Santi S M, Best J A, Payne M E, Brown K S, Cameron R
Waterloo Smoking Projects, University of Waterloo, Ontario.
Can J Public Health. 1992 Nov-Dec;83(6):433-6.
This paper focuses on the implementation evaluation strategy of a smoking prevention program and examines differences in instructional experience and implementation of the grade six curriculum in relation to provider type. Arbaseline, nurses (n = 40), compared with teachers (n = 39), reported (a) less previous classroom teaching experience, (b) greater reliance on lecturing and audio/visual materials, (c) less use of small group classroom activities, and (d) less confidence using small group and role playing methods in the classroom. More nurses than teachers believed smoking to be a significant problem in the schools. Nurses had less confidence than teachers in their ability to teach the smoking prevention curriculum. Nonetheless, behavioural observation indicated that nurses implemented the curriculum more completely. However, teachers, at least those who received workshop training, showed some evidence of greater utilization of teaching styles thought to be desirable.
本文聚焦于一项吸烟预防项目的实施评估策略，并探讨了与提供者类型相关的六年级课程教学经验和实施情况的差异。在基线阶段，护士（n = 40）与教师（n = 39）相比，报告称：（a）以往课堂教学经验较少；（b）更依赖讲座和视听材料；（c）较少使用小组课堂活动；（d）在课堂上使用小组和角色扮演方法的信心较低。与教师相比，更多护士认为吸烟在学校是一个严重问题。护士对教授吸烟预防课程的能力比教师信心更低。尽管如此，行为观察表明护士更完整地实施了该课程。然而，教师，至少是那些接受过工作坊培训的教师，显示出一些证据表明他们更多地采用了被认为理想的教学方式。
