A mixed-methods exploration of implementation of a comprehensive school healthy eating model one year after scale-up

Naylor, Patti-Jean; McKay, Heather; Valente, Maria; Mâsse, Louise C.

doi:10.1017/s1368980015001482

Cited by 6 publications

(23 citation statements)

References 54 publications

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“…Data collection methods N = 13 [ 21 , 26 , 33 , 39 , 43 , 44 , 48 , 50 , 52 , 57 , 58 , 62 , 64 , 65 , 89 ] 5. Quantitative fidelity measures N = 23 [ 25 , 26 , 28 , 33 , 36 , 38 , 39 , 45 , 46 , 48 , 51 , 52 , 56 , 58 , 60 , 63 , 65 , 68 , 71 – 75 , 77 , 79 , 80 , 87 , 91 , 92 ] 6. Frequency of data collection N = 34 [ 21 , 23 , 24 , 26 , 28 , 29 , 33 , 35 , 36 , 38 , 40 , 41 , 44 , 46 ...…”

Section: Resultsmentioning

confidence: 99%

“…Quantitative fidelity measures N = 23 [ 25 , 26 , 28 , 33 , 36 , 38 , 39 , 45 , 46 , 48 , 51 , 52 , 56 , 58 , 60 , 63 , 65 , 68 , 71 – 75 , 77 , 79 , 80 , 87 , 91 , 92 ] 6. Frequency of data collection N = 34 [ 21 , 23 , 24 , 26 , 28 , 29 , 33 , 35 , 36 , 38 , 40 , 41 , 44 , 46 , 48 , 51 , 52 , 56 – 58 , 62 – 68 , 71 – 75 , 77 , 78 , 80 , 83 , 87 , 89 – 92 , 94 ] …”

Section: Resultsmentioning

confidence: 99%

“…Frequency of data collection N = 34 [ 21 , 23 , 24 , 26 , 28 , 29 , 33 , 35 , 36 , 38 , 40 , 41 , 44 , 46 , 48 , 51 , 52 , 56 – 58 , 62 – 68 , 71 – 75 , 77 , 78 , 80 , 83 , 87 , 89 – 92 , 94 ] 7. Relation fidelity component and programme outcome assessed N = 17 [ 25 – 29 , 33 , 40 , 45 , 46 , 51 , 56 , 58 , 67 , 71 – 74 , 77 , 79 , 87 , 89 , 91 , 94 ] Methodological quality per fidelity component • Low (< 50%) N = 34 [ 23 – 25 , 27 , 29 , ...…”

Section: Resultsmentioning

confidence: 99%

“…Data collection methods N = 1 [ 89 ] 5. Quantitative fidelity measures N = 5 [ 36 , 57 , 63 , 75 , 81 , 92 ] 6. Frequency of data collection N = 6 [ 28 , 32 , 36 , 75 , 81 , 89 ] 7.…”

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Measuring implementation fidelity of school-based obesity prevention programmes: a systematic review

Schaap

Bessems

Otten³

et al. 2018

Int J Behav Nutr Phys Act

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BackgroundUntil now, there is no clear overview of how fidelity is assessed in school-based obesity prevention programmes. In order to move the field of obesity prevention programmes forward, the current review aimed to 1) identify which fidelity components have been measured in school-based obesity prevention programmes; 2) identify how fidelity components have been measured; and 3) score the quality of these methods.MethodsStudies published between January 2001–October 2017 were selected from searches in PubMed, EMBASE, PsycINFO, CINAHL, Cochrane Library and ERIC. We included studies examining the fidelity of obesity prevention programmes (nutrition and/or physical activity and/or sitting) at school (children aged 4–18 year) measuring at least one component of implementation fidelity. A data extraction was performed to identify which and how fidelity components were measured. Thereafter, a quality assessment was performed to score the quality of these methods. We scored each fidelity component on 7 quality criteria. Each fidelity component was rated high (> 75% positive), moderate (50–75%) or low (< 50%).ResultsOf the 26,294 retrieved articles, 73 articles reporting on 63 different studies were included in this review. In 17 studies a process evaluation was based on a theoretical framework. In total, 120 fidelity components were measured across studies: dose was measured most often (N = 50), followed by responsiveness (N = 36), adherence (N = 26) and quality of delivery (N = 8). There was substantial variability in how fidelity components were defined as well as how they were measured. Most common methods were observations, logbooks and questionnaires targeting teachers. The quality assessment scores ranged from 0 to 86%; most fidelity components scored low quality (n = 77).ConclusionsThere is no consensus on the operationalisation of concepts and methods used for assessing fidelity in school-based obesity prevention programmes and the quality of methods used is weak. As a result, we call for more consensus on the concepts and clear reporting on the methods employed for measurements of fidelity to increase the quality of fidelity measurements. Moreover, researchers should focus on the relation between fidelity and programme outcomes and determine to what extent adaptations to programmes have been made, whilst still being effective.Electronic supplementary materialThe online version of this article (10.1186/s12966-018-0709-x) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…Data collection methods N = 1 [ 89 ] 5. Quantitative fidelity measures N = 5 [ 36 , 57 , 63 , 75 , 81 , 92 ] 6. Frequency of data collection N = 6 [ 28 , 32 , 36 , 75 , 81 , 89 ] 7.…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Measuring implementation fidelity of school-based obesity prevention programmes: a systematic review

