Perceptions and views of key implementers on the implementation of the health-promoting school programme in the City of Tshwane, South Africa.
S Afr Med J
; 114(6b): e1363, 2024 Jun 24.
Article
en En
| MEDLINE
| ID: mdl-39041529
ABSTRACT
BACKGROUND:
The health-promoting school programme has been associated with numerous benefits for school communities where it is well implemented. In Tshwane, the implementation processes have not been evaluated.OBJECTIVE:
A qualitative research approach based on grounded theory was used to investigate the experiences of 27 health-promoting school programme implementers across Tshwane.METHODS:
Data were collected through a combination of methods, including semi-structured interviews with principals (n=6), educators (n=10) and school governing body members (n=4), one focus group discussion with health promoters (n=7), field notes from school observations and memos.RESULTS:
Implementation fidelity was weak in the City of Tshwane, as a result of poor training of implementers, poor leadership and collaboration, weak accountability structures, and lack of resources and communication. A grounded theory was developed which showed that schools needed guidance and accountability to properly implement the programme. The theory offers a framework that could be used to improve implementation and evaluation outcomes.CONCLUSION:
Implementers were keen on improving the lives of learners - health-wise and academically. With proper guidance, support and accountability measures by government at district and provincial level, implementation of the programme is feasible in the City of Tshwane.
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Servicios de Salud Escolar
/
Investigación Cualitativa
/
Promoción de la Salud
Límite:
Humans
País/Región como asunto:
Africa
Idioma:
En
Revista:
S Afr Med J
Año:
2024
Tipo del documento:
Article
País de afiliación:
Sudáfrica
Pais de publicación:
Sudáfrica