scholarly journals Attitudes to health promotion among teaching staff in South West England: a qualitative study

2021 ◽  
Author(s):  
Jonny Currie
Keyword(s):  
Health Promotion ◽  
Qualitative Study ◽  
School Health ◽  
Resource Constraints ◽  
World Health ◽  
Teaching Staff ◽  
List Type ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Experiences

AbstractBackgroundYoung people spend much of their formative years in education, making schools appealing environments for health promotion. The World Health Organisation’s Health Promoting Schools framework has been proposed as a useful model. We sought to explore secondary school teachers’ experiences of implementing this model and their attitudes to health promotion.ObjectivesTo explore teachers’ experiences and perceptions of health promotion and compare practice with the HPS framework for school health.DesignQualitative study with semi-structured interviewsSettingNine state comprehensive schools in Bristol and surrounding areas.Participants25 teaching staff from school senior leadership teams, those working in health education and other subject teachers.AnalysisThematic analysis using NVivo 10.ResultsTeachers largely described educational approaches with less emphasis on school ethos or environment. Staff supported a role for schools in promoting health but felt restrained by limited family engagement, contradictory school practices, resource constraints and conflicting government policies.ConclusionsFuture reforms should ensure health is mainstreamed across school strategies, if we are to create the conditions that promote future generations’ health. Public health must build alliances with educationalists to support the priority-setting of health in school inspections, policy and practice.Strengths and limitations of the studyIn-depth exploration with teachers from different schools, levels of seniority and with varying experience of health promotionPurposive sampling to ensure representation from schools of different geography, Ofsted rating and proportions of students from disadvantaged backgroundsPossibility that schools with greater enthusiasm for health promotion disproportionately participatedTrend towards schools in more affluent areas participating

Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

2019 ◽  
Vol 26 (2) ◽  
pp. 429-447
Author(s):  
Henrik Taarsted Jørgensen ◽  
Sine Agergaard ◽  
Michalis Stylianou ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
School Reform ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Perceptions ◽  
Physical Activity Policy ◽  
Danish School ◽  
Group Interviews ◽  
Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

scholarly journals Introduction of the School Health Program in the city of Cascavel, Paraná State: report of nurses

2018 ◽  
Vol 71 (suppl 4) ◽  
pp. 1540-1547 ◽  
Author(s):  
Maria Aparecida Baggio ◽  
Rosilene Berres ◽  
Bruna Penteado Silva Gregolin ◽  
Solange Aikes
Keyword(s):  
Content Analysis ◽  
Qualitative Study ◽  
School Health ◽  
Health Program ◽  
Health Problems ◽  
Structured Interviews ◽  
Material Resources ◽  
School Health Program ◽  
Health Assessments ◽  
The City

ABSTRACT Objective: to understand the introduction of the School Health Program in the city of Cascavel, Paraná State, as opposed to the report of nurses. Method: a qualitative study with fifteen participants. The data were collected from April to August 2015, through semi-structured interviews, analyzed by content analysis and thematic modality. Results: the category “Introduction process” of the School Health Program integrates the subcategories “Identified health problems” and the “Challenges of intersectoriality”. The program was implemented quickly, with a fragile training of professionals to perform in the phases that compose it. Structural conditions of schools, human and material resources, and emerging intersectoral interaction were identified obstacles. The integration of the health, school, and family constitutes the program’s potentiality. Final considerations: it is understood that the actions of the program were based on health assessments of students, and it is necessary for professionals and managers to discuss and analyze the obstacles identified to achieve all the proposed objectives.

scholarly journals Canadian after-school care providers’ perceived role promoting healthy lifestyles: A focused ethnography

2020 ◽  
Author(s):  
Pierrette H. Elias ◽  
Genevieve Montemurro ◽  
Lauren Sulz ◽  
Brian Torrance ◽  
Kate Elizabeth Storey
Keyword(s):  
Health Promotion ◽  
School Health ◽  
After School ◽  
Data Generation ◽  
Care Providers ◽  
Focused Ethnography ◽  
Structured Interviews ◽  
Intervention Participant ◽  
School Care ◽  
After School Care

