scholarly journals What Do Secondary Schools Need to Create Healthier Canteens? The Development of an Implementation Plan

2021 ◽  
Vol 9 ◽  
Author(s):  
Irma J. Evenhuis ◽  
Ellis L. Vyth ◽  
Femke van Nassau ◽  
Lydian Veldhuis ◽  
Marjan J. Westerman ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Online Community ◽  
Implementation Strategies ◽  
Policy And Practice ◽  
Online Questionnaire ◽  
Implementation Plan ◽  
Online Tool ◽  
Tailored Implementation ◽  
School Canteen ◽  
Expert Meeting

Introduction: The Netherlands Nutrition Centre developed guidelines to improve the availability and accessibility of healthier food products in Dutch canteens. This paper describes the development of an implementation plan to facilitate implementation of Guidelines for Healthier Canteens in Dutch secondary schools.Materials and Methods: In cooperation with stakeholders (i.e., school/caterer managers/employees, school canteen advisors, researchers) and based on theory, we developed an implementation plan in three steps. First, we identified factors that impede/facilitate stakeholders to create a healthier school canteen during 14 interviews. Second, 25 experts discussed and prioritized these identified factors in an expert meeting. Third, we translated these factors into tools to be included in the implementation plan, by making use of behavior change taxonomies and evidence-based implementation strategies.Results: The plan aims to support stakeholders in implementing healthier school canteens and consists of five tools: (1) tailored advice based on an online questionnaire to assess schools' and stakeholders' context and the Canteen Scan (i.e., an online tool to assess the availability and accessibility of food/drink products); (2) communication materials with information and examples; (3) online community for support by sharing experiences/questions; (4) digital newsletter as reminder/support; (5) fact sheet with students' needs/wishes to tailor the canteen.Discussion: This study illustrates how collaboration between science, policy and practice resulted in a tailored implementation plan aimed to support schools to adhere to school canteen policy. This development serves as a good example for researchers, health promotion policymakers, and practitioners how to create an implementation plan that fits the needs of stakeholders.

scholarly journals How to foster successful implementation of a patient reported experience measurement in the disability sector: an example of developing strategies in co-creation

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Marjolein van Rooijen ◽  
Anneke van Dijk-de Vries ◽  
Stephanie Lenzen ◽  
Ruth Dalemans ◽  
Albine Moser ◽  
...  
Keyword(s):  
Implementation Strategies ◽  
Implementation Process ◽  
Successful Implementation ◽  
Participatory Action ◽  
Policy And Practice ◽  
Link Type ◽  
Tailored Implementation ◽  
Patient Reported ◽  
Strategy Changes ◽  
The Impact

Abstract Background The integrated uptake of patient-reported experience measures, using outcomes for the micro, meso and macro level, calls for a successful implementation process which depends on how stakeholders are involved in this process. Currently, the impact of stakeholders on strategies to improve the integrated use is rarely reported, and information about how stakeholders can be engaged, including care-users who are communication vulnerable, is limited. This study illustrates the impact of all stakeholders on developing tailored implementation strategies and provides insights into supportive conditions to involve care-users who are communication vulnerable. Methods With the use of participatory action research, implementation strategies were co-created by care-users who are communication vulnerable (n = 8), professionals (n = 12), management (n = 6) and researchers (n = 5) over 9 months. Data collection consisted of audiotapes, reports, and researchers’ notes. Conventional content analysis was performed. Results The impact of care-users concerned the strategies’ look and feel, understandability and relevance. Professionals influenced impact on how to use strategies and terminology. The impact of management was on showing the gap between policy and practice, and learning from previous improvement failures. Researchers showed impact on analysis, direction of strategy changes and translating academic and development experience into practice. The engagement of care-users who are communication vulnerable was supported, taking into account organisational issues and the presentation of information. Conclusions The impact of all engaged stakeholders was identified over the different levels strategies focused on. Care-users who are communication vulnerable were valuable engaged in co-creation implementation strategies by equipping them to their needs and routines, which requires adaptation in communication, delimited meetings and a safe group environment. Trial registration Reviewed by the Medical Ethics Committee of Zuyderland-Zuyd (METCZ20190006). NL7594 registred at https://www.trialregister.nl/.

scholarly journals Implementation of Guidelines for Healthier Canteens in Dutch Secondary Schools: A Process Evaluation

