Framing Theories and Implementation Research

Whitman, Cheryl Vince

doi:10.1007/978-0-387-92269-0_2

Cited by 8 publications

(6 citation statements)

References 19 publications

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“…Health-promotion activities have been successfully implemented through the SHN program in resource-rich countries [1, 5, 11]. However, in resource-limited countries, several operational barriers exist to implement such programs.…”

Section: Introductionmentioning

confidence: 99%

School health and nutrition program implementation, impact, and challenges in schools of Nepal: stakeholders’ perceptions

et al. 2019

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Background The School Health and Nutrition (SHN) program is a cost-effective intervention for resource-poor countries. SHN program aims to provide timely support and preventive measures to improve the health of school children, which can be associated with their cognitive development, learning, and academic performance. Stakeholders at different tiers can play significant roles in the program implementation and its success. Their perceptions are equally important to provide information on the factors influencing the implementation process and help to identify the gaps in the process. However, the evidence is scarce on the school health and nutrition policy and program implementation in developing countries. No study has yet explored stakeholders’ perceptions on the SHN program implementation process in low-income countries, including Nepal. Therefore, we conducted a qualitative study to explore (1) the SHN program implementation, (2) its impact, and (3) challenges in Nepal. Methods We conducted a qualitative study through 32 in-depth interviews of the key informants who were actively involved in SHN program implementation in Nepal. The key informants were identified through personal network and snowballing procedure. We adopted a thematic approach for the data analysis. Results We categorized interview data into three broad themes: (1) SHN program implementation, (2) its impact, and (3) challenges during implementation. Almost all the key informants appreciated the program for its positive impact on students, schools, and communities. The positive impacts included improved students’ health and school environment and enhanced community awareness. However, the key impediments in implementing the program included a lack of coordination between stakeholders, lack of resources, limited training opportunities, and doubts regarding the sustainability of the program. Conclusions This study provided a deeper understanding of the linkage between the SHN program implementation, impact, and challenges in Nepal. Despite the challenges, all the stakeholders acknowledged that the SHN program had positive impacts on students, schools, and communities. Our findings highlighted that stakeholders from all tiers should coordinate, collaborate, and continue their efforts to effectively implement and expand the program nationwide. Awareness campaigns and advocacy for the program are indispensable to pull more resources from relevant stakeholders.

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Section: Introductionmentioning

confidence: 99%

School health and nutrition program implementation, impact, and challenges in schools of Nepal: stakeholders’ perceptions

et al. 2019

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“…However, it is essential to think carefully about the selection of participants of the training for several reasons. First, it is not realistic to expect one person to make systematic changes in practice to schools after taking part in a single workshop 33 . Second, trained personnel often transfer and/or resign without handing over their tasks and/or skills to successors 15,16,19 .…”

Section: Discussionmentioning

confidence: 99%

“…Second, trained personnel often transfer and/or resign without handing over their tasks and/or skills to successors 15,16,19 . Therefore, several people should be trained from the same organizations and schools 33 . Third, in some countries.…”

Section: Discussionmentioning

confidence: 99%

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Factors enabling systematized national school health services in Japan

Shizume

Tomokawa

Miyake

et al. 2021

Pediatrics International

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Background Japan has provided nationwide school health services since 1872. However, the system used and the factors enabling this provision have not been fully and systematically explored. This study aimed to provide an overview of the system and identify enabling factors for the provision of school health services in Japan, to support successful implementation in developing countries. Methods We reviewed research papers and related documents and identified factors likely to support successful provision of school health services in developing countries. Results The following six key factors were identified that support systematized, nationwide school health service provision in Japan: (i) existence of a legal basis for school health services provision, (ii) partnership between the education and health sectors, (iii) a systematized supervision system at all administrative levels, (iv) clear definition of essential services and stakeholders’ responsibilities, (v) utilization of skilled human resources for school health services at school level, and (vi) regular assessment of children’s health issues. Conclusion Five factors were proposed as essential for successful provision of school health services in developing countries: (i) formulation of national school health policies and guidelines with clear definitions of essential health services and stakeholders’ responsibilities, (ii) strengthening partnerships within and between health and education sectors at all administrative levels, (iii) building cooperation between school and health professionals and at the community and school levels, (iv) establishing sustainable development of personnel for school health in the education sector, and (v) developing systems for collecting children’s health data, assessing their health issues, and monitoring and evaluating the implementation.

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“…In the process of analyzing collected information, we referred to the 12 influencing factors for implementation of policy and practice on school health 17 and the nine points for successful implementation of school health programmes 13…”

Section: Methodsmentioning

confidence: 99%

Lessons learned from health education in Japanese schools

Tomokawa

Shirakawa

Miyake

et al. 2021

Pediatrics International

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Introduction A qualitative improvement in school health education is required to improve health for school‐aged children in developing countries. This study aimed to clarify the factors that enable the provision of comprehensive and consistent health education in Japan. Methods We reviewed health education in Japanese schools and the feature of curriculum revision, and clarified the factors that enable the provision of comprehensive and consistent health education. Results We identified nine points as enabling factors: (i) clear description of the purpose of health education; (ii) clear provision of teaching content and adequate time allocation; (iii) comprehensive school health framework and clarification of the position of the health education; (iv) systems for surveying and screening children’s health problems; (v) regular revising of the Courses of Study; (vi) well trained teachers responsible for health education; (vii) health education specialists in higher education facilities; (viii) various materials related to health education; and (ix) collaboration with related health workers. Conclusions We proposed measures to enhance health education in developing countries: (i) clarifying the role of health education toward achieving goals set out in laws and policies related to education; (ii) providing appropriate learning content and time allocation; (iii) establishing a comprehensive school health framework; (iv) establishing a system that continuously monitors children’s health issues; (v) identifying the person responsible for health education in a school and establishing a training system; (vi) providing a teacher’s guide and teaching materials to facilitate child participatory learning, and (vii) collaborating with guardians, community members, and local health workers.

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Framing Theories and Implementation Research

Cited by 8 publications

References 19 publications

School health and nutrition program implementation, impact, and challenges in schools of Nepal: stakeholders’ perceptions

School health and nutrition program implementation, impact, and challenges in schools of Nepal: stakeholders’ perceptions

Factors enabling systematized national school health services in Japan

Lessons learned from health education in Japanese schools

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