Abstract BACKGROUND: After-school care (ASC) programs have garnered interest in recent years as the hours of 3:00–6:00p.m. are an opportune time for children to engage in healthy behaviours, specifically healthy eating (HE) and physical activity (PA). Care providers are major influencers within the ASC setting, impacting HE and PA opportunities for children. However, little is known regarding the role care providers play in health promotion interventions in the ASC setting, specifically those using comprehensive approaches. The purpose of this research was to explore care providers’ perceptions and experiences implementing the ASC health promotion intervention School’s Out…Let’s Move (SOLMo). SOLMo was guided by the evidence-based comprehensive school health (CSH) framework, and included a focus on HE and PA. METHODS: This research was guided by the qualitative method focused ethnography. Semi-structured interviews with care providers (n=13) taking part in SOLMo were conducted to explore their perceptions of the intervention. Participant observation was included as part of data generation to further understand care providers’ roles. RESULTS: Through latent content analysis, five themes emerged: 1) enhanced awareness; 2) improved programming; 3) strong relationships; 4) collaborative approach; and 5) role tension. CONCLUSIONS: As major influencers, care providers’ play a crucial role, and these results will contribute to implementation strategies used to promote healthy lifestyle behaviours for children.

scholarly journals The journey of having scabies–A qualitative study

2018 ◽  
Vol 9 (2) ◽  
pp. 1 ◽  
Author(s):  
Bettina Trettin ◽  
Jette Amstrup Lassen ◽  
Flemming Andersen ◽  
Hanne Agerskov
Keyword(s):  
Qualitative Study ◽  
Social Withdrawal ◽  
Well Being ◽  
World Health ◽  
Repeated Treatment ◽  
Structured Interviews ◽  
Long Period ◽  
Lack Of Information ◽  
Common Skin ◽  
Health Organization

Background and objective: Scabies is considered to be a common skin infection in the field of dermatology, but it is also, by the World Health Organization referred to as a neglected disease. It can cause complications such as secondary infections linked to the development of glomerulonephritis and chronic kidney disease. Furthermore, scabies is associated with stigma, shame and social isolation. To date no qualitative study, has explored this area in depth. The aim of this study was to gain an in-depth understanding of the lived experiences of patients diagnosed with scabies.Methods: A phenomenological-hermeneutic approach was applied and semi-structured interviews were conducted with 10 participants with scabies. Data were analyzed according to Ricoeurs’ theory of interpretation: naïve reading, structural analysis and critical interpretation and discussion.Results: The study revealed that patients were affected by uncontrollable and unbearable itching, which caused insomnia and distress, and lead to coping strategies to bring relief. Scabies was experienced as a never-ending journey, characterized by misdiagnosis, a long period of repeated treatment, and lack of information. Not knowing whether the disease had been cured resulted in feelings of insecurity and powerlessness. Scabies had an impact on everyday life caused by social withdrawal and due to feelings of shame, guilt and fear of rejection.Conclusions: Having scabies is a journey that consists of uncertainty and is characterized by misdiagnosis, long period of treatment and lack of knowledge. Having scabies can be stigmatized, causing loneliness and social withdrawal. Patients with scabies are in need of care, support and information regarding physical, emotional and social well-being.

scholarly journals School Choice, School Culture and Social Justice: A Canadian Case Study

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
David Ball ◽  
Darren Lund
Keyword(s):  
Social Justice ◽  
School Choice ◽  
School Setting ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers And Students ◽  
Alternative Educational Programs ◽  
The Impact

