Iellamo Efrelyn A, Hernandez Mary Abigail A, Abad Peter James B, Bonito Sheila R
College of Nursing, University of the Philippines Manila.
Acta Med Philipp. 2024 Jul 15;58(12):103-109. doi: 10.47895/amp.v58i12.9298. eCollection 2024.
Committed to enhancing healthy living, learning, and working conditions, a health-promoting school is a potent influencer of behaviors and habits, reaching families and communities effectively. In the Western Pacific region, the Urbani School Health Kit (USHK) is one of the tools developed to integrate health promotion in schools; however, it needs to be updated to adapt to the evolving health challenges of lifestyle-related diseases. Hence, this study aimed to conduct a pilot training and evaluation of the updated USHK among school teachers in Manila.
The USHK was updated with new materials on (1) health-enhancing physical activity; (2) healthy nutrition; and (3) family and community engagement. A two-day training-workshop with 30 school teachers was then conducted to facilitate the integration of the updated USHK in their class activities. We used a multi method evaluation design to assess the implementation of the USHK. Particularly, quantitative data were obtained from the participants' feedback on the toolkit and their knowledge of health-related practices. One month later, field visits were conducted to assess the participants' abilities in utilizing the toolkit into their classes or school activities. Qualitative interviews and classroom observations were also collected post-implementation to determine potential facilitators and barriers to program delivery, and suggestions for improvement. Descriptive statistics were used to summarize participant feedback, while Wilcoxon signed rank test was utilized to determine changes in participant knowledge pre- and post-training. Qualitative data were synthesized through content analysis.
Participants provided high satisfaction ratings for the training they received, as well as high scores for the updated USHK, in terms of its appropriateness and acceptability. Significant improvements in participants' overall health promotion knowledge were also noted ( = -4.456, <0.001), particularly involving the domains of nutrition ( = -2.972, = 0.003), physical activity (Z = -3.564, <0.001), and family/community engagement ( = -2.531, = 0.011). Meanwhile, participants also suggested further improvements in the toolkit to enhance its utilization in the local context. Administrative support was a crucial facilitator for implementing the USHK, while resource limitations were identified as significant barriers.
The updated USHK, which provides a more comprehensive health promotion approach for schools, is potentially feasible for implementation in educational institutions in Manila. The toolkit can be utilized by teachers and school nurses to integrate health promotion activities into the school environment and classroom activities. To facilitate its wider uptake and implementation in other schools, government support and resource availability are crucial.
健康促进学校致力于改善健康的生活、学习和工作条件，是行为和习惯的有力影响者，能有效覆盖家庭和社区。在西太平洋地区，城市学校健康包（USHK）是为在学校整合健康促进而开发的工具之一；然而，它需要更新以适应与生活方式相关疾病不断演变的健康挑战。因此，本研究旨在对马尼拉的学校教师开展更新后的USHK的试点培训与评估。
USHK更新了关于以下方面的新材料：（1）增进健康的身体活动；（2）健康营养；（3）家庭和社区参与。随后为30名学校教师举办了为期两天的培训工作坊，以促进将更新后的USHK融入他们的课堂活动。我们采用多方法评估设计来评估USHK的实施情况。具体而言，定量数据来自参与者对该工具包的反馈以及他们对健康相关实践的知识。一个月后，进行实地考察以评估参与者在课堂或学校活动中使用该工具包的能力。实施后还收集了定性访谈和课堂观察结果，以确定项目实施的潜在促进因素和障碍，以及改进建议。描述性统计用于总结参与者的反馈，而Wilcoxon符号秩检验用于确定培训前后参与者知识的变化。定性数据通过内容分析进行综合。
参与者对所接受的培训给予了高度满意度评价，对更新后的USHK在适用性和可接受性方面也给出了高分。参与者的整体健康促进知识也有显著提高（Z = -4.456，P < 0.001），特别是在营养领域（Z = -2.972，P = 0.003）、身体活动领域（Z = -3.564，P < 0.001）和家庭/社区参与领域（Z = -2.531，P = 0.011）。同时，参与者还建议对该工具包进一步改进，以提高其在当地环境中的利用率。行政支持是实施USHK的关键促进因素，而资源限制被确定为重大障碍。
更新后的USHK为学校提供了更全面的健康促进方法，在马尼拉的教育机构中实施具有潜在可行性。教师和学校护士可利用该工具包将健康促进活动融入学校环境和课堂活动。为促进其在其他学校更广泛地采用和实施，政府支持和资源可用性至关重要。
