Diffusion of an Integrated Health Education Program in an Urban School System: Planet Health

Wiecha, Jean; Ayadi, Alison M. El; Fuemmeler, Bernard F.; Carter, Jill E.; Handler, Shirley L.; Johnson, Stacey M.; Strunk, Nancy; Korzec-Ramirez, Debra; Gortmaker, Steven L.

doi:10.1093/jpepsy/jsh050

Cited by 107 publications

(68 citation statements)

References 31 publications

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“…Facilitators were support from a technical unit (including training) and access to resources (materials and funding: all resources were provided free for the school through provincial funding). These operational factors have been identified consistently in the school health literature (31,34,35,(51)(52)(53)(54)(55)(56) . Durlak and DuPre characterized leadership, access to resources (funding), time and loss of momentum due to competing demands in their broader implementation framework as delivery system factors (21) .…”

Section: Discussionmentioning

confidence: 72%

“…Planning for the state-wide scale-up of the Child and Adolescent Trial for Cardiovascular Health (CATCH) in Texas (29) identified the importance of factors such as networks, cost, training, ongoing support, targeted approaches and the importance of both supporting and examining implementation after adoption. However, we know relatively little about factors that influence implementation of school HE interventions after scale-up in real-world settings; this deficit must be overcome to enhance the effectiveness of target interventions (33)(34)(35)(36)(37) .…”

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confidence: 99%

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A mixed-methods exploration of implementation of a comprehensive school healthy eating model one year after scale-up

Naylor

McKay²,

Valente³

et al. 2015

Public Health Nutr.

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Objective: To study the implementation of a school-based healthy eating (HE) model one year after scale-up in British Columbia (BC). Specifically, to examine implementation of Action Schools! BC (AS! BC) and its influence on implementation of classroom HE activities, and to explore factors associated with implementation. Design: Diffusion of Innovations, Social Cognitive and Organizational Change theories guided our approach. We used a mixed-methods research design including focus group interviews (seven schools, sixty-two implementers) and a cross-sectional multistage survey to principals (n 36, 92 % response rate) and teachers of grades 4 to 7 (n 168, 70 % response rate). Self-reported implementation of classroom HE activities and reported use of specific AS! BC HE activities were primary implementation measures. Thematic analysis of focus group data and multilevel mixed-effect logistic regression analyses of survey data were conducted. Setting: Elementary schools across BC, Canada. Subjects: Thirty-nine school districts, thirty-six principals, 168 grade 4 to 7 teachers. Results: Forty-two per cent of teachers in registered schools were implementing AS! BC HE in their classrooms. Users were 6·25 times more likely to have delivered a HE lesson in the past week. Implementation facilitators were school champions, technical support and access to resources; barriers were lack of time, loss of leadership or momentum. Implementation predictors were teacher training, selfefficacy, experience with the physical activity component of AS! BC, supportive school climate and parental post-secondary education. Conclusions: Our findings reinforce that continued teacher training and support are important public health investments that contribute to successful implementation of school-based HE models after scale-up.

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Section: Discussionmentioning

confidence: 72%

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confidence: 99%

A mixed-methods exploration of implementation of a comprehensive school healthy eating model one year after scale-up

Naylor

McKay²,

Valente³

et al. 2015

Public Health Nutr.

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“…The school is a primary social environment that can reach a significant proportion of youths (Baker, Dilly, Aupperlee, & Patil, 2003) and acts as a site for prevention and promotion of multiple behaviour interventions (Deschesnes, et al, 2003). Examples of three successful intervention programs include: the Coordinated Approach to Child Health (CATCH) (Nader et al, 1999), Planet Health (Wiecha et al, 2004) and Not-On-Tobacco (NOT) (Horn, Dino, Kalsekar, & Mody, 2005). Some common success elements across these three programs are inclusion of multiple stakeholders, familiarity with the culture of the school, flexibility for local adaptation, building effective partnerships and use of theory (Franks et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

Predictors of physical activity, healthy eating and being smoke-free in teens: A theory of planned behaviour approach

Murnaghan

Blanchard

LaRosa

et al. 2010

Psychology & Health

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This paper elicited context specific underlying beliefs for physical activity, fruit and vegetable consumption and smoke-free behaviour from the Theory of Planned Behaviour (TPB), and then determined whether the TPB explained significant variation in intentions and behaviour over a 1 month period in a sample of grade 7-9 (age 12-16 years) adolescents. Eighteen individual interviews and one focus group were used to elicit student beliefs. Analyses of this data produced behavioural, normative and control beliefs which were put into a TPB questionnaire completed by 183 students at time 1 and time 2. The Path analyses from the main study showed that the attitude/intention relationship was moderately large for fruit and vegetable consumption and small to moderate for being smoke free. Perceived behavioural control had a large effect on being smoke free and a moderately large effect for fruit and vegetable consumption and physical activity. Intention had a large direct effect on all three behaviours. Common (e.g. feel better, more energy) and behaviour-specific (e.g., prevent yellow fingers, control my weight) beliefs emerged across the three health behaviours. These novel findings, to the adolescent population, support the importance of specific attention being given to each of the behaviours in future multi-behavioural interventions.

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“…The Diffusion of Innovations Theory, and its adaptations, has been applied across several health-and nutritionrelated studies. 35,36 …”

Section: Effectiveness Researchmentioning

confidence: 99%

What Is Translational Research? Concepts and Applications in Nutrition and Dietetics

Zoellner¹,

Horn²,

Gleason³

et al. 2015

Journal of the Academy of Nutrition and Dietetics

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This monograph is tenth in a series of articles focused on research design and analysis, and provides an overview of translational research concepts. Specifically, this article presents models and processes describing translational research, defines key terms, discusses methodological considerations for speeding the translation of nutrition research into practice, illustrates application of translational research concepts for nutrition practitioners and researchers, and provides examples of translational research resources and training opportunities. To promote the efficiency and translation of evidence-based nutrition guidelines into routine clinical-, community-, and policy-based practice, the dissemination and implementation phases of translational research are highlighted and illustrated in this monograph.

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Diffusion of an Integrated Health Education Program in an Urban School System: Planet Health

Abstract: Planet Health was feasible and acceptable in a participatory research model involving a public school-university partnership, and it was also sustainable independent of the research effort.

Cited by 107 publications

References 31 publications

A mixed-methods exploration of implementation of a comprehensive school healthy eating model one year after scale-up

A mixed-methods exploration of implementation of a comprehensive school healthy eating model one year after scale-up

Predictors of physical activity, healthy eating and being smoke-free in teens: A theory of planned behaviour approach

What Is Translational Research? Concepts and Applications in Nutrition and Dietetics

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