This paper reports on findings from a case study conducted in a public school offering multiple programs of choice. A guiding purpose of the study was to analyze the impact of operating multiple programs of choice in a single school setting on the organizational and lived culture of the school. The urban Alberta school under study offered alternative educational programs in science, Mandarin Immersion, special education and “regular” programs. Multiple methods of data collection followed an ethnographic approach, and included document and policy analysis, field observations, focus groups and semi-structured interviews with administrators, parents, teachers and students from each of the programs. The results reported here focus on related themes of equity and social justice related to analyses of school choice, attending specifically to participants’ understandings of power and privilege, with policy and practice implications. Themes included social class stratifications, marginalization within advantage, perceptions of disempowerment, fragmented school identity, limitations of choice programs, and perceptions of teaching staff quality.

scholarly journals Exploring the Experience of Klang Valley Youths on Fake Braces by Bogus Dentists

2021 ◽  
Vol 7 (1) ◽  
pp. 69-74
Author(s):  
Nurul Izza Idaham ◽  
Wan Mohamad Nasir Wan Othman ◽  
Hasyimah Hassan
Keyword(s):  
Health Promotion ◽  
Oral Health ◽  
Data Collection ◽  
Qualitative Study ◽  
Conceptual Framework ◽  
Thematic Analysis ◽  
Phenomenological Approach ◽  
Structured Interviews ◽  
Oral Health Promotion ◽  
Klang Valley

The use of fake dental braces provided by bogus dentists is potentially dangerous to users' oral health. However, many people, especially youths, still fancy the use of these fake braces. This study aimed to explore the experience of youths from Klang Valley on the use of fake braces. This qualitative study used the phenomenological approach by interviewing ten youths aged between 16 - 27 years old who were from Klang Valley and wore fake braces. The tenth respondent formed the point of saturation of information in data collection. Semi-structured interviews were conducted to explore their experience in using fake braces. The interviews were conducted on the phone. Each interview lasted for a period of 10-15 minutes, and the conversations were recorded. The recordings were then transcribed verbatim, and thematic analysis of the content was used to develop the conceptual framework. Five major themes were discerned related to the respondents' views on the use of fake braces: a) physical appearance of teeth, b) influencing factors, c) seeking services of bogus dentists, d) procedures performed, and e) outcome of fake braces services. For youths with physical misalignment of teeth, fake braces are enticing due to the accessibility, availability, and affordability of bogus dentists. However, not all outcomes were perceived as favourable. Some perceived no change in the outcome, whilst most felt that fake braces led to worse consequences. This study's findings can provide the content for developing oral health promotion modules to check this unsafe practice.

scholarly journals Risks of use and non-use of antibiotics in primary care. Qualitative study of prescribers’ views

2020 ◽  
Author(s):  
Olga Boiko ◽  
Caroline Burgess ◽  
Robin Fox ◽  
Mark Ashworth ◽  
Martin C Gulliford
Keyword(s):  
Risk Assessment ◽  
Primary Care ◽  
Qualitative Study ◽  
Antimicrobial Stewardship ◽  
Inappropriate Prescribing ◽  
Warning Signs ◽  
Antibiotic Prescribing ◽  
List Type ◽  
Structured Interviews ◽  
Trade Offs