2019 ◽  
Vol 16 (22) ◽  
pp. 4509
Author(s):  
Irma J. Evenhuis ◽  
Ellis L. Vyth ◽  
Lydian Veldhuis ◽  
Suzanne M. Jacobs ◽  
Jacob C. Seidell ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Online Community ◽  
Meeting Report ◽  
Implementation Quality ◽  
Factors Affecting ◽  
Fact Sheet ◽  
Product Availability ◽  
School Canteen ◽  
Quasi Experimental ◽  
Need For Support

The Netherlands Nutrition Centre has developed ‘Guidelines for Healthier Canteens’. To facilitate their implementation, implementation tools were developed: stakeholders’ questionnaires, the ‘Canteen Scan’ (an online tool to assess product availability/accessibility), a tailored advisory meeting/report, communication materials, establishment of an online community, newsletters, and a fact sheet with students’ wishes/needs. In this quasi-experimental study, we investigated the effect of these tools in secondary schools on (a) factors perceived by stakeholders as affecting implementation; (b) the quality of implementation. For six months, ten intervention schools implemented the guidelines, supported by the developed implementation tools. Ten control schools received the guidelines without support. School managers, caterers, and canteen employees (n = 33) reported on individual and environmental factors affecting implementation. Implementation quality was determined by dose delivered, dose received, and satisfaction. Stakeholders (n = 24) in intervention schools scored higher on the determinants’ knowledge and motivation and lower on need for support (p < 0.05). Dose received (received and read) and satisfaction was highest for the advisory meeting/report (67.9%, 64.3%, 4.17), communication materials (60.7%, 50.0%, 3.98), and fact sheet (80%, 60%, 4.31). Qualitative analyses confirmed these quantitative results. In conclusion, a combination of implementation tools that includes students’ wishes, tailored information/feedback, reminders and examples of healthier products/accessibility supports stakeholders in creating a healthier school canteen.

Determinants of Risk-Aligned Bladder Cancer Surveillance—Mixed-Methods Evaluation Using the Tailored Implementation for Chronic Diseases Framework

2021 ◽  
pp. OP.21.00226
Author(s):  
Florian R. Schroeck ◽  
A. Aziz Ould Ismail ◽  
Grace N. Perry ◽  
David A. Haggstrom ◽  
Steven L. Sanchez ◽  
...  
Keyword(s):  
Bladder Cancer ◽  
Chronic Diseases ◽  
Quantitative Data ◽  
Cancer Recurrence ◽  
Implementation Strategies ◽  
Veterans Affairs ◽  
Cancer Surveillance ◽  
Site Type ◽  
Tailored Implementation ◽  
Risk Patients

PURPOSE: For many patients with cancer, the frequency of surveillance after primary treatment depends on the risk for cancer recurrence or progression. Lack of risk-aligned surveillance means too many unnecessary surveillance procedures for low-risk patients and not enough for high-risk patients. Using bladder cancer as an example, we examined whether practice determinants differ between Department of Veterans Affairs sites where risk-aligned surveillance was more (risk-aligned sites) or less common (need improvement sites). METHODS: We used our prior quantitative data to identify two risk-aligned sites and four need improvement sites. We performed semistructured interviews with 40 Veterans Affairs staff guided by the Tailored Implementation for Chronic Diseases framework that were deductively coded. We integrated quantitative data (risk-aligned site v need improvement site) and qualitative data from interviews, cross-tabulating salient determinants by site type. RESULTS: There were 14 participants from risk-aligned sites and 26 participants from need improvement sites. Irrespective of site type, we found a lack of knowledge on guideline recommendations. Additional salient determinants at need improvement sites were a lack of resources (“the next available without overbooking is probably seven to eight weeks out”) and an absence of routines to incorporate risk-aligned surveillance (“I have my own guidelines that I've been using for 35 years”). CONCLUSION: Knowledge, resources, and lack of routines were salient barriers to risk-aligned bladder cancer surveillance. Implementation strategies addressing knowledge and resources can likely contribute to more risk-aligned surveillance. In addition, reminders for providers to incorporate risk into their surveillance plans may improve their routines.

