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A feasibility study with process evaluation of a teacher led resource to improve measures of child health

机译:通过对老师进行过程评估的可行性研究,引导资源来改善儿童健康状况

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摘要

Previous school-based interventions have produced positive effects upon measures of children’s health and wellbeing but such interventions are often delivered by external experts which result in short-term effects. Thus, upskilling and expanding the resources available to classroom teachers could provide longer-term solutions. This paper presents a feasibility study of an online health resource (Healthy Schools Resource: HSR) developed to assist primary school teachers in the delivery of health-related education. Four schools (n = 2 intervention) participated in this study. Study feasibility was assessed by recruitment, retention and completion rates of several outcomes including height, weight, waist circumference, blood pressure and several metabolic markers including HDL-cholesterol, triglycerides, glucose and dietary knowledge following a 10-12-week intervention period. The process evaluation involved fidelity checks of teachers’ use of the HSR and post-intervention teacher interviews. A total of 614 consent forms were issued and 267 were returned (43%), of which, 201 confirmed consent for blood sampling (75%). Retention of children participating in the study was also high (96%). Of the 13 teachers who delivered the intervention to the children, four teachers were excluded from further analyses as they did not participate in the fidelity checks. Overall, teachers found the online resource facilitative of teaching health and wellbeing and several recommendations regarding the resource were provided to inform further evaluations. Recruitment and retention rates suggest that the teacher led intervention is feasible and acceptable to both teachers, parents and children. Initial findings provide promising evidence that given a greater sample size, a longer intervention exposure period and changes made to the resource, teachers’ use of HSR could enhance measures of health and wellbeing in children.
机译:以前基于学校的干预措施对儿童的健康和福祉产生了积极影响,但此类干预措施通常是由外部专家提供的,因此会产生短期影响。因此,提高技能和扩大课堂老师可利用的资源可以提供长期的解决方案。本文介绍了一项在线健康资源(健康学校资源:HSR)的可行性研究,该资源旨在帮助小学教师开展健康相关教育。四所学校(n = 2干预)参加了这项研究。通过10-12周的干预期后,包括身高,体重,腰围,血压和几种代谢指标(包括HDL-胆固醇,甘油三酸酯,葡萄糖和饮食知识)的募集,保留和完成率,评估了研究的可行性。过程评估包括对教师使用HSR的忠诚度检查和干预后教师访谈。总共发布了614份同意书,并退还了267份(43%),其中201份已确认同意采血(75%)。参加研究的儿童的保留率也很高(96%)。在为孩子们提供干预的13位老师中,有4位老师未参加进一步的分析,因为他们没有参加保真度检查。总体而言,教师发现在线资源有助于教学健康和福祉,并提供了有关资源的一些建议,以进一步评估。招聘和保留率表明,教师主导的干预是可行的,并且对老师,父母和孩子都可接受。初步发现提供了有希望的证据,表明由于样本量更大,干预措施的暴露时间更长且资源发生了变化,教师使用高铁可以提高儿童的健康和福祉。

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