Woodgate Roberta L, Sigurdson Corey M
Professor & Canadian Institutes of Health Research Applied Chair in Reproductive, Child and Youth Health Services and Policy Research, Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, MB, R3T 2N2, Canada.
Ph.D. Candidate, Faculty of Graduate Studies, Applied Health Sciences, University of Manitoba, Winnipeg, MB, Canada.
BMC Public Health. 2015 Apr 25;15:421. doi: 10.1186/s12889-015-1759-5.
Essential to building cardiovascular health promotion capacity in youth, which extends into adulthood, are approaches that seek to empower, educate, and support. The Five Cs model of positive youth development (PYD) guided this study. This model represents the ability of youth to develop competence, confidence, connection, character, and caring when given the appropriate resources. The purpose of this two-year school-based feasibility study was to determine if providing a research intervention in the form of education, empowerment, and support build youth's capacity for cardiovascular health promotion.
A mixed methods case study design was used to evaluate the process, and outcome of a youth-led cardiovascular health promotion program. Twenty-six youth aged 12-13 years from a Canadian middle school took part in the study. Youth participating in this study planned, implemented, and monitored cardiovascular health promotion activities in four areas: smoking, physical inactivity, nutrition and obesity. Qualitative data was collected from the youth participants using three focus groups and individual reflective journals. Quantitative data was collected with the PYD.2, a self-report questionnaire that assesses positive youth development and consists of 5 subscales: character, competence, caring, connection, and confidence. The participants completed the PYD before and after the program to determine if there were any changes in PYD scores after the intervention. The quantitative data was analyzed using paired samples t-tests, and the qualitative data was analyzed using constant comparative analysis.
While the PYD scores showed no significant changes, the qualitative findings confirmed that the youth acquired increased awareness and understanding of cardiovascular health promotion initiatives. Four themes emerged from the qualitative data, (1) doing the right thing, (2) wanting to make a change, but feeling constrained, (3) I get it, and (4) The project has changed me! The intervention was found to be acceptable and feasible for the youth participants and their school.
The contributions of this study were twofold. It generated evidence to support integrating positive youth development strategies into cardiovascular health promotion programs. Secondly, this study determined that the research intervention improved the participants' knowledge and attitudes about cardiovascular health and were suitable for further implementation and testing.
建立青少年心血管健康促进能力（该能力会延伸至成年期）的关键在于采用旨在赋能、教育和支持的方法。积极青少年发展（PYD）的五C模型指导了本研究。该模型体现了青少年在获得适当资源时培养能力、自信、人际关系、品格和关爱他人之心的能力。这项为期两年的基于学校的可行性研究的目的是确定以教育、赋能和支持形式提供的研究干预措施是否能增强青少年促进心血管健康的能力。
采用混合方法案例研究设计来评估一项由青少年主导的心血管健康促进项目的过程和结果。来自加拿大一所中学的26名12至13岁的青少年参与了该研究。参与本研究的青少年计划、实施并监测了四个领域的心血管健康促进活动：吸烟、缺乏体育活动、营养和肥胖。通过三个焦点小组和个人反思日志从青少年参与者中收集定性数据。使用PYD.2收集定量数据，PYD.2是一份自我报告问卷，用于评估积极青少年发展，由5个分量表组成：品格、能力、关爱他人之心、人际关系和自信。参与者在项目前后完成PYD问卷，以确定干预后PYD得分是否有任何变化。定量数据使用配对样本t检验进行分析，定性数据使用持续比较分析进行分析。
虽然PYD得分没有显著变化，但定性研究结果证实青少年对心血管健康促进举措的认识和理解有所提高。定性数据中出现了四个主题：（1）做正确的事；（2）想做出改变，但感到受限；（3）我明白了；（4）这个项目改变了我！结果发现该干预措施对青少年参与者及其学校是可接受且可行的。
本研究的贡献是双重的。它产生了证据支持将积极青少年发展策略纳入心血管健康促进项目。其次，本研究确定该研究干预提高了参与者对心血管健康的知识和态度，适合进一步实施和测试。
