A Content Analysis of Implementation Strategies Chosen by Virginia School Nutrition Directors

Objective: School-based interventions are common approaches to address childhood obesity; however, there is little understanding of strategies that can foster their implementation into schools. In this study, we aimed to identify goals and the specific strategies selected by school nutrition directors (SNDs) in Virginia to execute school-based interventions. Methods: Between 2018 and 2019, SNDs in Virginia participated in Team Nutrition workshops through which they created action plans. We carried out a content analysis of 132 action plans collected from 100 school divisions. We developed codes deductively and inductively. The codes captured plan completion, goals, and strategies. Each plan was independently coded by 2 coders. Results: Action plans included 1.2 goals (SD = 0.54) and 3.9 strategies per goal (SD = 2.1). Goals were most commonly related to improving menus or increasing participation in the school meal programs. The strategies varied based on the goals. However, obtaining buy-in from school personnel and students was the most commonly included goal (64.4%) across plans. The level of action plan completion decreased with each subsequent section of the worksheet. Conclusions: Emerging patterns identified in this study suggest SNDs’ strategy selection is based on goals and that trainings should be tailored to promote the development of skills required to execute optimal strategies.

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31.C. Workshop: Development and implementation of action plans on health literacy

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.1396 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

◽

Keyword(s):

Public Health ◽

Health Care ◽

Health Literacy ◽

Health Information ◽

Digital Health ◽

Action Plan ◽

Knowledge Society ◽

Implementation Strategies ◽

Social Consequences ◽

Action Plans

Abstract Health literacy (HL) has become an important topic in many countries. As HL - meaning the ability to access, understand, appraise and apply health information (Sørensen et al. 2012) - is important to make sound health decisions, to promote health and to take an active part in managing health and illness in everyday life and navigating the health care system. In the modern digital knowledge society, HL is also indispensable for orienting oneself in the abundance of mostly digital health information, including incorrect and false information, for locating reliable information and for assessing the trustworthiness and quality of information. However, available studies show that HL is insufficient in many countries. Low HL has - as many studies show - negative social consequences ranging from unhealthy behaviour, higher risk for diseases, less self-care and deficits in coping with illness and chronicity, to over- and misuse (extensive use) of health care. The promotion of HL is therefore an important public health task. An increasing number of population studies and policy documents currently underline this. The WHO has therefore included HL into many of its strategies, like the declarations of Shanghai (2016) and Astana (2018), and has published several publications focusing on HL, like the Solid Facts (2013), the 57th Health Evidence Network Report (2018) or the Roadmap for Implementing Health Literacy Activities (2019). In many countries, strategies and national action plans to improve HL have been developed in response to the political call for action, e.g. in Scotland, Germany and recently also in Portugal. Other countries and regions are currently working on the development of a HL action plan, e.g. Belgium and the WHO European Region action plan on HL. The development and especially the implementation strategies of action plans in different countries and the experiences gained will be discussed comparatively in the workshop. Following an introduction (10'), two countries, which already have action plans will introduce their implementation strategy in one presentation each: Germany and Portugal (30'). This will be followed by two presentations of countries/regions in which action plans are currently being developed: Belgium and WHO Europe (30'). Afterwards the participants will have the opportunity to ask questions and discuss on the different strategies (20'). The workshop will help other initiatives to successfully develop and implement policy plans and strategies in different fields of public health. Key messages Strategies and national action plans to improve HL have been developed in different countries/regions. It is important to reflect on the chosen development and implementation strategies and to discuss their effects, successes and barriers.

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Evaluation of an integrated multisector campaign to increase child helmet use in Vietnam

Injury Prevention ◽

10.1136/injuryprev-2017-042517 ◽

2017 ◽

Vol 25 (3) ◽

pp. 206-210 ◽

Cited By ~ 4

Author(s):

Le Dinh Trong Nhan ◽

Lukas Parker ◽

Mai Thi Hoai Son ◽

Erin M Parker ◽

Matthew R Moore ◽

...

Keyword(s):

Public Awareness ◽

Action Plan ◽

Potential Influence ◽

Awareness Campaign ◽

Helmet Use ◽

Public Awareness Campaign ◽

School Based ◽

Motorcycle Helmet ◽

Wide Scale ◽

School Based Interventions

ObjectiveThis study presents child helmet use before, during and after implementing the Vietnamese National Child Helmet Action Plan (NCHAP) and evaluates its effect on child helmet use. The NCHAP, an integrated multisector campaign, incorporated a wide-scale public awareness campaign, school-based interventions, increased police patrolling and enforcement, and capacity building and support to relevant government departments in target provinces.MethodsIn Vietnam’s three largest cities, 100 schools in 20 districts were selected to monitor motorcycle helmet use behaviour. The effectiveness of the NCHAP was measured by unannounced, filmed observations of student motorcycle passengers and their adult drivers as they arrived or left their schools at four points. Baseline observations at each school were conducted in March 2014, with subsequent observations in April 2015, December 2015 and May 2016.ResultsAcross the 84 218 observed students, student helmet prevalence increased from 36.1% in March 2014 to 69.3% immediately after the initiation in April 2015. Subsequent observations in December 2015 and May 2016 showed a reduction and stabilisation of helmet use, with 49.8% and 56.9% of students wearing helmets, respectively. Helmet use in students was higher when adult drivers were also wearing helmets.ConclusionsIntegrated multisectoral interventions between governments, civil society and the corporate sector that incorporate communications, school-based education, incentives for change and police enforcement have the potential to increase helmet use among children. Future integrated campaigns may be more effective with an increased focus on parents and other adult drivers given their potential influence on child helmet use.

