Using Theory to Evaluate the Implementation and Integration of an Expanded School Breakfast Program in Rural Midwestern High Schools

Frigge, Valarie K.; Nanney, Marilyn S.; Harnack, Lisa; Haggenmiller, Margaret; Pratt, Rebekah

doi:10.1016/j.jneb.2018.07.003

Cited by 5 publications

(2 citation statements)

References 18 publications

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“…Adding factor integration to the model also enhanced fit. In the present study, it was defined as “the extent to which the approach is part of school routines, norms, and identity.” Previous studies have suggested similar dimensions, mainly as an indicator of program sustainability 8,73 . While integration may be conditional for sustaining the program, the authors argue that it is more related to the extent to which the program is “added‐in” to the school system (rather than “added‐on”) 29,47 .…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies have suggested similar dimensions, mainly as an indicator of program sustainability. 8,73 While integration may be conditional for sustaining the program, the authors argue that it is more related to the extent to which the program is ''added-in'' to the school system (rather than ''added-on''). 29,47 Further research is needed to accumulate evidence for the relation with other dimensions, and indicators of integration.…”

Section: Fidelity Adaptation and Integrationmentioning

confidence: 99%

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Measuring Implementation of Health Promoting School (HPS) Programs: Development and Psychometric Evaluation of the HPS Implementation Questionnaire

Vennegoor

Assema

Eekhout

et al. 2022

Journal of School Health

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BACKGROUND: Implementation of Health Promoting School (HPS) programs can be challenging due to the dynamic school context. Navigating between program fidelity and adaptation, as well as integrating the program, is essential for successful implementation, and consequently, for program effects. As part of an evaluation study in the Netherlands, this study aimed to develop a measurement instrument that differentiates schools according to fidelity, adaptation, and integration of HPS implementation. METHODS:This study presents the development and psychometric evaluation of the 28-item HPS Implementation Questionnaire, covering 7 dimensions: adherence, dose, participant responsiveness, quality of delivery, program differentiation, adaptation, and integration. The questionnaire, to be filled out by school employees, was developed for primary, secondary, secondary vocational, and special needs education, in close collaboration with experts (n = 54) in school health promotion. RESULTS:Semi-structured interviews aimed at dimension clarification resulted in a list of 58 items. Items were revised, combined, and/or removed based on quantitative and qualitative feedback by the evaluation study's Community of Practice, 2-round expert consultation, and pre-tests. Psychometric evaluation (n = 535 schools), consisting of calculating Cronbach's α and confirmatory factor analysis (CFA), confirmed internal consistency (α > .72) and the 7-dimension framework. CONCLUSION:The brief yet comprehensive HPS Implementation Questionnaire offers possibilities for research into HPS implementation in various educational sectors and contexts, as well as self-monitoring by individual schools. This study provides first evidence for internal consistency and validity of the questionnaire.

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Section: Discussionmentioning

confidence: 99%