Promoting health literacy in the classroom

Bruselius-Jensen, Maria; Bonde, Ane Høstgaard; Christensen, Julie Hellesøe

doi:10.1177/0017896916653429

Cited by 47 publications

(63 citation statements)

References 26 publications

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“…Thus, the step data collection was handled by students with little or no support from teachers. This procedure produced student ownership 21 and made the data collection feasible in a school setting, where the class had different teachers during the day, and students often started and ended their school day in different classrooms.…”

Section: Methodsmentioning

confidence: 99%

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Is it Feasible to Use Students' Self-reported Step Data in a Local School Policy Process?

Bonde¹,

Bruselius-Jensen²

2017

Health Behavior and Policy Review

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Objective: We examined students' self-reported step data and discussed the feasibility of using these data in a local school policy process. Methods: For 5 days during school hours, 281 students from grades 5-7 participating in a health education program, measured their steps using a pedometer. Results: The mean steps/school day of 5½ hours was 5215; 6072 steps for boys and 4317 for girls, representing 43% and 38% of daily recommendations, respectively. Independent of grade level, boys walked more than girls by 1798 steps. Steps declined with increasing grade level for both sexes. Conclusions: Student-collected data showed similar patterns as reported in the literature, and therefore, a feasible perspective could be to use students' self-reported step data in a local school policy process.

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Section: Methodsmentioning

confidence: 99%

“…This study showed that IMOVE contributed to the development of physical activity-related health literacy in students. 21 The present study examined the step data collected by the students who took part in the classroom observational study.…”

mentioning

confidence: 99%

Is it Feasible to Use Students' Self-reported Step Data in a Local School Policy Process?

Bonde¹,

Bruselius-Jensen²

2017

Health Behavior and Policy Review

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“…The teacher's guides indicate the procedures for each lesson. IMOVE was developed and evaluated earlier with respect to its potential to foster participation and enhances reflection concerning physical activity [33,34]. The material is available in English on the IMOVE website [35].…”

Section: Journal Of Food and Nutrition Research Action And Change Procementioning

confidence: 99%

“…The IMOVE program was developed and tested earlier and found to be suitable to promote learning on physical activity integrated into maths [33][34][35]43].…”

Section: Developing and Testing The Intervention Componentsmentioning

confidence: 99%

The “We Act”-Study: Design of a Multicomponent Intervention to Promote Healthy Diet, Physical Activity, and Well-being in School Children

Sabinsky¹,

Bonde²,

Stjernqvist³

et al. 2018

JFNR

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Strategies to improve health behaviour and well-being of children are needed. A multicomponent intervention "We Act-together for health" was developed with the aim to improve the dietary habits, physical activity, well-being and social capital among school children aged 10-12 years by increasing their health competences and promoting a healthy school environment. This paper describes the theoretical frame for the project, the development of the We Act intervention and the design and methods used in the efficacy study. We Act builds upon the health promoting school approach and the IVAC model. The intervention included three components: 1) An educational component compromising: a) Lunch meal habits integrated into science and Danish ("IEAT"), and physical activity integrated into maths ("IMOVE"); b) Vision workshop integrated primarily in Danish, and; c) Action and Change process at class and school level. 2) A school component including a workshop to develop teachers' competencies, and 3) A parental component: including homepage, an APP, a Facebook-group and a handout produced by their child. A quasi-experimental study with 4 intervention schools and 4 matched control schools was conducted. In total 656 school children participated. The intervention was carried out in between the baseline and follow up measurements and a process evaluation was carried out to study implementation fidelity. Dietary intake during the school day was measured using a digital photographic method, pedometers registered physical activity, and an electronic questionnaire was used to assess well-being and social capital among the pupils. We Act will provide new knowledge on the implementation and effectiveness of a multicomponent school based intervention targeting school children, teachers, school management and parents to promote dietary habits, physical activity, and well-being among school children. An important part of the evaluation will be to sum up the various intervention components to inform stakeholders and health planning administrators.

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“…National Action Plans in numerous countries recommend focusing on public schools as an ideal setting to enhance health literacy early in the lifespan [12][13][14], including in Germany [7,15]. However, public schools are often not well prepared to handle health related problems and promote health literacy or healthy behavior in the classroom or the broader school environment [16].…”

Section: Introductionmentioning

confidence: 99%

Potentials of School Nursing for Strengthening the Health Literacy of Children, Parents and Teachers

Buhr

Ewers

Tannen

2020

IJERPH

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Health literacy (HL) plays a key role in explaining health disparities. School nurses (SN) provide health related expertise within the school setting. A positive effect on the HL of children but also their teachers and parents has been suggested by some research, but gaps persist in the available information. As a pilot project, SN, which are not common in German schools, were placed in 28 public elementary and secondary schools in two German states. Children (11+ years, n = 2773), parents (n = 3978) and teachers (n = 420) participated in a 2017 baseline (T0) survey. Data collection was repeated in 2018 (T1). HL was measured using the Health Literacy for School-Aged Children scale (HLSAC) (children) and the European Health Literacy Short Scale (HLS-EU-Q16) (adults). Descriptive and multivariate data analyses were carried out. The HL of all groups increased between T0 and T1. Low child HL decreased from 17.9% to 14.9%. Problematic and inadequate HL dropped from 43.8% to 38.8% among parents and from 49.9% to 45.8% among teachers. Improvements were significant for children and parents but not for the teachers. Despite the relatively short intervention period and a relatively non-specific spectrum of interventions, there is some evidence that SN may contribute to strengthening HL within the school setting. The longer-term effects of SN on health literacy and child health should be further examined. For this, a clearer conceptualization of the scope of work of the SN in Germany including their educational interventions is imperative.

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Promoting health literacy in the classroom

Cited by 47 publications

References 26 publications

Is it Feasible to Use Students' Self-reported Step Data in a Local School Policy Process?

Is it Feasible to Use Students' Self-reported Step Data in a Local School Policy Process?

The “We Act”-Study: Design of a Multicomponent Intervention to Promote Healthy Diet, Physical Activity, and Well-being in School Children

Potentials of School Nursing for Strengthening the Health Literacy of Children, Parents and Teachers

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