Initial Results from the European Network of Health Promoting Schools Program on Development of Health Education in Finland

Turunen, Hannele; Tossavainen, Kerttu; Jakonen, Sirkka; Salomäki, Ulla; Vertio, Harri

doi:10.1111/j.1746-1561.1999.tb06353.x

Cited by 20 publications

(19 citation statements)

References 12 publications

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“…Over the last decade, the eco-holistic approach of the HPS framework has been implemented in many countries to target various health issues, including oral health, tobacco control, physical activity, and nutrition and diet (23)(24)(25)(26)(27)(28) . Available studies have discussed essential elements of effective HPS implementation and have led to diverse intervention programmes that comprehensively embrace the HPS concept.…”

Section: Discussionmentioning

confidence: 99%

Significant effects of implementation of health-promoting schools on schoolteachers’ nutrition knowledge and dietary intake in Taiwan

Chen

Yeh

Lai

et al. 2009

Public Health Nutr.

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Objective: Although teachers are the key participants in health-promoting schools (HPS) programme delivery, it is still unknown whether teachers are appropriate health information resources and role models for students with respect to healthy diets. The present study aimed to investigate the effects of implementing HPS programmes on teachers' nutrition knowledge and diets. Design: One HPS programme aiming at dietary intervention (HP-D) and one HPS not aiming at dietary intervention (HP-ND) were selected, along with two nonhealth-promoting (NHP) schools matched for school size and urbanization level with the two HPS. All 361 teachers in the four schools were invited to participate, yielding a 78?4 % overall valid response rate. A structured, self-reported questionnaire was administered, with regression models used for statistical analysis. Results: Teachers in the HP-D group had a mean score of 21?1 on a range of 0-30 for nutrition knowledge, which was significantly higher than the mean scores of 18?5 in the HP-ND group and 19?1 in the NHP group (P , 0?001). Better dietary behaviours were also observed among HP-D teachers. Further, being a 'health education' course instructor was associated with significantly higher scores on nutrition knowledge (b 5 2?6, P , 0?001) and vegetable and fruit consumption (b 5 1?4, P 5 0?02) in the HP-D group than in the NHP group. The HP-ND and NHP groups exhibited similar patterns of non-significant differences compared with the HP-D group. Conclusions: Implementation of a coordinated HPS framework on nutrition and diet was positively correlated with schoolteachers' nutrition knowledge and dietary intake. Inadequate diet and nutrition can slow growth in childhood and increase the risk of health conditions such as obesity, hypertension and certain cancers in adulthood (1,2) . Many children exhibit intakes of food and nutrients below the recommended levels, both internationally and in Taiwan (3)(4)(5)(6)(7) . Educators have recognized the importance of promoting a healthy diet and various nutrition-education programmes have been implemented in schools (8)(9)(10) . In these school-based programmes, teachers play a central role in providing accurate nutrition information to students and responding to students' concerns about diet, nutrition and weight control. In order for schoolteachers to be a valuable source of health information, however, they must be equipped with adequate knowledge (11) . Teachers' knowledge of nutrition affects their willingness and confidence to teach a course on healthy diets (12) , which could influence the implementation of a nutritioneducation programme in their schools. In addition, teachers' unhealthy eating behaviours at school may make them inappropriate role models for students. In a study reported by Kubik et al. (13) , 62 % of teachers reported purchasing beverages from vending machines. In addition, 54 % of teachers did not consume five servings of fruits and vegetables daily. Among physical education teachers, 20 % of women and 13 % of...

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Section: Discussionmentioning

confidence: 99%

Significant effects of implementation of health-promoting schools on schoolteachers’ nutrition knowledge and dietary intake in Taiwan

Chen

Yeh

Lai

et al. 2009

Public Health Nutr.

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“…Recently, more comprehensive school health programmes have been developed, e.g. the WHO 'health promoting school' idea (Parsons et al, 1996;WHO, 1998;Turunen et al, 1999) and the 'Coordinated School Health Program' in the USA (Allensworth and Kolbe, 1987;Marx and Wooley, 1998).…”