ABSTRACTPurposeThe emergence of antimicrobial resistance has led to increasing efforts to reduce unnecessary use of antibiotics in primary care, but potential hazards from bacterial infection continue to cause concern. This study investigated how primary care prescribers evaluate the risks of reduced antibiotic prescribing.MethodsQualitative study using semi-structured interviews conducted with primary care prescribers from 10 general practices in an urban area and a shire town in England. A thematic analysis was conducted.ResultsThirty participants were recruited, including 23 general practitioners, 5 nurses and 2 pharmacists. Three main themes were identified: risk assessment; balancing treatment risks; and negotiating decisions and risks. Respondents indicated that their decisions were grounded in clinical risk assessment, but this was informed by different approaches to antibiotic use, with most leaning towards reduced prescribing. Prescribers’ perceptions of risk included the consequences of both inappropriate prescribing and inappropriate withholding of antibiotics. Sepsis was viewed as the most concerning potential outcome of non-prescribing, leading to possible patient harm and potential litigation. Risks of antibiotic prescribing included antibiotic resistant and C. difficile infections, as well as side effects, such as rashes, that might lead to possible mislabelling as antibiotic allergy. Prescribers elicited patient preferences for use or avoidance of antibiotics to inform management strategies, which included educational advice, advice on self-management including warning signs, use of delayed prescriptions, and safety netting.ConclusionsAttitudes towards antibiotic prescribing are evolving, with reduced antibiotic prescribing now being approached more systematically. The safety trade-offs associated with either use or non-use of antibiotics present difficulties especially when prescribing decisions are inconsistent with patients’ expectations.Strengths and limitations of this studyThe study provides an investigation of primary care prescribers’ perceptions, emphasising safety perspectives in the context of antimicrobial stewardship.The main themes identified may inform the basis for future improvement and antimicrobial stewardship programs.The study is based on interviews with prescribers and may be susceptible to the limitations associated with qualitative interview studiesThe diverse sample of participants provide a good spread of opinions that are of a high validity and rigorously analysed.The study may lack generalisability beyond high-income countries.

scholarly journals Long Covid and the role of physical activity: a qualitative study

2020 ◽  
Author(s):  
Helen Humphreys ◽  
Laura Kilby ◽  
Nik Kudiersky ◽  
Robert Copeland
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
Lived Experience ◽  
Research Interest ◽  
List Type ◽  
Structured Interviews ◽  
Telephone Interviews ◽  
On Line ◽  
The Uk

ABSTRACTObjectivesTo explore the lived experience of Long Covid with particular focus on the role of physical activityDesignQualitative study using semi-structured interviewsParticipants18 people living with Long Covid (9 male, 9 female; aged between 18-74; 10 White British, 3 White Other, 3 Asian, 1 Black, 1 mixed ethnicity) recruited via a UK-based research interest database for people with Long CovidSettingTelephone interviews with 17 participants living in the UK and 1 participant living in the USResultsFour themes were generated. Theme one highlights the physical and social isolation experienced by people with Long Covid, compounded by a lack of support and advice from medical professionals. Theme two describes how participants sought information and validation through online sources and communities. Theme three captures the challenges associated with managing physical and cognitive effects of Long Covid including fatigue and ‘brain fog’ whilst trying to resume and maintain activities of daily living and other forms of exercise. Theme four illustrates the battle with self-concept to accept reduced function (even temporarily) and the fear of permanent reduction in physical and cognitive ability.ConclusionsThis study provides insight into the challenges of managing physical activity alongside the extended symptoms associated with Long Covid. Findings highlight the need for greater consensus around physical activity-related advice for people with Long Covid and improved support to resume activities considered important for wellbeing.Article SummaryStrengths and limitations of this studyTo our knowledge, this paper is the first to explore the role of physical activity in the lived experience of Long Covid using a qualitative approachThe study design enabled in-depth inquiry of lived experiences in a diverse sampleInductive thematic analysis ensured descriptions and interpretations of the lived experience were tested and found to be grounded in the dataParticipants were recruited from members of a Long Covid research interest database who registered via an on-line form, meaning study findings might not capture the views of digitally excluded populationsFunding statementThis work was supported by Sheffield Hallam University.Competing interestsAll authors have completed the ICMJE uniform disclosure form at www.icmje.org/coi_disclosure.pdf and declare: no support from any organization for the submitted work; no financial relationships with any organizations that might have an interest in the submitted work in the previous three years; no other relationships or activities that could appear to have influenced the submitted work.

