1
|
Sekhar DL, Schaefer EW, Hoke AM, Rosen P, Chuzie RA, Milakovic DM. Lessons Learned from an Academic Partnership to Review Pennsylvania Network for Student Assistance Services' Annual Survey. J Sch Health 2024; 94:228-234. [PMID: 37553008 DOI: 10.1111/josh.13389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Revised: 06/04/2023] [Accepted: 07/17/2023] [Indexed: 08/10/2023]
Abstract
INTRODUCTION Pennsylvania's Student Assistance Program (SAP) began in the mid-1980s to address student barriers to academic success. SAP teams, groups of trained school and community professionals, review referrals, and connect students to services. State leadership conducts an annual SAP team survey, but capacity to evaluate data and affect change is limited. In 2020, leadership partnered with [institution name] to collaboratively review the survey data. METHODS Frequencies and percentages were calculated. Open responses were coded. Logistic regression models evaluated the association between SAP team size, team meeting frequency, and team maintenance. RESULTS The 2019 to 2020 survey had 1003 respondents. Median number of SAP team members was 8 (range 1-21). The majority (54%) indicated their SAP team met once per week/cycle for 30 to 90+ minutes. Larger teams met more often. Annual team maintenance occurred for 38% of teams, and was more common for larger teams. SAP team members identified mental health (68%), trauma (44%), and parent engagement (36%) as top training needs. CONCLUSIONS An academic partnership successfully provided the capacity to review SAP survey responses, and informed evidenced-based discussion of best practice guidelines and realignment of staff professional development opportunities.
Collapse
Affiliation(s)
- Deepa L Sekhar
- Department of Pediatrics, Penn State College of Medicine, 90 Hope Drive, A14, Hershey, PA
| | - Eric W Schaefer
- Department of Public Health Sciences, Penn State College of Medicine, Hershey, PA
| | - Alicia M Hoke
- Department of Pediatrics, Penn State College of Medicine, 90 Hope Drive, A14, Hershey, PA
| | - Perri Rosen
- Pennsylvania Network of Student Assistance Services, Commonwealth of Pennsylvania, PA
| | - Roberta A Chuzie
- Pennsylvania Network of Student Assistance Services, Commonwealth of Pennsylvania, PA
| | - Dana M Milakovic
- Pennsylvania Network of Student Assistance Services, Commonwealth of Pennsylvania, PA
| |
Collapse
|
2
|
Hoke AM, Keller CM, Grimm CL, Lehman EB, Sekhar DL. Impact of Wellness Policy Review, Wellness Council Activity, and Student Health Objectives on Overall School Wellness Climate. J Sch Health 2024; 94:235-242. [PMID: 36928540 PMCID: PMC10504407 DOI: 10.1111/josh.13324] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2023] [Revised: 02/17/2023] [Accepted: 02/26/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The whole school, whole community, whole child (WSCC) model suggests wellness councils, ongoing review of wellness policy, and a plan for evaluating set objectives are some of the key features needed to support school wellness infrastructure. This study explored the relationship between implementation of these infrastructure features and overall school wellness environment assessment scores among a sampling of Pennsylvania schools. METHODS The Healthy Champions program provides Pennsylvania schools an opportunity to self-assess their wellness environments across several school wellness topics. Staff enrolled their school in the program by completing a self-report electronic assessment. Enrollment data from the 2020/2021 program year were analyzed using the Kruskal-Wallis test and linear fixed model to identify the impact of varied implementation levels across 3 wellness infrastructure activities. Interactions between these variables and overall assessment score were also analyzed. RESULTS Of the 645 Pennsylvania schools enrolled and analyzed, we observed higher mean wellness environment assessment scores (∆ 0.74 95% CI 0.40-1.07; p < 0.001) among schools that reported some frequency of all 3 wellness infrastructure activities, compared to schools that reported no frequency for the activities. IMPLICATIONS Schools with existing policies and practices related to the 3 wellness infrastructure activities should consider the degree of implementation to best support overall wellness in their school setting. Additional research to explore implementation barriers and supports is needed. CONCLUSIONS Analyses indicated that overall wellness environment assessment scores are impacted by implementation thresholds for wellness council meeting frequency, revision of wellness policy, and review of student health promotion objectives.
Collapse
|
3
|
Sekhar DL, Schaefer EW, Hoke AM, Rosen P, Chuzie RA, Milakovic DM. A Collaborative Analysis of Trends in Referrals to the Pennsylvania Student Assistance Program from 2013 to 2018. J Sch Health 2023; 93:331-339. [PMID: 36404435 DOI: 10.1111/josh.13267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Revised: 08/11/2022] [Accepted: 11/02/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The Student Assistance Program (SAP) is mandated kindergarten to 12th grade in Pennsylvania schools to address barriers to student academic success. Following student referral, SAP teams use a systematic process to inform recommendations for school or community-based services. To evaluate program outcomes, a review of student SAP referral trends over a 5-year period was undertaken. METHODS The Pennsylvania Network for Student Assistance Services (PNSAS), the state leadership providing oversight of SAP, partnered with Penn State College of Medicine in a retrospective analysis of student referral data from 2013 to 2018. Public school enrollment demographics were used for comparison. Frequencies and percentages were calculated. RESULTS Referrals (total n = 352,640) increased by 24% over the 5 years; demographics 55% male, 69% non-Hispanic white, 16% non-Hispanic black, and 10% Hispanic. Referrals were most commonly for behavioral concerns (31%). Discontinued referrals (39%) were primarily for parent refusal/no permission. Trends included rising minority and elementary referrals over the study period. CONCLUSIONS SAP referral demographics were consistent with state public school enrollment race/ethnicity breakdown suggesting lack of systematic bias. The proportion of behavioral referrals was consistent with rising youth behavioral health needs. PNSAS must consider strategies to support rising referral numbers and trends.