Section: Introductionmentioning

confidence: 99%

Well-being in schools: a conceptual model

Konu

Rimpelä²

2002

Health Promotion International

260

164

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Health and well-being have mostly been separated from other aspects of school life. Health services and health education have been available for school-aged children in Western societies for a long time. Recently, more comprehensive school health programmes have been developed, e.g. the WHO 'health promoting school' and 'coordinated school health programme' in the USA. They focus on how to implement health promotion and health education in school. However, a theoretically grounded model based on the sociological concept of well-being is needed for planning and evaluation of school development programmes. The School Well-being Model is based on Allardt's sociological theory of welfare and assesses well-being as an entity in school setting. Well-being is connected with teaching and education, and with learning and achievements. Indicators of well-being are divided into four categories: school conditions (having), social relationships (loving), means for self-fulfilment (being) and health status. 'Means for self-fulfilment' encompasses possibilities for each pupil to study according to his/her own resources and capabilities. 'Health status' is seen through pupils' symptoms, diseases and illnesses. Each well-being category contains several aspects of pupils' life in school. The model takes into account the important impact of pupils' homes and the surrounding community. Compared with others, The School Well-being Model's main differences are the use of the well-being concept, the definition of health and the subcategory means for self-fulfilment. Making the outline of the well-being concept facilitates the development of theoretically grounded subjective and objective well-being indicators.

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“…Findings from the Finnish part of the ENHPS suggest that there was a shift from mostly teacher-centred teaching methods to more collaborative teaching and learning methods during the project period. More collaboration was seen between staff and outside representatives, and the teachers perceived that the atmosphere in the classroom and in the school community developed favourably [27,28].…”

Section: Factors Enabling Teacher Participation In Health Promotionmentioning

confidence: 99%

Program and School Characteristics Related to Teacher Participation in School Health Promotion~!2009-07-07~!2009-12-13~!2010-03-09~!

Viig¹,

Tjomsland²,

Wold³

2010

TOEDUJ

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Abstract:The aim of this study was to investigate conditions related to teacher participation in the planning and implementation of the Norwegian part of the European Network of Health Promoting Schools. One hundred and four teachers responded to the questionnaire at baseline and at three year follow-up. Teachers' personal interest and regard for the program aim were the main predictors of their self-reported participation in the program. Conditions perceived as enabling or hindering program implementation, as well as baseline characteristics of school culture and professional discretion were to a high extent related to participation in the program (Multiple R 2 = .52). Health promotion aiming at increasing the students' wellbeing and improving the school environment seemed to have been well received by teachers, and enabled their participation in the program. The findings imply that programs encouraging networking are likely to be successful in engaging teachers, and that such networking yields ample opportunities for professional learning.Keywords: Health promoting school, teacher participation, network, professional learning, professional discretion, supportive culture.Teacher participation is considered an important precondition for school development processes. However, there is no general "recipe" for how to facilitate teachers' participation in such processes, just as there is no "recipe" for how to facilitate school development processes in general [1,2]. This study investigates factors enabling or hindering teacher participation in the planning and implementation of the Norwegian part of the European Network of Health Promoting Schools.The 'Health Promoting School' (HPS) is a relatively recent concept, but the notion that the school setting can have a wide and varied role in meeting and influencing the health of young people and future adults is not new [3][4][5]. A HPS initiative is grounded in a holistic view of health, with the target being not just individual lifestyle, but the wider organisational and socio-environmental context of the whole school community [6][7][8]. Consequently, the development of a HPS involves a move from practices that rely mainly on classroom-based health education models to a more comprehensive, integrated construct of health promotion [6]. THE NORWEGIAN NETWORK OF HEALTH PROMOTING SCHOOLS The Norwegian Network of Health Promoting Schools is part of the European Network of Health Promoting Schools (ENHPS eu/).The HPS program differs from other health-promoting and preventive measures in schools by being an overall policy program presupposing and facilitating changes in schools' traditional methodology and policy. The uniqueness of the HPS program lies in the way it focuses on including the whole school community in developing and implementing health promoting interventions [10,11].The ENHPS initially developed 12 criteria for a HPS [12]. Included in these criteria were guidelines about health enhancing physical and psychosocial environments, changes in curriculum in terms...

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Initial Results from the European Network of Health Promoting Schools Program on Development of Health Education in Finland

Cited by 20 publications

References 12 publications

Significant effects of implementation of health-promoting schools on schoolteachers’ nutrition knowledge and dietary intake in Taiwan

Significant effects of implementation of health-promoting schools on schoolteachers’ nutrition knowledge and dietary intake in Taiwan

Well-being in schools: a conceptual model

Program and School Characteristics Related to Teacher Participation in School Health Promotion~!2009-07-07~!2009-12-13~!2010-03-09~!

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