a sleep variable. RESULTS A total of 32 articles met eligibility criteria with Australian sleep researchers constituting ∼ one quarter of these studies. Studies dated from 2007 to 2020 with sample sizes ranging from 9 to 3713 students. The majority of participants were high school students and predominantly female. Education programs generally took 4-6 weeks and content was consistent across studies. Overall, exposure to sleep education increased sleep knowledge, however changes in sleep behaviour variables and secondary outcome variables (eg, mental health; cognitive function; sleep hygiene practices) presented varied results. Studies conducted since 2015 were more likely to be randomised controlled trials and to include more interactive, online designs utilising innovative content such as mindfulness. CONCLUSIONS An exponential growth in school sleep education programs was identified since 2016. Future studies should consider utilising objective sleep measures, longer-term follow-ups, innovative delivery methods, and stronger attempts at implementing a knowledge-to-action approach for more sustainable programs.
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Affiliation(s)
- Gabrielle Rigney
- Central Queensland University, Appleton Institute, Adelaide, SA, Australia
| | - Autumn Watson
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Julie Gazmararian
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Sarah Blunden
- Central Queensland University, Appleton Institute, Adelaide, SA, Australia.
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Wankasi HI, Sehularo LA, Rakhudu MA. Dissemination and implementation of a policy on school health in public schools: A systematic review. Curationis 2020; 43:e1-e10. [PMID: 33314955 PMCID: PMC7736675 DOI: 10.4102/curationis.v43i1.2110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2019] [Revised: 08/31/2020] [Accepted: 09/15/2020] [Indexed: 11/02/2022] Open
Abstract
BACKGROUND The need to achieve school health and promote well-being that would transcend children's school life has been highlighted in several studies. Promotion of health and well-being of children has not been achieved despite the prescripts of the World Health Organization and national mandates. OBJECTIVES The purpose of this systematic review was to explore and describe the current evidence on the dissemination and implementation of a policy on school health in public schools. METHODS Five steps of a systematic review were used to achieve the purpose of the study. The steps include framing a clear review question, developing a search approach through gathering and classifying evidence, conducting a critical appraisal, evidence summary as well as the results. Ebscohost, SAE publications, Web of Science and JSTOR databases were used to identify articles written between 2013 and 2018 and to enable access to current studies on the promotion of school health. Keywords included the following: dissemination; implementation; school health policy; and public schools. The search yielded n = 1995 articles. From this figure, 1976 articles were ineligible and only 19 articles met the inclusion criteria. RESULTS Seven themes emerged from the findings of this systematic review as follows: shared information, training and development of key role-players, programme development and research, commitment from key role-players, monitoring activities, executive support and collaborative partnerships. CONCLUSION The findings show that it is possible for a policy on school health to be disseminated and implemented effectively in public schools.
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Affiliation(s)
- Helen I Wankasi
- School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho.
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Pulimeno M, Piscitelli P, Colazzo S, Colao A, Miani A. School as ideal setting to promote health and wellbeing among young people. Health Promot Perspect 2020; 10:316-324. [PMID: 33312927 PMCID: PMC7723000 DOI: 10.34172/hpp.2020.50] [Citation(s) in RCA: 28] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2020] [Accepted: 07/24/2020] [Indexed: 01/19/2023] Open
Abstract
Background: Nowadays, young people face several health challenges. As children and teenagers spend most of their time in the classroom, schools may have the opportunity to positively influence students’ quality of life, playing a crucial role in fostering their health. The aim of this review was to analyze evidence that demonstrated why school is the ideal setting for thepromotion of young generations’ wellbeing. Methods: We have reviewed the available literature about health promotion in school setting, searching for articles and books published from 1977 to 2020. A total of 74 articles and 17books were selected and assessed. Results: The promotion of students’ wellbeing could reduce the prevalence of measurable unhealthy outcomes and improve their academic achievements. At least 80% of all cases of heart diseases, strokes, type 2 diabetes and one third of all cancers can be prevented through health education. In this perspective, primary prevention and health promotion should start as early as possible, finding in the school the ideal setting of action. Effective school-based preventive approaches should raise students’ motivation towards a personal interiorization of health knowledge and develop in young people a critical thinking about harmful consequences of the most common risky behaviours. Educators should receive adequate training concerning health topics and become expert in the most innovative approaches to effectively engage students in adopting healthy lifestyles. Conclusion: As primary educational institution, school should integrate students’ health promotion in its ordinary teaching and learning practices in the perspective of "better health through better schools".
