scholarly journals Implementation of a peer-led school based smoking prevention programme: a mixed methods process evaluation

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Fiona Dobbie ◽  
Richard Purves ◽  
Jennifer McKell ◽  
Nadine Dougall ◽  
Rona Campbell ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Process Evaluation ◽  
Smoking Prevention ◽  
Prevention Programme ◽  
School Based

scholarly journals A process evaluation of a comprehensive school based injury prevention programme

2010 ◽  
Vol 16 (Supplement 1) ◽  
pp. A91-A91 ◽  
Author(s):  
R. Chapman ◽  
L. Buckley ◽  
M. Sheehan ◽  
I. Shochet
Keyword(s):  
Injury Prevention ◽  
Process Evaluation ◽  
Comprehensive School ◽  
Prevention Programme ◽  
School Based ◽  
Injury Prevention Programme

scholarly journals Process Evaluation of a Medical Student–Delivered Smoking Prevention Program for Secondary Schools: Protocol for the Education Against Tobacco Cluster Randomized Trial (Preprint)

2019 ◽  
Author(s):  
Titus Josef Brinker ◽  
Fabian Buslaff ◽  
Janina Leonie Suhre ◽  
Marc Philipp Silchmüller ◽  
Evgenia Divizieva ◽  
...  
Keyword(s):  
Medical Student ◽  
Randomized Trial ◽  
Process Evaluation ◽  
Smoking Prevalence ◽  
Cluster Randomized Trial ◽  
Smoking Prevention ◽  
School Based ◽  
Cluster Randomized ◽  
And Control

BACKGROUND Most smokers start smoking during their early adolescence under the impression that smoking entails positive attributes. Given the addictive nature of cigarettes, however, many of them might end up as long-term smokers and suffering from tobacco-related diseases. To prevent tobacco use among adolescents, the large international medical students’ network Education Against Tobacco (EAT) educates more than 40,000 secondary school students per year in the classroom setting, using evidence-based self-developed apps and strategies. OBJECTIVE This study aimed to evaluate the long-term effectiveness of the school-based EAT intervention in reducing smoking prevalence among seventh-grade students in Germany. Additionally, we aimed to improve the intervention by drawing conclusions from our process evaluation. METHODS We conduct a cluster-randomized controlled trial with measurements at baseline and 9, 16, and 24 months postintervention via paper-and-pencil questionnaires administered by teachers. The study groups consist of randomized schools receiving the 2016 EAT curriculum and control schools with comparable baseline data (no intervention). The primary outcome is the difference of change in smoking prevalence between the intervention and control groups at the 24-month follow-up. Secondary outcomes are between-group differences of changes in smoking-related attitudes and the number of new smokers, quitters, and never-smokers. RESULTS A total of 11,268 students of both sexes, with an average age of 12.32 years, in seventh grade of 144 secondary schools in Germany were included at baseline. The prevalence of cigarette smoking in our sample was 2.6%. The process evaluation surveys were filled out by 324 medical student volunteers, 63 medical student supervisors, 4896 students, and 141 teachers. CONCLUSIONS The EAT cluster randomized trial is the largest school-based tobacco-prevention study in Germany conducted to date. Its results will provide important insights with regards to the effectiveness of medical student–delivered smoking prevention programs at school. INTERNATIONAL REGISTERED REPOR DERR1-10.2196/13508

scholarly journals Fourteen years of ‘Smokefree Class’, a school-based smoking prevention programme in Catalonia that adapts to new forms of consumption.

2018 ◽  
Vol 4 (Supplement) ◽  
Author(s):  
Araceli Valverde ◽  
Josep Suelves ◽  
Clara Prades ◽  
Núria Hortal ◽  
Jaume Vinyals ◽  
...  
Keyword(s):  
Smoking Prevention ◽  
Prevention Programme ◽  
Class A ◽  
School Based

scholarly journals Involving the headteacher in the development of school-based health interventions: A mixed-methods outcome and process evaluation using the RE-AIM framework

PLoS ONE ◽  
2020 ◽  
Vol 15 (4) ◽  
pp. e0230745
Author(s):  
Danielle L. Christian ◽  
Charlotte Todd ◽  
Jaynie Rance ◽  
Gareth Stratton ◽  
Kelly A. Mackintosh ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Process Evaluation ◽  
Health Interventions ◽  
School Based

scholarly journals Reaching high-risk young adolescents: a process evaluation of a school based injury prevention programme

2012 ◽  
Vol 18 (Suppl 1) ◽  
pp. A170.2-A170
Author(s):  
K Dingli ◽  
L Buckley ◽  
R Chapman ◽  
B Reveruzzi ◽  
M Sheehan
Keyword(s):  
High Risk ◽  
Injury Prevention ◽  
Process Evaluation ◽  
Prevention Programme ◽  
Young Adolescents ◽  
School Based ◽  
Injury Prevention Programme

scholarly journals Reach, Recruitment, Dose, and Intervention Fidelity of the GoActive School-Based Physical Activity Intervention in the UK: A Mixed-Methods Process Evaluation

Children ◽  
2020 ◽  
Vol 7 (11) ◽  
pp. 231
Author(s):  
Stephanie T. Jong ◽  
Caroline H. D. Croxson ◽  
Campbell Foubister ◽  
Helen Elizabeth Brown ◽  
Cornelia Guell ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Process Evaluation ◽  
Physical Activity Intervention ◽  
School Level ◽  
Intervention Fidelity ◽  
Intervention Delivery ◽  
School Based ◽  
Component Approach ◽  
The Uk

School-based multi-component physical activity (PA) promotion is advocated; however, research has indicated that a multi-component approach may not always be effective at increasing adolescent PA. Evaluation of the GoActive 12-week multi-component school-based intervention showed no effect on adolescent PA. A mixed-methods process evaluation was embedded to facilitate greater understanding of the results, to elicit subgroup perceptions, and to provide insight into contextual factors influencing intervention implementation. This paper presents the reach, recruitment, dose, and fidelity of GoActive, and identifies challenges to implementation. The process evaluation employed questionnaires (1543 Year 9s), individual interviews (16 Year 9s; 7 facilitators; 9 contact teachers), focus groups (48 Year 9s; 58 mentors), alongside GoActive website analytics and researcher observations. GoActive sessions reached 39.4% of Year 9s. Intervention satisfaction was relatively high for mentors (87.3%) and facilitators (85.7%), but lower for Year 9s (59.5%) and teachers (50%). Intervention fidelity was mixed within and between schools. Mentorship was the most implemented component. Factors potentially contributing to low implementation included ambiguity of the roles subgroups played within intervention delivery, Year 9 engagement, institutional support, and further school-level constraints. Multiple challenges and varying contextual considerations hindered the implementation of GoActive in multiple school sites. Methods to overcome contextual challenges to implementation warrant in-depth consideration and innovative approaches.

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