Thakur Jarnail Singh, Sharma Deepak, Jaswal Nidhi, Bharti Bhavneet, Grover Ashoo, Thind Paramjyoti
School of Public Health, RN Dogra Block, Post Graduate Institute of Medical Education and Research, Sector-12, Chandigarh, 160012, India.
Advanced Paediatric Center, Postgraduate Institute of Medical Education and Research, Chandigarh, India.
BMC Public Health. 2014 Dec 22;14:1314. doi: 10.1186/1471-2458-14-1314.
The "Health Promoting School" (HPS) is a holistic and comprehensive approach to integrating health promotion within the community. At the time of conducting this study, there was no organized accreditation system for HPS in India. We therefore developed an accreditation system for HPSs using support from key stakeholders and implemented this system in HPS in Chandigarh territory, India.
A desk review was undertaken to review HPS accreditation processes used in other countries. An HPS accreditation manual was drafted after discussions with key stakeholders. Seventeen schools (eight government and nine private) were included in the study. A workshop was held with school principals and teachers and other key stakeholders, during which parameters, domains and an accreditation checklist were discussed and finalized. The process of accreditation of these 17 schools was initiated in 2011 according to the accreditation manual. HPSs were encouraged to undertake activities to increase their accreditation grade and were reassessed in 2013 to monitor progress. Each school was graded on the basis of the accreditation scores obtained.
The accreditation manual featured an accreditation checklist, with parameters, scores and domains. It categorized accreditation into four levels: bronze, silver, gold and platinum (each level having its own specific criteria and mandate). In 2011, more than half (52.9%) of the schools belonged to the bronze level and only 23.5% were at the gold level. Improvements were observed upon reassessment after 2 years (2013), with 76.4% of schools at the gold level and only 11.8% at bronze.
The HPS accreditation system is feasible in school settings and was well implemented in the schools of Chandigarh. Improvements in accreditation scores between 2011 and 2013 suggest that the system may be effective in increasing levels of health promotion in communities.
“健康促进学校”（HPS）是一种将健康促进融入社区的整体综合方法。在开展本研究时，印度尚无针对健康促进学校的有组织的认证体系。因此，我们在关键利益相关者的支持下开发了一套健康促进学校认证体系，并在印度昌迪加尔地区的健康促进学校中实施了该体系。
进行了案头审查，以评估其他国家使用的健康促进学校认证流程。与关键利益相关者讨论后起草了一份健康促进学校认证手册。该研究纳入了17所学校（8所公立和9所私立）。与学校校长、教师及其他关键利益相关者举办了一次研讨会，期间讨论并确定了各项参数、领域和认证清单。根据认证手册，于2011年启动了这17所学校的认证流程。鼓励健康促进学校开展活动以提高其认证等级，并于2013年进行重新评估以监测进展情况。每所学校根据获得的认证分数进行分级。
认证手册包含一份认证清单，列出了各项参数、分数和领域。它将认证分为四个级别：铜级、银级、金级和白金级（每个级别都有其特定标准和要求）。2011年，超过一半（52.9%）的学校属于铜级，只有23.5%达到金级。2年后（2013年）重新评估时观察到了改进，76.4%的学校达到金级，只有11.8%为铜级。
健康促进学校认证体系在学校环境中是可行的，并在昌迪加尔的学校中得到了良好实施。2011年至2013年认证分数的提高表明该体系可能有效地提高了社区的健康促进水平。
