ICF, Reston, Virginia (Dr Skelton-Wilson, Mr Ogunyankin, and Dr Keener Mast); Centers for Disease Control and Prevention, Atlanta, Georgia (Dr Lee, Ms Chung, Dr Pitt-Barnes, and Ms Fahrenbruch); and Emory Centers for Public Health Training and Technical Assistance, Atlanta, Georgia, Atlanta, Georgia (Ms Potts).
J Public Health Manag Pract. 2024;30(6):887-894. doi: 10.1097/PHH.0000000000001964. Epub 2024 Sep 10.
Schools vary in their capacity to implement recommended strategies to prevent infectious diseases, such as COVID-19. Professional development (PD) and technical assistance (TA) are well-established tools used to strengthen school capacity and infrastructure for healthier school environments.
The authors examined the relationship between PD and TA received by districts and schools and their implementation of COVID-19 prevention strategies during the 2020-2021 school year.
We conducted a descriptive analysis of survey responses collected during Spring 2021 from selected districts and schools in 9 participating states. The survey assessed the implementation of 10 COVID-19 prevention strategies recommended by the Centers for Disease Control and Prevention and whether district or school staff received PD and/or TA on topics related to COVID-19 during the same year.
Survey responses were received from designated contacts in 310 districts and 931 schools across 9 states.
The dependent variable was the number of COVID-19 prevention strategies that were reported as "in place" by each district and school ranging from 0 to 10.
On average, districts and schools reported implementing 7 of 10 recommended COVID-19 prevention strategies during the 2020-2021 school year. Schools that received PD on at least 1 of 12 topics reported implementing 7.61 COVID-19 prevention strategies, whereas schools that did not receive PD reported implementing 6.34 strategies. Similarly, schools that received TA on at least 1 topic reported higher COVID-19 implementation scores (7.51) than schools that did not receive any TA (7.20).
Findings reveal a positive relationship between receiving PD and/or TA and implementation of COVID-19 prevention strategies in school settings.
各学校在实施预防传染病（如 COVID-19）的建议策略方面的能力各不相同。专业发展（PD）和技术援助（TA）是用于增强学校能力和改善更健康学校环境的基础设施的成熟工具。
作者研究了在 2020-2021 学年期间，地区和学校收到的 PD 和 TA 与其实施 COVID-19 预防策略之间的关系。
我们对来自 9 个参与州的选定地区和学校在 2021 年春季收集的调查回复进行了描述性分析。该调查评估了美国疾病控制与预防中心推荐的 10 种 COVID-19 预防策略的实施情况，以及地区或学校工作人员在同年是否接受了与 COVID-19 相关的 PD 和/或 TA。
来自 9 个州的 310 个地区和 931 所学校的指定联系人收到了调查回复。
因变量是每个地区和学校报告的 COVID-19 预防策略数量，范围从 0 到 10。
平均而言，地区和学校报告在 2020-2021 学年期间实施了 10 项建议的 COVID-19 预防策略中的 7 项。至少接受过 12 个主题中的 1 个 PD 的学校报告实施了 7.61 项 COVID-19 预防策略，而没有接受 PD 的学校则报告实施了 6.34 项。同样，至少接受过 1 个主题的 TA 的学校报告的 COVID-19 实施得分（7.51）高于没有接受任何 TA 的学校（7.20）。
研究结果表明，在学校环境中接受 PD 和/或 TA 与实施 COVID-19 预防策略之间存在正相关关系。