Disability and family violence prevention: a case study on participation in evidence making

2021 ◽  
Author(s):  
Sally Robinson ◽  
kylie valentine ◽  
Jan Idle
Keyword(s):  
Violence Prevention ◽  
Family Violence ◽  
Resource Constraints ◽  
Service Providers ◽  
Policy Formation ◽  
Family Needs ◽  
Disabled People ◽  
Structured Interviews ◽  
Policy And Practice ◽  
People With Disability

Background: The paper draws on empirical evidence from a project investigating service responses to disabled women and children experiencing domestic and family violence (DFV). Service provision in these sectors is often rationed due to resource constraints, and increasingly marketised, and disabled people often do not have their needs met. Their opportunities for participation in policy and practice are also constrained.Aims and objectives: Our aim is to bring critical studies of intersectionality into dialogue with ‘evidence-making’ scholarship on policy implementation, to allow for new analyses of the inclusion of lived experience expertise in policy.We ask: What are the potential drivers for new forms of practice and evidence making in policy and service settings?Methods: The multi-method study comprised literature and policy review and qualitative research about the experience and implementation of an early intervention violence prevention support programme. Semi-structured interviews were conducted with mothers (n=27) and children (n=7), and service providers (n=28).Findings: Many mothers did not identify as disabled, although they discussed the effects of impairment. However, children were all diagnosed, and diagnosis was a means of accessing funding and services. The service was focused on brokering responses to family needs, and formal participation mechanisms for clients were not prioritised.Discussion and conclusion: Resource constraints and workforce capacity are ongoing concerns in the disability and violence prevention sectors. Relationships that facilitate trust, agency and choice remain key. Insights from critical policy scholarship suggest opportunities to recognise existing relationships as participation, with implications for policy and practice.<br />Key messages<br /><ul><li>In this paper we are concerned with exploring, and complicating, how three key terms are conventionally understood and put into practice in Australia: ‘disability’, ‘participation’, and ‘evidence’.</li><br /><li>Participation in policymaking through formal channels, such as advisory, advocacy groups, and co-design assumes people with disability are willing to identify within tidy categories of disability, which do not account for the priorities and needs of disabled people.</li><br /><li>Analyses of evidence-based policy and practice, and the participation of people with disability in policy formation, can be enhanced and strengthened by recognition of both evidence and interventions as made in practice.</li><br /><li>A broader recognition of participation and evidence than is currently in use would go some way to addressing these needs for flexibility and making evidence in practice. If participation can be fostered, not by requiring people with disability to do more, but by changing the criteria by which participation is recognised, then it is possible to see more of the tensions and gaps in current systems, and at an applied level this should in turn lead to steps to address gaps and shortfalls in meeting people’s needs.</li><ul>

The European Network of Health Promoting schools - from to Kyrgyzstan

2005 ◽  
Vol 12 (3-4) ◽  
pp. 169-172 ◽  
Author(s):  
Vivian Bamekow Rasmussen
Keyword(s):  
Health Promotion ◽  
School Health ◽  
World Health ◽  
European Network ◽  
Council Of Europe ◽  
Regional Office ◽  
Health Promoting Schools ◽  
Health Promotion Activity ◽  
Health Promoting ◽  
Health Organization

The European Network of Health Promoting Schools (ENHPS) is a practical example of a health promotion activity that has successfully incorporated the energies of three major European agencies in the joint pursuit of their goals in school health promotion. As explained in the editorial, the network had its conceptual origins in the 1980's. However, since 1991 the initiative has been a tripartite activity, launched by the European Commission (EC), the Council of Europe (CE) and the World Health Organization Regional Office for Europe (WHO/EURO) (Barnekow et al. 1999). Starting with only seven countries, the network has enlarged over the years and now has a membership of 43 countries. This article outlines the criteria and principles developed by the network to establish national HPS programmes in Europe. The coordinators of these programmes throughout Europe, taking the the diversity in culture and setting into consideration, have mapped the different models of HPS programmes in their countries and through the EVA project have developed a series of guidelines to monitor progress. All agree that a key element of success is to work together with the school community, parents and young people themselves as well as with health and education ministries, but their different experiences have also allowed them to identify a number of constraints and challenges.

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