Schaap

Bessems

Otten³

et al. 2018

Int J Behav Nutr Phys Act

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show abstract

“…Educators were asked to what degree they believed in an effect of the intervention components on pupils’ well-being; and whether they had noticed an improvement in pupil well-being due to the project as a whole. In this way, we capture the educator’s perception, which is highly relevant in process evaluations at this level and has an influence on the degree of implementation and maintenance [ 34 ]. The effect evaluation of potential outcomes on end-user level is addressed elsewhere [ 35 ].…”

Section: Methodsmentioning

confidence: 99%

What happened in the ‘Move for Well-being in School’: a process evaluation of a cluster randomized physical activity intervention using the RE-AIM framework

Smedegaard

Brondeel

Christiansen

et al. 2017

Int J Behav Nutr Phys Act

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BackgroundThe aim of this study was to address the gap in the translation of research into practice through an extensive process evaluation of the Move for Well-being in School programme using the RE-AIM framework. The purpose was to gain insight into the extent by which the intervention was adopted and implemented as intended and to understand how educators observed its effectiveness and maintenance.MethodsPublic schools located in seven municipalities in Denmark were invited to enroll their 4th to 6th grade classes in the project. Of these, 24 school decided to participate in the project in the school-year 2015–16 and were randomly (cluster) allocated to either intervention or control group. A process survey was completed online by school personnel at the start, at midterm, and at the end of the school year. Additionally, informal interviews and observations were conducted throughout the year.ResultsAt the 12 intervention schools, a total of 148 educators were involved in the implementation of the programme over the school-year. More than nine out of ten educators integrated brain breaks in their lessons and practically all the physical education teachers used the physical education lesson plans. The educators delivered on average 4.5 brain breaks per week and up to 90% of the physical education teachers used the project lesson plans for at least half of their classes. Half of the educators initiated new recess activities.A total of 78%, 85% and 90% of the educators believed that the implemented recess, brain break and physical education components ‘to a high degree’ or ‘to some degree’ promoted the pupils’ well-being, respectively.ConclusionsThis study shows that it is possible to design a school-based PA intervention that educators largely adopt and implement. Implementation of the PA elements was stable throughout the school year and data demonstrate that educators believed in the ability of the intervention to promote well-being among the pupils. Finally, the study show that a structured intervention consisting of competence development, set goals for new practices combined with specific materials, and ongoing support, effectively reached a vast majority of all teachers in the enrolled schools with a substantial impact.Trial registrationDate of registration: retrospectively registered on 24 April 2015 at Current Controlled Trials (DOI 0.1186/ISRCTN12496336 – named: “The role of physical activity in improving the well-being of children and youth”).Electronic supplementary materialThe online version of this article (10.1186/s12966-017-0614-8) contains supplementary material, which is available to authorized users.

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Applying the Integrated Sustainability Framework to explore the long-term sustainability of nutrition education programmes in schools: a systematic review

Fathi,

Walker,

Dix

et al. 2023

Public Health Nutr.

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Objective: This review aimed to identify and synthesise the enablers and barriers that influence the long-term (≥2 years) sustainment of school-based nutrition programs. Design: Four databases (PubMed, Cochrane Library, Embase and Scopus) were searched to identify studies reporting on the international literature relating to food and nutrition programs aimed at school aged (5-14 years) children that had been running for ≥2 years (combined intervention and follow-up period). Eligible studies were analysed using the Integrated Sustainability Framework, which involved deductive coding of program enablers and barriers. A quality assessment was completed, using the Mixed-Methods Appraisal Tool and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Setting: International school-based nutrition programs. Subjects: Individuals involved with the implementation of school-based nutrition programs. Results: From the 7366 articles identified, 13 studies (seven qualitative, five mixed methods and one quantitative descriptive) were included, from which the enablers and barriers of 11 different nutrition-related programs were analysed. Thirty-four factors across the five domains of the Integrated Sustainability Framework were identified that influenced the sustained implementation of programs. The most common barrier was a lack of organisational readiness and resources, whereas the most common enabler was having adequate external partnerships and a supportive environment. Conclusions: These findings have application during the initiation and implementation phases of school-based nutrition programs. Paying attention to the ‘outer contextual factors’ of the ISF including the establishment and maintenance of robust relationships across whole of government systems, local institutions and funding bodies which are crucial factors for program sustainment.

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A mixed-methods exploration of implementation of a comprehensive school healthy eating model one year after scale-up

Cited by 6 publications

References 54 publications

Measuring implementation fidelity of school-based obesity prevention programmes: a systematic review

Measuring implementation fidelity of school-based obesity prevention programmes: a systematic review

What happened in the ‘Move for Well-being in School’: a process evaluation of a cluster randomized physical activity intervention using the RE-AIM framework

Applying the Integrated Sustainability Framework to explore the long-term sustainability of nutrition education programmes in schools: a systematic review

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