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Affiliation(s)
- Manuela Pulimeno
- UNESCO Chair on Health Education and Sustainable Development, Naples, Italy.,Doctorate in Human Relations Sciences, University of Bari "Aldo Moro", Bari, Italy
| | - Prisco Piscitelli
- UNESCO Chair on Health Education and Sustainable Development, Naples, Italy.,Euro Mediterranean Scientific Biomedical Institute, ISBEM, Bruxelles, Italy
| | - Salvatore Colazzo
- UNESCO Chair on Health Education and Sustainable Development, Naples, Italy.,Department of History, Society and Human Studies, University of Salento, Lecce, Italy
| | - Annamaria Colao
- UNESCO Chair on Health Education and Sustainable Development, Naples, Italy.,Department of Clinical Medicine and Surgery, Federico II University School of Medicine, Naples, Italy
| | - Alessandro Miani
- Department of Environmental Science and Policy, University of Milan, Milan, Italy.,Italian Society of Environmental Medicine, SIMA, Milan, Italy
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Webster CA, Glascoe G, Moore C, Dauenhauer B, Egan CA, Russ LB, Orendorff K, Buschmeier C. Recommendations for Administrators' Involvement in School-Based Health Promotion: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17176249. [PMID: 32867355 PMCID: PMC7503319 DOI: 10.3390/ijerph17176249] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Revised: 08/24/2020] [Accepted: 08/25/2020] [Indexed: 11/16/2022]
Abstract
School administrator involvement is recognized as a key factor in the extent to which school health promotion programs and initiatives are successfully implemented. The aims of this scoping review are to: (a) Identify existing documents that contain recommendations regarding the involvement of school administrators in school-based health promotion; (b) distill and summarize the recommendations; (c) examine differences in the recommendations by targeted professional level, professional group, health promotion content focus, and by whether the recommendations are evidence-based or opinion-based; and (d) evaluate the research informing the recommendations. We drew upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines to conduct the review. Our team conducted a comprehensive literature search with no date or geographic restrictions from January 2018 through April 2018 using four electronic databases: Academic Search Complete, Google Scholar, Physical Education Index, and PubMed. Eligibility criteria included any online documents, in English, that contained recommendations targeting school administrators’ (e.g., principals, assistant principals, superintendents) involvement (e.g., support, endorsement, advocacy) in school health programming (e.g., physical activity, nutrition, wellness). The search yielded a total of 1225 records, which we screened by title, then by abstract, and finally by full text, resulting in 61 records that met inclusion criteria. Data (e.g., recommendations, targeted contexts, targeted administrators) from these records were extracted for a content analysis. Included records contained 80 distinct recommendations, which we summarized into three themes (Collaboration, Advocacy, and Support) using a content analysis. Separate content analyses revealed no qualitative differences in the recommendations by professional level, professional group, or content focus, or by whether the recommendations were evidence-based or opinion-based. Twenty-one of the included records were peer-reviewed research articles. Using the Mixed Methods Appraisal Tool (MMAT), we appraised qualitative research articles the highest and mixed methods research articles the lowest. This review provides a basis for future research and professional practice aiming to increase school administrators’ involvement in school-based health promotion.
