Implementing health promotion in schools: protocol for a realist systematic review of research and experience in the United Kingdom (UK) . Whether national or locally driven, the appeal and possible rationales for such initiatives could be: they are universal, capturing the whole population in the relevant age- group . Also, systematic reviews of the evidence of school- based interventions tend to be highly problem- or intervention- specific, thereby missing generic insights about the implementation and effectiveness of such programmes across problems. We shall conduct a realist systematic review . A realist approach will enable us to locate and synthesize evidence across different fields of health promotion practice, and produce nuanced insights into the implementation on: 1. Key school or wider environmental contexts. Required steps in the implementation process. The nature of health promotion activities which are suited to different types of schools. A realist systematic review aims to attain a contextualized understanding of how and why complex interventions achieve particular effects (in realist language, how mechanisms lead to outcomes in particular contexts). This understanding is pursued by testing . Contained within programme theories, even if not explicitly stated, are ideas about how a problem can be best addressed and how factors that may undermine the actions of the programme can themselves be addressed . Realist review methods have been specifically advocated for evaluating evidence about complex interventions and their implementation . Health Promotion - MPH. Apply ethical principles to public health program planning, implementation, evaluation. Health Promotion; Mental Health. While some businesses have instituted very comprehensive health promotion programs. Your team should include individuals who will have a role in program development, implementation and. Evans and Praphul Joshi 2; 1 Department of Health Promotion, Education, and Behavior in the Arnold School of Public Health at the University of South Carolina. Element 7: Implementing the Plan. The most common definition of program implementation is “how well a proposed program or intervention is put into practice.” The detailed work plan should guide the implementation of the. It is this understanding that will enable such factors to be classified as . However, some possible factors that could explain how the implementation of health promotion in schools can be facilitated or hindered are listed below. This is a provisional and indicative list, which will be revised in the course of the review: practicalities of fitting a programme into the timetable of the school dayavailability of specialist equipment or materialsbeliefs and attitudes of teachers and head teachers about the importance of the health problemcontent and change targets of the programmebeliefs, attitudes and perceptions of the people delivering the programmecompetencies of the people delivering the programmemode of delivery of the programmebeliefs, attitudes and other characteristics of the school children. This focus will enable the review to maximize the insights gained by looking across health promotion for different topics conducted in schools, and aims to complement the ongoing Langford et al. We recognize that the extent to which a focus on the implementation (including feasibility and sustainability) of public health programmes can be a separate focus of systematic reviews is a current area of methodological debate and development . This geographical focus is for two reasons. First, it reflects the policy and practice focus of the research funding body (the National Institute for Health Research (NIHR) School for Public Health Research). The New World of Health Promotion: New Program Development, Implementation. Program Development, Implementation. Contributors Part I Developing a Health Promotion Program Chapter 1 Health Promotion in the New. Second, and arguably more importantly, it reflects a presumption that many of the issues and mechanisms that determine the implementation of health promotion in schools will be context- specific. They will depend on aspects of school life, the curriculum, socio- economic variations and diversity in communities, which are specific to UK primary and secondary schools. To inform this realist systematic review, we have already conducted a rapid review of systematic reviews to identify the key dimensions on which school- based health promotion programmes differ and identify some initial programme theories (ideas about how programmes aim to achieve their goals). This systematic review is registered on the PROSPERO database (registration number: CRD4. Review objective. The objective is to use a theory- driven evidence synthesis to identify what influences successful implementation of health promotion in UK schools. The review will have two phases. Phase 1 will identify programme theories about implementation (ideas about what enables or inhibits effective health promotion to be delivered in a school setting) from a range of published and other sources. Phase 2 will test these programme theories, using published and unpublished empirical evidence, through the process of reasoning, as detailed under.
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