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School Nurses' Perspectives on Components of Asthma Programs to Address Pediatric Disparities

Journal of Pediatric Psychology ◽

10.1093/jpepsy/jsaa039 ◽

2020 ◽

Vol 45 (8) ◽

pp. 900-909 ◽

Cited By ~ 2

Author(s):

Robin S Everhart ◽

Rosalie Corona ◽

Suzanne E Mazzeo ◽

Katherine W Dempster ◽

Michael S Schechter

Keyword(s):

Survey Data ◽

Action Plan ◽

Asthma Management ◽

School Nurses ◽

Structural Barriers ◽

Asthma Education ◽

Education Access ◽

Face To Face ◽

School Based ◽

School Based Interventions

Abstract Objective To use a community engaged, collaborative approach with school nurses working within an urban community, to develop recommendations for future school-based interventions targeting pediatric asthma disparities. Methods Open-ended survey data were collected from 33 nurses (77% of nurses in the school district) during a face-to-face monthly health services meeting. Questions asked nurses to estimate the proportion of students with asthma with the necessary forms and medications at school and to describe perceived barriers to having such forms and medications, and potential initiatives that could be implemented. A 30-min asthma education class was also piloted with school nurses, who then rated its acceptability and feasibility. Open-ended survey data were analyzed using thematic analysis. Results Nurses estimated that 12% of students with asthma had an asthma action plan, 19% had a medication release form, and 15% had medications at school (i.e. inhalers). Four themes emerged regarding barriers to asthma management in schools and strategies for promoting asthma management in schools: coordination of care, asthma education, access to care, and medication adherence. Nurses noted the need for education focused specifically on teaching inhaler technique, and better communication between schools, providers, and families. Conclusions School nurses provided valuable information regarding specific barriers, as well as approaches to addressing these barriers in a future intervention. Findings suggest that a school-based intervention needs to address coordination among schools, parents, and medical providers, and will be optimally effective if it also addresses structural barriers.

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Implementation of the National Action Plan Health Literacy in Germany—Lessons Learned

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17124403 ◽

2020 ◽

Vol 17 (12) ◽

pp. 4403 ◽

Cited By ~ 3

Author(s):

Doris Schaeffer ◽

Svea Gille ◽

Klaus Hurrelmann

Keyword(s):

Health Literacy ◽

Implementation Strategy ◽

Action Plan ◽

Implementation Strategies ◽

Lessons Learned ◽

Dissemination And Implementation ◽

Policy Agenda ◽

Action Plans ◽

National Action Plan ◽

Science And Research

The promotion of health literacy (HL) has become an important task in public health. In response, in many countries, strategies and action plans to strengthen HL have been developed. Systematic discussion of implementation strategies of action plans on HL is scarce. This paper presents the implementation strategy and the methodical process of its realization of the National Action Plan HL in Germany which was published in 2018. The implementation strategy was based on considerations of implementation science and research. A process consisting of a continuum of various overlapping methodical and strategic steps of diffusion, dissemination and implementation based on collaboration and co-production was chosen. According to this, the Action Plan was widely diffused via various channels, disseminated through numerous publications and presentations, and implemented in several settings by holding workshops with stakeholders from politics, science and practice, as well as by cooperating with the Alliance for Health Literacy. This three-part collaborative and co-productive implementation strategy has helped to place HL and the National Action Plan on the health policy agenda in Germany. Experience demonstrates that implementation should be also considered, systematically planned, and addressed when developing strategies to strengthen HL.

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School-based support groups for traumatized students

School Psychology International ◽

10.1177/0143034311400830 ◽

2011 ◽

Vol 32 (2) ◽

pp. 163-178 ◽

Cited By ~ 11

Author(s):

Linda Leek Openshaw

Keyword(s):

School Psychologists ◽

Support Groups ◽

Traumatic Event ◽

Action Plan ◽

School Personnel ◽

School Social Workers ◽

Administrative Staff ◽

School Based ◽

Successful School ◽

Short Time

After students experience a traumatic event, group counseling is an effective tool to offset the effects of grief and distress. Following a school crisis, successful school-based intervention requires interdisciplinary coordination between school psychologists, counselors, school social workers, teachers, and administrative staff. Within a short time after a traumatic event, school personnel are encouraged to create student support groups, helping students cope with intense feelings and assuring them that they are not alone. Interventions are most effective when schools pre-determine an action plan, train staff to respond with correct intervention techniques, and seamlessly transition into crisis intervention and support mode. Quick professional response through organizing and offering children’s support groups will help increase school stability and alleviate the effects of traumatic events.

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