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Affiliation(s)
- Collin A. Webster
- Department of Physical Education, University of South Carolina, Columbia, SC 29208, USA
- Correspondence:
| | - Genee Glascoe
- Department of Educational Studies, University of South Carolina, Columbia, SC 29208, USA; (G.G.); (C.M.)
| | - Chanta Moore
- Department of Educational Studies, University of South Carolina, Columbia, SC 29208, USA; (G.G.); (C.M.)
| | - Brian Dauenhauer
- School of Sport and Exercise Science, University of Northern Colorado, Greeley, CO 80639, USA; (B.D.); (C.B.)
| | - Cate A. Egan
- Department of Movement Sciences, University of Idaho, Moscow, ID 83844, USA;
| | | | - Karie Orendorff
- Department of Health and Human Development, Montana State University, Bozeman, MT 59717, USA;
| | - Cathy Buschmeier
- School of Sport and Exercise Science, University of Northern Colorado, Greeley, CO 80639, USA; (B.D.); (C.B.)
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Kazemitabar M, Moghadamzadeh A, Habibi M, Hakimzadeh R, Garcia D. School health assessment tools: a systematic review of measurement in primary schools. PeerJ 2020; 8:e9459. [PMID: 32742780 PMCID: PMC7380271 DOI: 10.7717/peerj.9459] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2020] [Accepted: 06/09/2020] [Indexed: 12/02/2022] Open
Abstract
Background This systematic review aimed to investigate the psychometric properties of the school health’s assessment tools in primary schools through COSMIN Risk of Bias checklist. We examined the studies that have addressed the measurement properties of school-health instruments to give a clear overview of the quality of all available tools measuring school health in primary schools. This systematic review was registered in PROPERO with the Registration ID: CRD42020158158. Method Databases of EBSCOhost, PubMed, ProQuest, Wily, PROSPERO, and OpenGrey were systematically searched without any time limitation to find all full-text English journal articles studied at least one of the COSMIN checklist measurement properties of a school-health assessment tool in primary schools. The instruments should be constructed based on a school health model. The eligible studies were assessed by COSMIN Risk of Bias checklist to report their quality of methodology for each measurement property and for the whole study by rating high, moderate or low quality. Results At the final screening just seven studies remained for review. Four studies were tool development, three of them were rated as “adequate” and the other study as “very good”; five studies examined the content validity, three of them were appraised as “very good”, and the two remaining as “inadequate”. All seven studies measured structural validity, three of them were evaluated as “very good”, three other were scored as “adequate”, and the last study as “inadequate”. All the seven studies investigated the internal consistency, five of them were assessed as “very good”, one was rated as “doubtful”, and the last one as “inadequate”. Just one study examined the cross-cultural validity and was rated as “adequate”. Finally, all seven studies measured reliability, two of them were rated as “very good” and the rest five studies were appraised as “doubtful”. All rating was based on COSMIN checklist criteria for quality of measurement properties assessment. Conclusion The number of studies addressing school health assessment tools was very low and therefore not sufficient. Hence, there is a serious need to investigate the psychometric properties of the available instruments measuring school health at primary schools. Moreover, the studies included in the present systematic review did not fulfill all the criteria of the COSMIN checklist for assessing measurement properties. We suggest that future studies consider these criteria for measuring psychometric properties and developing school health assessment tools.
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Affiliation(s)
- Maryam Kazemitabar
- Department of Curriculum and Instruction, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
| | - Ali Moghadamzadeh
- Department of Curriculum and Instruction, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
| | - Mojtaba Habibi
- Health Promotion Research Center, Iran University of Medical Sciences, Tehran, Iran.,Department of Health Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran
| | - Rezvan Hakimzadeh
- Department of Curriculum and Instruction, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
| | - Danilo Garcia
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden.,Blekinge Center of Competence, Region Blekinge, Karlskrona, Sweden.,Centre for Ethics, Law and Mental Health, University of Gothenburg, Gothenburg, Sweden.,Department of Psychology, University of Gothenburg, Gothenburg, Sweden.,Network for Well-Being, Sweden
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50
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Auld ME, Allen MP, Hampton C, Montes JH, Sherry C, Mickalide AD, Logan RA, Alvarado-Little W, Parson K. Health Literacy and Health Education in Schools: Collaboration for Action. NAM Perspect 2020; 2020:202007b. [PMID: 35291735 PMCID: PMC8916818 DOI: 10.31478/202007b] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2023]
Affiliation(s)
| | | | | | | | | | | | - Robert A Logan
- U.S. National Library of Medicine and University of Missouri-Columbia
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