Health Education: Results from the School Health Policies and Programs Study 2000

Kann, Laura; Brener, Nancy D.; Allensworth, Diane

doi:10.1111/j.1746-1561.2001.tb03504.x

Cited by 85 publications

(63 citation statements)

References 1 publication

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“…As these are lunch choices made during the school day it would be expected that these reflect norms of peers with whom students eat lunch (41)(42)(43) ; other interpersonal factors may be important, however, such as family norms (41,44,45) and family setup (41) and this finding would benefit from further investigation. The greater percentage of variance explained by the student intrapersonal factors for the sum variables than the lunch variables indicates the importance of the behaviour (41,46) and attitude (47)(48)(49)(50) of individuals in dietary choices made throughout the whole day.…”

Section: Discussionmentioning

confidence: 99%

Developing and applying a socio-ecological model to the promotion of healthy eating in the school

Townsend¹,

Foster²

2011

Public Health Nutr.

121

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Objective: To develop and apply a socio-ecological model (SEM) for healthy eating in school students, to better understand the association between factors at different levels of the SEM and pupils' dietary choices. Design: Student-level data, collected through anonymised questionnaires, included reported dietary choices and correlates to these; data on school approaches to food were collected through postal surveys. We used multilevel analysis to study the association of each level of the SEM on student dietary choice while controlling for factors found at other levels. Setting: Data were collected from secondary schools in Wales that were a part of the 2005/2006 Health Behaviour in School-aged Children (HBSC) study. Subjects: The final sample for analysis included data from 6693 students aged 11-16 years and 289 teachers from sixty-four secondary schools in Wales. Results: Student interpersonal factors, an individual's social environment, had a greater association with the dietary choices students made for lunch than student intrapersonal characteristics, those that reside within the person, which were found to have a greater association with the dietary choices made outside school. School organisational factors, such as rules and policies, had a greater association with whether students ate unhealthy foods, whereas the community nature of the school had a greater association with the choosing of healthy foods. Conclusions: Using the SEM and multilevel analysis allowed us to study how factors were associated with the choice of different foods at different times of the day by students. Interventions can use an SEM to target specific correlates and change health outcomes in the school.

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Section: Discussionmentioning

confidence: 99%

Developing and applying a socio-ecological model to the promotion of healthy eating in the school

Townsend¹,

Foster²

2011

Public Health Nutr.

121

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“…Furthermore, vaccination is often not a component of health education or school health programs. Fewer than 50% of the schools surveyed by the SHPPS required education about vaccination in their health education curricula, 9 and only 18% provided any vaccinations to students. 5 …”

Section: Scope Of Current School Health Care Delivery Servicesmentioning

confidence: 99%

The Role of Schools in Strengthening Delivery of New Adolescent Vaccinations

et al. 2008

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Schools offer an opportunity to deliver new vaccines to adolescents who may not receive them in their medical home. However, school budgets and health priorities are set at the local level; consequently resources devoted to health-related activities vary widely. Partnering with schools requires soliciting buy-in from stakeholders at district and school levels and providing added value to schools. With appropriate resources and partnerships, schools could carry out vaccination-related activities from educating students, parents, and communities to developing policies supporting vaccination, providing vaccines, or serving as the site at which partners administer vaccines. Activities will vary among schools, but every school has the potential to use some strategies that promote adolescent vaccination.W ITH 3 NEW vaccines for adolescents recommended since 2005, and more on the way, effective mechanisms for delivering adolescent vaccinations are increasingly important. Because school occupies a significant part of most adolescents' lives, the potential range of roles for schools in adolescent vaccination, from education and promotion to vaccine administration, deserves special attention. Schools must devote significant energy to complying with numerous mandatory accountability measures as they fulfill their primary educational purpose, but every school has the potential to promote adolescent vaccination. Including schools as partners in promoting adolescent vaccination will complement other efforts and offer considerable access to an often hard-to-reach group.The information presented in this article rests on 3 assumptions. First, schools are not intended to replace the medical home as the primary location for vaccination of adolescents. Instead, vaccination-related activities in schools can supplement care received in the medical home. Therefore, we have focused this report on information and solutions that can be implemented in the current policy environment rather than the significant changes that would be needed to make schools the primary avenue for delivery of routine adolescent vaccinations. Second, the extent to which any strategy is implemented will vary according to vaccine and school, although every school can undertake vaccination-related activities at some level. Third, variable resources and competing priorities must be taken into account when considering options for addressing vaccination in school health programs. Issues such as pregnancy, sexually transmitted diseases, drug and alcohol abuse, obesity, and violence will often take precedence. 1 Based on these assumptions, we explore the role of schools in strengthening the delivery of vaccinations to adolescents by reviewing the current scope of school health resources, the history of US experience with school-based vaccination, and potential barriers to vaccination activities in schools. Laws that require vaccination for school attendance, which are known to be highly effective, are covered elsewhere in this supplement. 2 We have drawn on www...

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“…Mandatory health education classes have become more prevalent in middle and high schools, although their impact on improving health literacy is unclear. 15 The Test of Functional Health Literacy in Adults (TOFHLA) has been widely used for assessing health literacy, but takes 18 to 22 minutes to administer. The short form (S-TOFHLA) can take 7 to 10 minutes to administer.…”

mentioning

confidence: 99%

Health Literacy Instrument in Family Medicine: The "Newest Vital Sign" Ease of Use and Correlates

Shah¹,

West²,

Bremmeyr³

et al. 2010

The Journal of the American Board of Family Medicine

143

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Background: Health literacy has been defined as the ability to obtain, process, and understand the basic information needed to make appropriate health decisions. Half of adults lack the health literacy skills needed for our complex health care environment. In 2005, Weiss et al introduced the Newest Vital Sign (NVS), an instrument that can be used to quickly assess health literacy. The purpose of this study was to determine the acceptability and timeliness of using the NVS to measure the level of health literacy in various suburban, urban, and rural primary care settings. A secondary purpose was to determine the influence of taking a health class on one's level of health literacy.Methods: In this cross-sectional design, adults were recruited from 4 primary care settings and student athletes were recruited during preparticipation sports physicals. The NVS was administered and health literacy rates were compared with known trends. A subset of 50 patients was timed during test administration, and refusals were logged throughout. The adults and the athletes were analyzed separately.Results: One thousand fourteen patients (including athletes) agreed to participate (response rate, 97.5%). Average time needed to complete the NVS was 2.63 minutes. Of the adults tested, 48.1% demonstrated adequate health literacy. In logistic regression analysis, younger age, more formal education, health class participation, and body mass index were positive predictors of adequate health literacy among adults.

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Health Education: Results from the School Health Policies and Programs Study 2000

Cited by 85 publications

References 1 publication

Developing and applying a socio-ecological model to the promotion of healthy eating in the school

Developing and applying a socio-ecological model to the promotion of healthy eating in the school

The Role of Schools in Strengthening Delivery of New Adolescent Vaccinations

Health Literacy Instrument in Family Medicine: The "Newest Vital Sign" Ease of Use and Correlates

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