Implementation and Evaluation of the HEROES Initiative

King, Mindy; Lederer, Alyssa M.; Sovinski, Danielle; Knoblock, Heidi M.; Meade, Rhonda; Seo, Dong-Chul; Kim, Nayoung

doi:10.1177/1524839913512835

Cited by 22 publications

(12 citation statements)

References 31 publications

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“…Level of evaluation NA 3. Operationalisation fidelity component N = 15 [ 28 , 29 , 35 – 38 , 46 – 49 , 51 , 56 , 59 – 61 , 69 , 71 , 72 , 77 , 87 ] 4. Data collection methods N = 8 [ 29 , 47 – 49 , 60 , 68 , 70 , 86 , 90 ] 5.…”

Section: Resultsmentioning

confidence: 99%

Measuring implementation fidelity of school-based obesity prevention programmes: a systematic review

Schaap

Bessems

Otten³

et al. 2018

Int J Behav Nutr Phys Act

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BackgroundUntil now, there is no clear overview of how fidelity is assessed in school-based obesity prevention programmes. In order to move the field of obesity prevention programmes forward, the current review aimed to 1) identify which fidelity components have been measured in school-based obesity prevention programmes; 2) identify how fidelity components have been measured; and 3) score the quality of these methods.MethodsStudies published between January 2001–October 2017 were selected from searches in PubMed, EMBASE, PsycINFO, CINAHL, Cochrane Library and ERIC. We included studies examining the fidelity of obesity prevention programmes (nutrition and/or physical activity and/or sitting) at school (children aged 4–18 year) measuring at least one component of implementation fidelity. A data extraction was performed to identify which and how fidelity components were measured. Thereafter, a quality assessment was performed to score the quality of these methods. We scored each fidelity component on 7 quality criteria. Each fidelity component was rated high (> 75% positive), moderate (50–75%) or low (< 50%).ResultsOf the 26,294 retrieved articles, 73 articles reporting on 63 different studies were included in this review. In 17 studies a process evaluation was based on a theoretical framework. In total, 120 fidelity components were measured across studies: dose was measured most often (N = 50), followed by responsiveness (N = 36), adherence (N = 26) and quality of delivery (N = 8). There was substantial variability in how fidelity components were defined as well as how they were measured. Most common methods were observations, logbooks and questionnaires targeting teachers. The quality assessment scores ranged from 0 to 86%; most fidelity components scored low quality (n = 77).ConclusionsThere is no consensus on the operationalisation of concepts and methods used for assessing fidelity in school-based obesity prevention programmes and the quality of methods used is weak. As a result, we call for more consensus on the concepts and clear reporting on the methods employed for measurements of fidelity to increase the quality of fidelity measurements. Moreover, researchers should focus on the relation between fidelity and programme outcomes and determine to what extent adaptations to programmes have been made, whilst still being effective.Electronic supplementary materialThe online version of this article (10.1186/s12966-018-0709-x) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Measuring implementation fidelity of school-based obesity prevention programmes: a systematic review

Schaap

Bessems

Otten³

et al. 2018

Int J Behav Nutr Phys Act

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“…Out of the 10 homework assignments a mean of 6.2 were set for the children to complete. Similarly, only 64% of components were delivered across all intervention domains in the HEROES obesity prevention programme [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

Intervention fidelity in the definitive cluster randomised controlled trial of the Healthy Lifestyles Programme (HeLP) trial: findings from the process evaluation