A survey of ambulance clinicians’ perceptions of recording and communicating patient information electronically

2021 ◽  
Vol 6 (1) ◽  
pp. 1-7
Author(s):  
Jack William Barrett ◽  
Pete Eaton-Williams ◽  
Craig ED Mortimer ◽  
Victoria FP Land ◽  
Julia Williams
Keyword(s):  
Technology Acceptance ◽  
Patient Information ◽  
Online Community ◽  
Community Services ◽  
Online Questionnaire ◽  
Collaborative Working ◽  
Acceptance Model ◽  
Effective Use ◽  
Electronic Messaging ◽  
The Impact

Objective: Ambulance services are evolving from use of paper-based recording of patient information to electronic platforms and the impact of this change has yet to be fully explored. The aim of this study is to explore how the introduction of a system permitting electronic information capture and its subsequent sharing were perceived by the ambulance clinicians using it.Methods: An online questionnaire was designed based upon the technology acceptance model and distributed throughout one ambulance service in the south east of England. Closed-ended questions with Likert scales were used to collect data from patient-facing staff who use an online community falls and diabetic referral platform or an electronic messaging system to update GPs following a patient encounter.Results: There were 273 responses from ambulance clinicians. Most participants agreed that they used tablet computers and smartphones to make their life easier (85% and 86%, respectively). Most participants felt that referring patients to a community falls or diabetic team electronically was an efficient use of their time (81% and 81%, respectively) and many believed that these systems improved the communication of confidential patient information. GP summaries were perceived as increasing time spent on scene but most participants (89%) believed they enabled collaborative working. Overall, collecting and sharing patient information electronically was perceived by most participants as beneficial to their practice.Conclusion: In this study, the ability to electronically refer patients to community services and share patient encounters with the GP was predominantly perceived as both safe for patients and an effective use of the participants’ clinical time. However, there is often still a need to communicate to GPs in real time, demonstrating that technology could complement, rather than replace, how clinicians communicate.

scholarly journals Exploring Equity and Inclusion in Malawi’s National Disability Mainstreaming Strategy and Implementation Plan

2020 ◽  
Author(s):  
Ikenna D Ebuenyi ◽  
Emma M. Smith ◽  
Alister Munthali ◽  
Steven W. Msowoya ◽  
Juba Kafumba ◽  
...  
Keyword(s):  
Policy Development ◽  
Development Process ◽  
Implementation Strategies ◽  
Strategy Development ◽  
Implementation Plan ◽  
Analytical Methodology ◽  
Persons With Disabilities ◽  
Policy Development Process ◽  
Inclusive Processes ◽  
Equity And Inclusion

Abstract Background: Equity and inclusion are important principles in policy development and implementation. The aim of this study is to explore the extent to which equity and inclusion were considered in the development of Malawi’s National Disability Mainstreaming Strategy and Implementation Plan. Methods: We applied an analytical methodology to review the Malawi’s National Disability Mainstreaming Strategy and Implementation Plan using the EquIPP (Equity and Inclusion in Policy Processes) tool. The EquIPP tool assesses 17 Key Actions to explore the extent of equity and inclusion. Results: The development of the Malawi National Disability Mainstreaming Strategy and Implementation Plan was informed by a desire to promote the rights, opportunities and wellbeing of persons with disability in Malawi. The majority (58%) of the Key Actions received a rating of three, indicating evidence of clear, but incomplete or only partial engagement of persons with disabilities in the policy process. Three (18%) of the Key Actions received a rating of four indicating that all reasonable steps to engage in the policy development process were observed. Four (23%) of the Key Actions received a score five indicating a reference to Key Action in the core documents in the policy development process. Conclusion: The development of disability policies and associated implementation strategies requires equitable and inclusive processes that consider input from all stakeholders especially those whose wellbeing depend on such policies. It is pivotal for government and organisations in the process of policy or strategy development and implementation, to involve stakeholders in a virtuous process of co-production – co-implementation – co-evaluation, which may strengthen both the sense of inclusion and the effectiveness of the policy life-cycle.

scholarly journals Training music teachers in England – what is the music that is being taught in secondary schools?

2020 ◽  
pp. 262
Author(s):  
Martin Fautley
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Research Evidence ◽  
Music Teachers ◽  
Policy And Practice ◽  
Governmental Regulation ◽  
International Audience

This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teaching and learning which are contentious, and which can have an exclusory function. Finally, it suggests that an international audience may have much to learn from this situation.

