Storey Kate E, Stearns Jodie A, McLeod Nicole, Montemurro Genevieve
School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street, Edmonton, Alberta, T6G 2T4, Canada.
Division of Preventive Medicine, Department of Medicine, Faculty of Medicine and Dentistry, University of Alberta, 1902 College Plaza, 8215 -112 St, Edmonton, AB, T6G 2C8, Canada.
SSM Popul Health. 2021 Mar 1;14:100763. doi: 10.1016/j.ssmph.2021.100763. eCollection 2021 Jun.
Comprehensive school health (CSH) is a holistic approach to school-based health promotion that involves active participation and buy-in of school community members, including school staff (e.g., support staff, teachers, school health champions, principals). Implementation and sustainability of CSH builds on complex relationships within the school that support school-level health promoting changes and understanding the social relationships that exist in a school setting is critical. Thus, the purpose of this study was to conduct a social network analysis to examine adviceseeking networks of staff within three schools involved with a CSH program called APPLE Schools (A Project Promoting healthy Living for Everyone in Schools) project approach. The degree to which school staff were central in the network (i.e., gave or sought physical activity or nutrition advice, were connected or disconnected to others; indegree/outdegree centrality and betweenness centrality) and the overall structure of the networks were assessed (i.e., optimal levels of density and centralization). School health champions and several other individuals in the network were shown to be key sources of physical activity or nutrition advice and were identified as central players in the network. Whole networks across schools had low density and betweenness centralization, with optimal levels of out-centralization, and low to optimal levels of incentralization. This research allowed us to gain an understanding of network structures and relationship patterns in CSH schools, with specific attention to the coordinating role of school health champions, and other central players within the network. These findings increase our understanding of advice relationships that exist in a school setting and how these relationships may support CSH implementation and sustainability.
综合学校健康（CSH）是一种基于学校的健康促进整体方法，它涉及学校社区成员的积极参与和支持，包括学校工作人员（如辅助人员、教师、学校健康倡导者、校长）。CSH的实施和可持续性建立在学校内部复杂的关系之上，这些关系支持学校层面的健康促进变革，理解学校环境中存在的社会关系至关重要。因此，本研究的目的是进行社会网络分析，以检查参与名为“苹果学校”（一个促进学校中每个人健康生活的项目）项目方法的三所学校内工作人员的咨询寻求网络。评估学校工作人员在网络中的中心程度（即提供或寻求身体活动或营养建议、与他人建立联系或断开联系；入度/出度中心性和中介中心性）以及网络的整体结构（即密度和中心化的最佳水平）。学校健康倡导者和网络中的其他几个人被证明是身体活动或营养建议的关键来源，并被确定为网络中的核心参与者。跨学校的整个网络密度和中介中心化程度较低，出中心化水平最佳，入中心化水平低至最佳。这项研究使我们能够了解CSH学校中的网络结构和关系模式，特别关注学校健康倡导者以及网络中其他核心参与者的协调作用。这些发现增进了我们对学校环境中存在的咨询关系以及这些关系如何支持CSH实施和可持续性的理解。