Lloyd

Dean

Creanor

et al. 2017

Int J Behav Nutr Phys Act

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BackgroundThe Healthy Lifestyles Programme (HeLP) was a novel school-located intervention for 9–10 year olds, designed to prevent obesity by changing patterns of child behaviour through the creation of supportive school and home environments using dynamic and creative delivery methods. This paper reports on both the quantitative and qualitative data regarding the implementation of the HeLP intervention in the definitive cluster randomised controlled trial, which was part of the wider process evaluation.MethodsMixed methods were used to collect data on intervention uptake, fidelity of delivery in terms of content and quality of delivery of the intervention, as well as school and child engagement with the programme. Data were collected using registers of attendance, observations and checklists, field notes, focus groups with children and semi-structured interviews with teachers. Qualitative data were analysed thematically and quantitative data were summarized using descriptive statistics.ResultsAll 16 intervention schools received a complete or near complete programme (94–100%), which was delivered in the spirit in which it had been designed. Of the 676 children in the intervention schools, over 90% of children participated in each phase of HeLP; 92% of children across the socio-economic spectrum were deemed to be engaged with HeLP and qualitative data revealed a high level of enjoyment by all children, particularly to the interactive drama workshops. Further evidence of child engagment with the programme was demonstrated by children’s clear understanding of programme messages around marketing, moderation and food labelling. Thirteen of the intervention schools were deemed to be fully engaged with HeLP and qualitative data revealed a high level of teacher ‘buy in’, due to the programme’s compatability with the National Curriculum, level of teacher support and use of innovative and creative delivery methods by external drama practitioners.ConclusionOur trial shows that it is possible to successfully scale up complex school-based interventions, engage schools and children across the socio-economic spectrum and deliver an intervention as designed. As programme integrity was maintained throughout the HeLP trial, across all intervention schools, we can be confident that the trial findings are a true reflection of the effectiveness of the intervention, enabling policy recommendations to be made.Trial registrationISRCTN15811706.Electronic supplementary materialThe online version of this article (10.1186/s12966-017-0616-6) contains supplementary material, which is available to authorized users.

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“…CSH is not simply a framework to inform and support implementation of health-related interventions; research indicates that interventions conducted in the context CSH can be successful. To date, most research has investigated either health education or health promotion interventions that focus on key topics within the CSH model such as physical education or nutrition education 24 – 27 or use of CSH processes and structures to bring about improvements in policies, programs, or partnerships. 12 , 15 , 28 , 29 Researchers have found evidence of effectiveness among several more narrowly focused programs implemented in the context of CSH, including programs for physical activity, 25 nutrition, 26 and childhood obesity.…”

Section: Literature Reviewmentioning

confidence: 99%

“…12 , 15 , 28 , 29 Researchers have found evidence of effectiveness among several more narrowly focused programs implemented in the context of CSH, including programs for physical activity, 25 nutrition, 26 and childhood obesity. 24 , 27 The literature also contains several examples of CSH approaches and related infrastructure facilitating success in the implementation of program activities. 15 , 24 , 29 In addition, researchers have provided some support for an association between CSH programs and outcomes related to academic achievement.…”

Section: Literature Reviewmentioning

confidence: 99%

“… 24 , 27 The literature also contains several examples of CSH approaches and related infrastructure facilitating success in the implementation of program activities. 15 , 24 , 29 In addition, researchers have provided some support for an association between CSH programs and outcomes related to academic achievement. 30 , 31 …”

Section: Literature Reviewmentioning

confidence: 99%

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Lessons Learned From the Whole Child and Coordinated School Health Approaches

Rasberry

Slade

Lohrmann

et al. 2015

Journal of School Health

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BACKGROUND The new Whole School, Whole Community, Whole Child (WSCC) model, designed to depict links between health and learning, is founded on concepts of coordinated school health (CSH) and a whole child approach to education. METHODS The existing literature, including scientific articles and key publications from national agencies and organizations, was reviewed and synthesized to describe (1) the historical context for CSH and a whole child approach, and (2) lessons learned from the implementation and evaluation of these approaches. RESULTS The literature revealed that interventions conducted in the context of CSH can improve health-related and academic outcomes, as well as policies, programs, or partnerships. Several structural elements and processes have proved useful for implementing CSH and a whole child approach in schools, including use of school health coordinators, school- and district-level councils or teams; systematic assessment and planning; strong leadership and administrative support, particularly from school principals; integration of health-related goals into school improvement plans; and strong community collaborations. CONCLUSIONS Lessons learned from years of experience with CSH and the whole child approaches have applicability for developing a better understanding of the WSCC model as well as maximizing and documenting its potential for impacting both health and education outcomes.

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Implementation and Evaluation of the HEROES Initiative

Cited by 22 publications

References 31 publications

Measuring implementation fidelity of school-based obesity prevention programmes: a systematic review

Measuring implementation fidelity of school-based obesity prevention programmes: a systematic review

Intervention fidelity in the definitive cluster randomised controlled trial of the Healthy Lifestyles Programme (HeLP) trial: findings from the process evaluation

Lessons Learned From the Whole Child and Coordinated School Health Approaches

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