Robinson Jennifer C, Temple Melissa L, Duck Angela, Klamm Melissa
School of Nursing, University of Mississippi Medical Center, Jackson, Mississippi.
Division of Associate Degree Nursing, Southwest Mississippi Community College, Summit, Mississippi.
J Spec Pediatr Nurs. 2019 Jul;24(3):e12262. doi: 10.1111/jspn.12262. Epub 2019 Jul 8.
The purpose was to examine the feasibility and preliminary effectiveness of two built environmental interventions with Head Start preschool children to increase minutes and intensity and total physical activity (PA).
A prospective, quasi-experimental, repeated measures design was conducted in two Head Start centers. Centers were randomly assigned to one of two intervention arms. Intervention Arm I added portable play equipment to the school environment; Arm II introduced portable play equipment plus PA education for staff and children. PA was measured during school using accelerometers and by observation using SOPLAY. The data were analyzed using repeated measures ANOVA.
Ninety-seven children and eight staff were enrolled; valid PA data were available for 56 children (58%). Minutes of PA were highest at baseline in both groups and declined over the intervention. PA in Arm I decreased 22 min from weeks one to three and 12 min (p < .001) from weeks 3 to 6. In Arm II, PA declined 33 min from weeks one to three and 20 min (p < .001) from weeks 3 to 6.
Nurses work to maintain and improve health at multiple levels of influence and are in strategic positions to educate and support PA to maintain and improve the health of all ages. School-based PA interventions have been reported with varying success. The feasibility of this study provides insight into the challenges in planning and conducting school-based interventions including enrollment, attrition, and accelerometer wear-time compliance. Despite our interventions, there was no positive response to either intervention, with PA declining at each time period in both groups. However, baseline PA was significantly higher than in previous studies. Schools can provide children with opportunities to accumulate PA.
本研究旨在探讨两项针对开端计划学前儿童的建筑环境干预措施增加运动时长、强度及总身体活动量（PA）的可行性和初步效果。
在两个开端计划中心开展了一项前瞻性、准实验性、重复测量设计研究。中心被随机分配到两个干预组之一。干预组I在学校环境中增加了便携式游乐设备；干预组II除了增加便携式游乐设备外，还对教职员工和儿童进行了身体活动教育。在校期间使用加速度计测量身体活动量，并通过SOPLAY观察法进行测量。数据采用重复测量方差分析进行分析。
共招募了97名儿童和8名教职员工；56名儿童（58%）有有效的身体活动数据。两组在基线时的身体活动分钟数最高，且在干预期间均有所下降。干预组I从第1周到第3周身体活动减少了22分钟，从第3周到第6周减少了12分钟（p <.001）。在干预组II中，从第1周到第3周身体活动减少了33分钟，从第3周到第段减少了20分钟（p <.001）。
护士在多个影响层面致力于维护和改善健康，处于教育和支持身体活动以维护和改善各年龄段健康的战略地位。据报道，基于学校的身体活动干预取得了不同程度的成功。本研究的可行性为规划和实施基于学校的干预措施所面临的挑战提供了见解，包括招生、人员流失和加速度计佩戴时间依从性等问题。尽管我们进行了干预，但两组在每个时间段的身体活动量均呈下降趋势，对两种干预措施均未产生积极反应。然而，基线身体活动量显著高于以往研究。学校可以为儿童提供积累身体活动量的机会。
