Developing the 'health-promoting school' - a national survey of healthy schools awards
Developing the 'health-promoting school' - a national survey of healthy schools awards
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DOI：
10.1038/sj.ph.1900418
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发表时间：
1998-01-01
期刊：
影响因子：
5.2
通讯作者：
Roderick, PJ
中科院分区：
文献类型：
--
作者：
Rogers, E;Moon, AM;Roderick, PJ
“健康促进学校”的概念已被广泛提倡，作为一种通过学校促进健康来提高公众健康的方法。许多地区设立了“健康学校奖”计划，以支持这一概念的发展，但没有资料说明这种做法在联合王国有多普遍，如何评估标准，以及健康学校奖对年轻人的健康有什么影响。这项英国全国性调查旨在确定现有奖励计划的范围和性质，以及如何评估这些计划。向英国所有200个健康促进单位发送了邮寄问卷;对合并单位的回复率进行了校正，为78.5%。68名受访者（51%）参与了奖励计划，28名受访者（21%）正在计划奖励计划。目前的奖励计划大多由卫生和教育部门联合管理，有845所学校参加，其中三分之二是小学。最常见的问题是：标准慢性病风险行为、环境和国家课程中的健康教育;较少涉及的是心理健康、事故预防、工作人员健康和与更广泛的社区建立联系。评价通常是通过制定目标和评估两年期间的进展情况。然而，评价很少是外部的或独立的，使人对所获得的标准和方法的有效性产生怀疑。这项调查突出了健康学校奖励计划的迅速增长，以及更广泛地交流良好做法信息的必要性。特别是，有必要制定更明确和可衡量的成绩标准，以确保奖励计划的质量，并进一步研究其有效性。
The concept of the 'Health Promoting School' has been widely advocated as an approach to enhancing public health through school based health promotion. In many areas 'Healthy Schools Award' schemes have been set up to support the development of this concept, but there is no information on how widespread this practice is in the UK, how standards are evaluated, and what effect Healthy Schools Awards may have on young peoples' health. This UK national survey aimed to determine the extent and nature of existing award schemes and how they were being evaluated A postal questionnaire was sent to all 200 health promotion units in the UK; the response rate corrected for mergers of units was 78.5%. Sixty-eight respondents (51%) were involved with an award scheme and 28 (21%) were planning them. Current award schemes were mostly jointly run by the health and education sectors, encompassing 845 participating schools of which two-thirds were primary schools. The most common issues addressed were; standard chronic disease risk behaviour, the environment and health education in the national curriculum; less frequently addressed were mental health, accident prevention, staff health and developing links with the wider community. Evaluation was usually by target setting and assessment of progress over a two year period. However, evaluation was rarely external or independent, raising doubts about the standards obtained and validity of the approaches. This survey highlights the rapid growth of healthy schools award schemes and the need for wider exchange of information on good practice. In particular there is a need for more explicit and measurable standards of achievement to ensure the quality of award schemes, and further research into their effectiveness.