Developing a health‑promoting school using Knowledge to Action framework
نویسندگان
1 School of Public Health, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
2 Department of Community Medicine and Family Medicine and School of Public Health, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India,
3 Department of Paediatrics and School of Public Health, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
4 School of Public Health, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
5 School of Public Health, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
6 Resource Center Health Technology Assessment, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
doi
چکیده
BACKGROUND: There is a lack of organized effort in the arena of school health promotion, whichhas been recognized as an effective approach to combat the growing incidence of communicableand noncommunicable diseases. With this view, a study was conducted to develop comprehensiveand replicable model for health promotion in schools.MATERIALS AND METHODS: The Knowledge to Action (KTA) framework recognized by the WorldHealth Organization as an implementational framework was used in an implementation study ina school of urban Jodhpur to assess the challenges and gaps associated with health promotioninterventions in the school. Baseline regarding knowledge application and practices was gatheredusing interviews with school staff, parents, and group interaction with students. Knowledge synthesiswas done by a thorough search of available literature and the gathered baseline. Resource mappingwas carried out using checklists developed from knowledge synthesis. Tailor‑made tools wereconstructed for knowledge implementation for each component of the action cycle. Knowledge offacts related to health behaviors among students was evaluated using pre‑ and postquestionnairesand practical application of knowledge was assessed using a checklist of 28 indicators on a 5‑pointLikert scale. Values of tests were gathered and compared with test values 3 and 6 months after theimplementation of tailored interventions using descriptive and inferential statistics.RESULTS: Increase in correct answers by students (42% to 96%) and average response forindicators on the Likert scale (3.23–4.86) was seen on repeated interventions over 6 months. Tobaccoconsumption by school staff reduced by 20% and an increase in willingness among teachers wasobserved on follow‑up interviews.CONCLUSION: The study thus developed a model for health promotion in a school with the help ofthe KTA framework using tailored interventions that could further be evolved in other setups basedon local needs and available resources.
