Health promotion policies and practices in Nova Scotia schools
Notice bibliographique
Résumé
Canadian school jurisdictions have adopted health promotion policies and guidelines as part of a broader comprehensive strategy to address childhood obesity, but there is limited research that has investigated how these “naturally occurring” population level interventions have influenced changes in school environments and student behaviours. Following the dissemination of various policies and initiatives related to health promotion in schools, the Province of Nova Scotia (NS) offered a case for research inquiry to describe how recent provincial policies were implemented. The purpose of this research was to provide contextual understanding of the adoption, implementation and impact of health promotion policies and practices in NS. Quantitative research was employed to describe provincial trends in children’s nutrition behaviour and weight status and to assess school practices across NS schools. Qualitative methods provided context on the processes that influenced implementation using a case study approach. From the quantitative analysis, although there were some improvements in diet quality, energy intake and healthy beverage consumption of children over time, there was no significant effect observed on body weight. Furthermore, schools reported greater adoption of curriculum-related practices, rather than practices that could foster comprehensive (i.e. holistic) approaches to school health. Contextual information from the qualitative case studies provided critical insight to understanding policy, organizational and individual outcomes. Schools that were stimulated by jurisdictional vision and provided with relevant resources and support exhibited processes that facilitated adoption of health promotion policies. Commitment, leadership and a supportive school culture was also found to be important to help schools overcome barriers to implementation. Overall, the contextual focus of this research provided a comprehensive account of health promotion policy implementation to advance the effectiveness and dissemination of population-level interventions in schools. Considering the multifaceted behavioural and social structural influences of obesity, illuminating this context in population-level interventions is critical to improve implementation and the overall impact on population-level weight status. Fostering collaboration between health and education sectors and establishing a broad system for support is essential to develop an understanding of the mutual benefit between health and learning and to progress the adoption, implementation and sustainability of school health initiatives.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».