Gittelsohn J, Evans M, Story M, Davis S M, Metcalfe L, Helitzer D L, Clay T E
The Johns Hopkins School of Hygiene and Public Health, Baltimore, MD 21205, USA.
Am J Clin Nutr. 1999 Apr;69(4 Suppl):767S-772S. doi: 10.1093/ajcn/69.4.767S.
We describe the formative assessment process, using an approach based on social learning theory, for the development of a school-based obesity-prevention intervention into which cultural perspectives are integrated. The feasibility phase of the Pathways study was conducted in multiple settings in 6 American Indian nations. The Pathways formative assessment collected both qualitative and quantitative data. The qualitative data identified key social and environmental issues and enabled local people to express their own needs and views. The quantitative, structured data permitted comparison across sites. Both types of data were integrated by using a conceptual and procedural model. The formative assessment results were used to identify and rank the behavioral risk factors that were to become the focus of the Pathways intervention and to provide guidance on developing common intervention strategies that would be culturally appropriate and acceptable to all sites.
我们描述了形成性评估过程，该过程采用基于社会学习理论的方法，用于开发一种融入文化视角的校本肥胖预防干预措施。“途径”研究的可行性阶段在美国印第安人六个部落的多个地点进行。“途径”形成性评估收集了定性和定量数据。定性数据确定了关键的社会和环境问题，并使当地人能够表达自己的需求和观点。定量的结构化数据允许跨地点进行比较。通过使用概念和程序模型将两种类型的数据进行整合。形成性评估结果用于识别和排列行为风险因素，这些因素将成为“途径”干预措施的重点，并为制定对所有地点在文化上合适且可接受的共同干预策略提供指导。