National Goals for Supporting Families Across the Life Course

Inclusion ◽  
2015 ◽  
Vol 3 (4) ◽  
pp. 260-266 ◽  
Author(s):  
Michelle C. Reynolds ◽  
George S. Gotto ◽  
Catherine Arnold ◽  
Thomas L. Boehm ◽  
Sandra Magaña ◽  
...  
Keyword(s):  
Best Practices ◽  
Life Course ◽  
Implementation Strategies ◽  
The United States ◽  
Intellectual And Developmental Disabilities ◽  
Policy And Practice ◽  
Family Structures ◽  
The Family ◽  
Support Practices ◽  
The Life Course

Abstract As a core unit of our society, the family provides support for all its members. Due to the nature of their disabilities, people with intellectual and developmental disabilities (IDD) often receive emotional, physical, and material support from their families across the life course. During the National Goals 2015 Conference, three goals were identified that will lead to a better understanding of families and maximize their capacity, strengths, and unique abilities to support, nurture, and facilitate opportunities for family members who have a disability. The three goals are to (1) develop a better understanding of the complex family structures in the United States and the best practices for supporting them; (2) extend our knowledge on how families are or might be supported by their natural communities, outside the purview of IDD systems; and (3) synthesize support practices, implementation strategies, and outcomes for supporting families. This article describes these three goals related to supporting families across the life course and provides a rationale, areas of research to address the goals, and implications for policy and practice for each goal.

scholarly journals Food supply and actions to improve dietary behaviour of students – a comparison between secondary schools participating or not participating in the ‘Healthy School Canteen Program’

2014 ◽  
Vol 18 (2) ◽  
pp. 198-207 ◽  
Author(s):  
Ivon EJ Milder ◽  
Jochen Mikolajczak ◽  
Saskia W van den Berg ◽  
Madelon van de Veen-van Hofwegen ◽  
Wanda JE Bemelmans
Keyword(s):  
Secondary Schools ◽  
Food Supply ◽  
Eating Behaviour ◽  
Cross Sectional Study ◽  
Soft Drinks ◽  
Dietary Behaviour ◽  
Healthy Foods ◽  
Cross Sectional ◽  
School Canteen ◽  
Set Up

AbstractObjective(i) To identify determinants of participation in the ‘Healthy School Canteen Program’, a programme that encourages schools to set up their canteen in a way that promotes healthy dietary behaviour. (ii) To compare food supply and actions between participating and non-participating schools. (iii) To investigate what reasons schools have to increase attention for nutrition in the curriculum.DesignA cross-sectional study based on information from questionnaires performed in 2010/2011.SettingAll secondary schools (age group 12–18 years) in the Netherlands (n 1145).SubjectsResponse was 33 % (n 375). Analyses included all schools with a canteen in which food is offered (28 %, n 325).ResultsNone of the investigated determinants was associated with participation. Participating schools offered significantly (P < 0·001) more of eleven inventoried healthy foods (e.g. sandwiches, (butter)milk, fruit, light soft drinks, yoghurt and salad) than non-participating schools. However, there was no difference in the number of less healthy products offered (e.g. candy bars, cakes and regular soft drinks). Participating schools reported more often that they took actions to improve dietary behaviour and more often had a policy on nutrition. Participating schools more often increased attention for nutrition in the curriculum in recent years than non-participating schools (57 % v. 43 %, P = 0·01). Reported reasons were similar and included media attention, eating behaviour of students and ‘overweight’.ConclusionsSchools that participate in the programme seemed to offer more healthy products in their canteens and took more actions to improve dietary behaviour than non-participating schools. However, at all schools less healthy foods were also available.

scholarly journals Teacher leadership development: Tracking one district’s progress over three years

2019 ◽  
Vol 27 ◽  
pp. 42
Author(s):  
Jonathan Eckert ◽  
Alesha Daughtrey
Keyword(s):  
Leadership Development ◽  
School District ◽  
Teacher Leadership ◽  
District Leaders ◽  
Collective Leadership ◽  
Policy And Practice ◽  
Implementation Plan ◽  
Survey Tool ◽  
Leadership Support

This study tracks the progress of one Iowa school district over the course of three years through its implementation of a Teacher Leadership and Compensation (TLC) model, designed in response to a statewide TLC system initiative. A survey administered at baseline and at the conclusion of each of three pilot years measured teacher leadership development, identified specific areas for improvements, and guided the district’s teacher leadership support efforts. Scores from the items demonstrated evidence of reliability and district leaders reported that resulting data were beneficial to an implementation plan that yielded increased planned retention and improved practice, two goals for the TLC model. Implications for the use of the survey tool, policy, and practice around teacher leadership development are discussed in the context of the collective leadership of teachers and administrators together. 

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