Department of Pediatrics, University of Maryland School of Medicine, Baltimore, MD.
Department of Nutrition and Food Science, University of Maryland, College Park, MD.
J Nutr Educ Behav. 2018 Sep;50(8):765-775. doi: 10.1016/j.jneb.2018.05.018.
To develop and pilot-test Wellness Champions for Change (WCC) to enhance local wellness policy (LWP) implementation by forming wellness teams.
Randomized, controlled school-level pilot study.
Five Maryland school districts.
A total of 63 elementary, middle, or high schools.
INTERVENTION(S): Developed from stakeholder interviews, focus groups, and existing programs. Schools were randomized within district to (1) WCC training (6-hour, single-day teacher training), (2) WCC training plus technical assistance (TA), or (3) delayed training (control).
MAIN OUTCOME MEASURE(S): Online teacher/administrator survey pre-post (spring, 1 year apart) that examined the direct effect of the intervention on active wellness team formation (postintervention, 8-item sum score) and LWP implementation (29 items, not implemented to fully implemented)/indirect effect of intervention on LWP implementation via active wellness team formation.
Adjusted linear or logistic regression and mediation modeling.
Postintervention, WCC plus TA and WCC had more active wellness teams (vs control, β = 1.49, P = .02 and β = 1.42, P = .03, respectively). No direct effect of intervention on LWP implementation was found. Formation of active wellness teams mediated the association between both WCC plus TA and WCC and LWP implementation (WCC plus TA confidence interval [CI], 1.22-16.25; WCC CI, 10.98-15.61 [CI was significant without 0]).
The WCC intervention approaches indirectly affected LWP implementation through the formation of active wellness teams. These results support building and school-level wellness teams.
通过组建健康团队，开发并试点“健康冠军助力变革”（WCC），以加强地方健康政策（LWP）的实施。
随机对照的学校层面试点研究。
马里兰州的五个学区。
共有 63 所小学、中学或高中。
从利益相关者访谈、焦点小组和现有计划中开发。学校在学区内随机分为（1）WCC 培训（6 小时，单日教师培训）、（2）WCC 培训加技术援助（TA）或（3）延迟培训（对照组）。
在线教师/管理人员调查，在春季（相隔 1 年）进行，调查干预对积极健康团队组建的直接影响（干预后，8 项总和评分）和 LWP 实施（29 项，未完全实施到完全实施）/干预对通过积极健康团队组建对 LWP 实施的间接影响。
调整后的线性或逻辑回归和中介模型。
干预后，WCC+TA 和 WCC 有更多的活跃健康团队（与对照组相比，β=1.49，P=.02 和β=1.42，P=.03）。未发现干预对 LWP 实施有直接影响。积极健康团队的组建介导了 WCC+TA 和 WCC 与 LWP 实施之间的关联（WCC+TA 置信区间 [CI]，1.22-16.25；WCC CI，10.98-15.61 [CI 在没有 0 的情况下是显著的]）。
WCC 干预措施通过组建积极的健康团队，间接地影响 LWP 的实施。这些结果支持建立和学校层面的健康团队。
