Whitehead Dean
College of Humanities and Social Sciences, School of Health Sciences, Massey University, Palmerston North, New Zealand.
J Clin Nurs. 2006 Mar;15(3):264-71. doi: 10.1111/j.1365-2702.2006.01294.x.
To review the existing literature on health-promoting schools and put forward recommendations for continuing progress.
The World Health Organisation's Ottawa Charter for Health Promotion in 1986 sought to create a framework for health promotion action that conveyed the notion of capacity building as it related to specific settings. It provided the catalyst from which the health-promoting school movement emerged, against the backdrop of health professionals adapting to the changing needs and demands of clients and the evolving social context of the communities in which they live. Since then, the international health-promoting school movement has been one of the most successful of the settings-based projects and has expanded considerably over recent years.
An extensive review of available health-promoting school-related literature provides the basis for critical discussion and recommendations.
Traditionally, the school nursing movement has provided the backbone of nursing-related health promotion activity in the school setting. The literature, however, is generally critical of its contribution over the years - especially as its role is mainly confined to a 'conventional' health education function and has little to do with health-promoting school projects. There are more and more calls now for the school nursing service to either re-evaluate its function and processes or be devolved back into a broader primary health care practitioner role.
Nurses should view the health-promoting school movement as another opportunity to embrace evolving broad-based health promotion concepts truly, as a means to forge and own their own health agenda and also as a means to move beyond a traditional reliance on a limited health education role. Schools also need to adapt and expand their efforts to focus on health promotion activities, in collaboration with the ever-widening community networks of health and social agencies. This requires the commitment of all healthcare professional groups. Nurses who practice in all settings, and not just school nurses, should be aiming to initiate and promote radical health promotion reform as set out in the health-promoting school movement.
If health professionals wish to be at the forefront of current health-promoting school strategies they must embrace the radical health promotion reforms that are emerging from the current literature and put forward in this article. Building such group capacity, through developing social interaction, cohesion, participation and political action can only benefit the community at large and further emphasize the health promotion role of nursing. The health-promoting school movement is truly an international concept and, as such, deserves a concerted nursing representation and resourcing well beyond its current commitment.
回顾关于健康促进学校的现有文献，并提出持续推进的建议。
1986年世界卫生组织的《渥太华健康促进宪章》试图创建一个健康促进行动框架，该框架传达了与特定环境相关的能力建设理念。在卫生专业人员适应客户不断变化的需求以及他们所生活社区不断演变的社会背景的背景下，它为健康促进学校运动的兴起提供了催化剂。从那时起，国际健康促进学校运动一直是最成功的基于环境的项目之一，并且近年来有了相当大的扩展。
对现有的与健康促进学校相关的文献进行广泛回顾，为批判性讨论和建议提供依据。
传统上，学校护理运动为学校环境中与护理相关的健康促进活动提供了支柱。然而，文献普遍批评其多年来的贡献——特别是因为其作用主要局限于“传统”健康教育功能，与健康促进学校项目关系不大。现在越来越多的人呼吁学校护理服务要么重新评估其功能和流程，要么回归到更广泛的初级卫生保健从业者角色。
护士应将健康促进学校运动视为真正接受不断发展的广泛健康促进概念的又一次机会，视为制定并拥有自己健康议程的一种手段，也视为超越对有限健康教育角色的传统依赖的一种手段。学校还需要调整并扩大其努力，与日益广泛的健康和社会机构社区网络合作，专注于健康促进活动。这需要所有医疗专业团体的承诺。不仅是学校护士，在所有环境中执业的护士都应致力于发起并推动健康促进学校运动中提出的激进健康促进改革。
如果卫生专业人员希望处于当前健康促进学校战略的前沿，他们必须接受当前文献中出现并在本文中提出的激进健康促进改革。通过发展社会互动、凝聚力、参与和政治行动来建立这种群体能力，只会使整个社区受益，并进一步强调护理的健康促进作用。健康促进学校运动确实是一个国际概念，因此，值得护理界给予比目前更大的一致支持和资源投入。
