Summary of findings of the School Health Education Evaluation: health promotion effectiveness, implementation, and costs.
Summary of findings of the School Health Education Evaluation: health promotion effectiveness, implementation, and costs.
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学校健康教育评估结果摘要：健康促进有效性、实施情况和成本。
作者：
D. Connell;R. R. Turner;E. Mason
报告了学校健康教育评估 (SHEE) 的重要发现的摘要。本文重点关注总体知识、态度、实践和特定项目知识的四个主要结果分数。还描述了这些分数与计划实施和成本衡量标准的关系。参与的健康指导计划出现了一致的调查结果，表明健康指导有效地实现了研究课堂所教授的计划目标，并且学校健康计划的有效性与实施水平密切相关。与对照教室相比，治疗教室的总体知识和特定项目知识显着增加。态度和自我报告的做法的增幅较小，但具有统计意义。课程实施措施与项目有效性相关。更高水平的计划实施使所有分数都有更大的提高，但与态度和自我报告实践的改善密切相关。成本数据分析揭示了整个计划的巨大差异。实施成本（与课堂教学时数直接相关的成本）占总成本的 90% 以上，并且又与计划的有效性相关。对课时效果的分析表明，虽然相对较少的教学时间可以对知识产生很大的影响，但态度和实践效果的发展需要更多的时间，并且在大约 40-50 课时时，所有三个领域都建立了稳定的效果。
A summary of important findings from the School Health Education Evaluation (SHEE) are reported. This paper focuses on the four principal outcome scores of Overall Knowledge, Attitude, Practice, and Program-Specific Knowledge. The relationship of those scores to measures of program implementation and cost also is described. A consistent pattern of findings emerged across the participating health instruction programs, suggesting that health instruction was effective in meeting program objectives as taught in the study classrooms, and that school health program effectiveness was strongly related to the level of implementation. Significant increases in Overall Knowledge and Program-Specific Knowledge were found for treatment classrooms when compared with control classrooms. Smaller, yet statistically significant, increases were found for attitudes and self-reported practices. Curriculum implementation measures were related to program effectiveness. A higher level of program implementation produced greater increases in all scores, but was most strongly related to improvement in attitudes and self-reported practices. Analysis of cost data revealed wide variation across the program. Implementation costs (those associated directly with the number of classroom instruction hours) accounted for more than 90% of the total costs and were, in turn, related to program effectiveness. Analysis of effects-to-classroom hours revealed that, while relatively few hours of instruction can produce large effects for knowledge, more hours are required for the development of attitude and practice effects, and that stable effects are established for all three domains at about 40-50 classroom hours.