Implementing Adolescent Wellbeing and Health Programs in Schools: Insights from a Mixed Methods and Multiple Informant Study.
Implementing Adolescent Wellbeing and Health Programs in Schools: Insights from a Mixed Methods and Multiple Informant Study.
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DOI：
10.1007/s11121-022-01481-2
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发表时间：
2023-05
影响因子：
3.5
通讯作者：
Fishbein, Diana H
中科院分区：
文献类型：
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作者：
Dariotis, Jacinda K;Mabisi, Keren;Jackson-Gordon, Rachel;Yang, Nan;Rose, Emma Jane;Mendelson, Tamar;Fishbein, Diana H
确定影响校本福利和健康计划实施的因素对于实现预期的计划效果至关重要。本研究采用趋同的混合方法、多元资料设计，探讨影响九年级学生健康计划实施的因素，以及不同资料来源(即参与者、教师和独立观察者)对卫生计划实施的不同感知方式。两种类型的项目-正念和健康教育-在位于资源匮乏的城市社区的三所学校的九年级学生(N=70)中实施。研究结果来自四个数据来源：(1)焦点小组参与者(N=45)；(2)项目教师忠诚度评级；(3)独立观察员忠诚度评级和注释；以及(4)指导员开放式会议回应。利用专题和混合方法的综合分析，我们确定了与执行促进或挑战因素有关的主题。当提供信息的人单独分析数据源时，主题名称会有所不同。混合方法整合分析表明，在所有信息者群体中有四个主题是共同的：(1)称职、专注和吸引人的教师是必不可少的；(2)项目应该包括互动部分(例如，身体活动、应用学习机会)；(3)充足的项目交付时间是学生接触和参与的关键；(4)学生的可用性和偏好应该指导项目安排。从教师和观察者的角度来看，第五个主题是，项目的实施受到来自多个来源的干扰的负面影响，包括教师、学生和环境。讨论了学生、教师和观察员对实施优化的建议。
Determining the factors that influence implementation of school-based wellbeing and health programs is essential for achieving desired program effects. Using a convergent mixed-methods, multiple informant design, this study considered factors that influence implementation of health programs for ninth grade students and in what ways implementation is differentially perceived by multiple informants (i.e., participants, instructors, and independent observers). Two types of programs—mindfulness and health education—were implemented with ninth graders (N = 70) in three schools situated in low-resourced urban neighborhoods. Study outcomes were derived from four data sources: (1) focus group participants (N = 45); (2) program instructor fidelity ratings; (3) independent observer fidelity ratings and notes; and (4) instructor open-ended session responses. Using thematic and mixed methods integration analyses, we identified themes related to implementation promoting or challenging factors. Theme names differed when data sources were separately analyzed by informant. Mixed methods integration analysis indicated that four themes were common across all informant groups: (1) competent, attentive, and engaging instructors are essential; (2) programs should involve interactive components (e.g., physical activities, applied learning opportunities); (3) adequate time for program delivery is key for student exposure and engagement; and (4) students’ availability and preferences should guide program scheduling. A fifth theme, unique to instructor and observer perspectives, was that program implementation was negatively impacted by distractions from multiple sources, including instructors, students, and settings. Recommendations from students, instructors, and observers for implementation optimization are discussed.