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School- and intervention-related factors associated with institutionalization of health promotion interventions in elementary schools. / Facteurs liés aux écoles et facteurs liés aux interventions dans le contexte de l'institutionnalisation des interventions de promotion de la santé dans les écoles primaires.
Wellman, Robert J; O'Loughlin, Erin K; Maximova, Katerina; Kalubi, Jodi; Riglea, Teodora; O'Loughlin, Jennifer.
Afiliación
  • Wellman RJ; Department of Population and Quantitative Health Sciences, Division of Preventive and Behavioral Medicine, UMass Chan Medical School, Worcester, Massachusetts, United States.
  • O'Loughlin EK; Centre de recherche du Centre hospitalier de l'Université de Montréal CRCHUM, Montréal, Quebec, Canada.
  • Maximova K; Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Ontario, Canada.
  • Kalubi J; MAP Centre for Urban Health Solutions, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, Ontario, Canada.
  • Riglea T; Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada.
  • O'Loughlin J; Centre de recherche du Centre hospitalier de l'Université de Montréal CRCHUM, Montréal, Quebec, Canada.
Health Promot Chronic Dis Prev Can ; 44(4): 166-178, 2024 Apr.
Article en En, Fr | MEDLINE | ID: mdl-38597805
ABSTRACT

INTRODUCTION:

Long-term availability of health-promoting interventions (HPIs) in school settings can translate into health benefits for children. However, little is known about factors associated with HPI institutionalization in schools. In this study, we identified correlates of the institutionalization of HPIs offered in elementary schools in Quebec, Canada.

METHODS:

In two-part, structured telephone interviews over three academic years (2016-2019), elementary school principals (or their designees) throughout Quebec identified an index HPI offered at least once in their school during the previous three years, and were asked whether it was institutionalized (i.e. explicitly written in the school's educational project, e.g. in the form of educational objectives and means of achieving them). We examined associations between institutionalization and 10 school-related and 16 HPI-related characteristics in univariable and multivariable logistic regression analyses.

RESULTS:

School key informants (n = 163) reported on 147 different HPIs that had been available in their schools in the past three years, 56% of which were institutionalized. Three aspects of school culture-parent/community engagement with the school, school/teacher commitment to student health and school physical environment-were positively associated with HPI institutionalization. HPI-related characteristics positively associated with HPI institutionalization included number of competencies addressed by the HPI, number of teaching strategies employed, modifications made to the HPI prior to or during implementation and perceived success of the HPI. Inviting families or community groups to participate in the HPI was inversely associated with institutionalization.

CONCLUSION:

Better understanding of factors associated with HPI institutionalization may inform the development of school-based HPIs that have the potential for sustainability.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Instituciones Académicas / Promoción de la Salud Límite: Child / Humans País/Región como asunto: America do norte Idioma: En / Fr Revista: Health Promot Chronic Dis Prev Can Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Canadá

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Instituciones Académicas / Promoción de la Salud Límite: Child / Humans País/Región como asunto: America do norte Idioma: En / Fr Revista: Health Promot Chronic Dis Prev Can Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Canadá