Phases of health promotion implementation into the Scottish school system
Phases of health promotion implementation into the Scottish school system
复制标题
DOI：
10.1093/heapro/das061
复制
发表时间：
2014-06-01
影响因子：
2.7
通讯作者：
Inchley, Jo
中科院分区：
文献类型：
--
作者：
Gugglberger, Lisa;Inchley, Jo
学校已被确定为在儿童、青少年和学校工作人员中促进健康的理想场所。大多数欧洲国家都制定了将HP实施到其学校系统中的战略，然而，人们对这些国家战略及其有效性知之甚少。学校卫生政策的实施涉及在复杂环境中采用、调整和实施复杂干预措施的过程。本研究分析了从20世纪80年代到现在，导致学校惠普在苏格兰实施的过程中，以确定促进和支持有效实施的关键因素。在传统的个案研究中，与参与学校卫生的国家和地方组织的代表以及学校工作人员进行了14次访谈。此外，还收集了政策文件、报告和准则。根据扎根理论方法对数据进行分析。确定了苏格兰学校系统实施学校卫生政策的四个阶段：（一）起步阶段（1980年代至1998年）;（二）政治意愿和战略愿景阶段（1999年至2001年）;（三）国家领导阶段（2002年至2008年）;（四）融入和融入教育系统阶段（2008年至今）。在整个阶段中，政治意愿和坚定的行为者、将权力赋予地方当局和个别学校的战略/传统以及建立伙伴关系和自主权都支持了执行工作。苏格兰是一个有趣的案例，它对在学校谈判一个跨学科和跨部门的主题（如惠普）的方式和可能性提供了重要的见解。进一步研究不同的政治制度和国家的实施过程是重要的，以扩大对国家实施战略的理解学校HP。
Schools have been identified as ideal settings for health promotion (HP) among children, adolescents and school staff. Most European countries have established strategies to implement HP into their school system, however, little is known about these national strategies and how effective they have been. School HP implementation concerns processes of adoption, adaptation and operation of a complex intervention into a complex setting. This study analyses the processes that have led to school HP implementation in Scotland from the 1980s until now to identify key factors which facilitated and supported effective implementation. In the tradition of case-study research, 14 interviews with representatives of national and local organizations involved in school health, as well as with school staff were conducted. Furthermore, policy documents, reports and guidelines were collected. The data were analysed following a Grounded Theory approach. Four phases of school HP implementation into the Scottish school system were identified: (i) getting started (1980s-1998), (ii) political will and strategic vision (1999-2001), (iii) national leadership (2002-2008), and (iv) integration and embedding into education system (2008-ongoing). Throughout the phases political will and committed actors, the strategy/tradition to give power to the local authorities and individual schools, and the establishment of partnerships and ownership have supported implementation. Scotland is an interesting case giving important insights into the ways and possibilities of negotiating an interdisciplinary and cross-sectoral theme such as HP in schools. Further research concerning different political systems and national implementation processes is important to widen the understanding of national implementation strategies of school HP.