Ogland-Hand Callie, Schulte Jillian, Osborn Lindsay M, Yamoah Owusua, Bebo Pat, Freedman Darcy A
Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH.
Mary Ann Swetland Center for Environmental Health, Case Western Reserve University, Cleveland, OH; Department of Anthropology, Case Western Reserve University, Cleveland, OH.
J Nutr Educ Behav. 2024 Dec;56(12):845-855. doi: 10.1016/j.jneb.2024.08.001. Epub 2024 Sep 25.
Identify themes essential to implementing policy, system, and environmental (PSE) interventions within kindergarten to 12th-grade (K-12) settings and provide associated indicators of readiness and capacity to support healthy eating PSE work among Supplemental Nutrition Assistance Program-Education (SNAP-Ed) practitioners in Ohio.
Interview data were collected in Ohio from December, 2020 to May, 2021.
Ohio SNAP-Ed practitioners (n = 12), community residents with low income (n = 26), and K-12 experts statewide (n = 10) and nationally (n = 3).
Healthy eating PSE implementation.
We conducted a qualitative analysis to identify themes and indicators related to implementing healthy eating PSEs in schools. During virtual consensus conferences (December, 2021-April, 2022), themes and indicators were sorted and ranked by perceived importance to PSE implementation.
Four themes and 14 indicators were identified. Expert-derived weights quantified the themes' importance to PSE implementation efforts in K-12. Themes included: (1) school system support and capacity (weight 0.372), (2) school food environment (0.278), (3) SNAP-Ed practitioner capacity and resources (0.192), and (4) familial influence and awareness (0.158).
Findings provide guidance for tailoring healthy eating PSEs in K-12 schools using local levels of readiness and capacity. Results highlight targeted areas of focus to support the implementation of healthy eating PSE interventions in K-12 schools through SNAP-Ed programming in diverse contexts. Future research is needed on the applicability of these findings based on feedback from school district staff and community members with children in different school settings.
确定在幼儿园至12年级（K-12）环境中实施政策、系统和环境（PSE）干预措施的关键主题，并为俄亥俄州补充营养援助计划教育（SNAP-Ed）从业者提供支持健康饮食PSE工作的相关准备情况和能力指标。
2020年12月至2021年5月在俄亥俄州收集访谈数据。
俄亥俄州SNAP-Ed从业者（n = 12）、低收入社区居民（n = 26）以及全州（n = 10）和全国（n = 3）的K-12专家。
健康饮食PSE的实施。
我们进行了定性分析，以确定与在学校实施健康饮食PSE相关的主题和指标。在虚拟共识会议（2021年12月至2022年4月）期间，根据对PSE实施的重要性对主题和指标进行了分类和排序。
确定了四个主题和14个指标。专家得出的权重量化了这些主题对K-12中PSE实施工作的重要性。主题包括：（1）学校系统支持和能力（权重0.372），（2）学校食物环境（0.278），（3）SNAP-Ed从业者能力和资源（0.192），以及（4）家庭影响和意识（0.158）。
研究结果为根据当地的准备情况和能力调整K-12学校的健康饮食PSE提供了指导。结果突出了有针对性的重点领域，以通过不同背景下的SNAP-Ed项目支持K-12学校实施健康饮食PSE干预措施。需要根据学区工作人员和不同学校环境中有孩子的社区成员的反馈，对这些研究结果的适用性进行未来研究。