Collapse
Affiliation(s)
- Deepa L Sekhar
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, USA
| | - Eric W Schaefer
- Department of Public Health Sciences, Penn State College of Medicine, Hershey, PA, USA
| | - Alicia M Hoke
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, USA
| | - Perri Rosen
- Pennsylvania Network of Student Assistance Services, Commonwealth of Pennsylvania, Harrisburg, PA, USA
| | - Roberta A Chuzie
- Pennsylvania Network of Student Assistance Services, Commonwealth of Pennsylvania, Harrisburg, PA, USA
| | - Dana M Milakovic
- Pennsylvania Network of Student Assistance Services, Commonwealth of Pennsylvania, Harrisburg, PA, USA
| |
Collapse
|
4
|
Hoke AM, Rosen P, Pileggi F, Molinari A, Sekhar DL. Evaluation of a stakeholder advisory board for an adolescent mental health randomized clinical trial. Res Involv Engagem 2023; 9:17. [PMID: 36978148 PMCID: PMC10044104 DOI: 10.1186/s40900-023-00425-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 03/13/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Community engagement in research is widely accepted as best practice, despite gaps in existing frameworks to evaluate its process, context, and impact on research. The Screening in High Schools to Identify, Evaluate, and Lower Depression (SHIELD) study evaluated the use of a school-based major depressive disorder screening tool in the identification of symptoms and treatment initiation among adolescents, and was developed, implemented, and disseminated in partnership with a Stakeholder Advisory Board (SAB). We summarize outcomes of the evaluation strategy applied through our partnership with the SAB and explore gaps in the available engagement evaluation tools for mixed stakeholder populations including youth. METHODS SHIELD study SAB members (n = 13; adolescents, parents, mental health and primary care providers, and professionals from education and mental health organizations) advised on study design, implementation, and dissemination over a three-year period. Both SAB members and study team members (i.e., clinician researchers, project managers) were invited to quantitatively and qualitatively evaluate stakeholder engagement after each project year. At the conclusion of the study, SAB members and study team members were asked to evaluate the application of engagement principles in overall stakeholder engagement across the study period, using portions of the Research Engagement Survey Tool (REST). RESULTS SAB members and study team members responded similarly when evaluating engagement process (i.e., valued on team, voice represented); means ranged from 3.9 to 4.8 out of 5 points across all three project years. Reported engagement within study-specific engagement activities (i.e., meetings, study newsletter) varied from year to year, with some discrepancy between SAB member and study team evaluations. Using REST, SAB members reported the alignment of their experience with key engagement principles the same or higher than study team members. Qualitative feedback at the conclusion of the study generally matched quantitative measures; adolescent SAB members, however, reported disengagement from stakeholder activities that was not accurately or effectively captured in evaluation strategies employed across the study period. CONCLUSIONS Challenges exist in effectively engaging stakeholders and evaluating their engagement, particularly among heterogenous groups that include youth. Evaluation gaps should be addressed through the development of validated instruments that quantify the process, context, and impact of stakeholder engagement on study outcomes. Consideration should be given to collecting parallel feedback from stakeholders and study team members to fully understand the application and execution of engagement strategy.
Collapse
Affiliation(s)
- Alicia M Hoke
- Department of Pediatrics, Penn State College of Medicine, 90 Hope Drive, A145, Hershey, PA, 17033, USA.
| | - Perri Rosen
- Garrett Lee Smith Youth Suicide Prevention Grant, Harrisburg, PA, USA
| | | | - Alissa Molinari
- Department of Pediatrics, Penn State College of Medicine, 90 Hope Drive, A145, Hershey, PA, 17033, USA
| | - Deepa L Sekhar
- Department of Pediatrics, Penn State College of Medicine, 90 Hope Drive, A145, Hershey, PA, 17033, USA
| |
Collapse
|
5
|
Hoke AM, Pattison KL, Molinari A, Allen K, Sekhar DL. Insights on COVID-19, School Reopening Procedures, and Mental Wellness: Pilot Interviews With School Employees. J Sch Health 2022; 92:1040-1044. [PMID: 36195898 PMCID: PMC9535145 DOI: 10.1111/josh.13241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Revised: 07/21/2022] [Accepted: 08/01/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The COVID-19 pandemic has caused interruptions to the K-12 US school landscape since spring 2020. METHODS In summer 2020, we completed a pilot study utilizing interviews (n = 13) with school staff (ie, nurses, educators) from across the United States. We aimed to understand the status of school operation and re-entry plans after the primary period of school closure, along with resources needed for students and staff during the COVID-19 pandemic. RESULTS All interviewees described their school's re-entry plan as complete or in-development. Ten plans included strategies to meet students' mental health needs. Only 3 clearly planned for staff mental health resources. Interviews suggest gaps in planning and execution of mental health resources for school staff, a group already vulnerable to stress, anxiety, and burnout. IMPLICATIONS FOR SCHOOL HEALTH Several school staff mental health resources were developed as a result of the pandemic, though ongoing impacts necessitate integration of these supports into school operation plans. This is particularly important as schools continue to navigate periods of altered operation in response to elevated community COVID-19 infection rates. CONCLUSIONS As schools implement strategies to support students, similar consideration should be given to the adults in the school environment who teach and support school-aged children.
Collapse
Affiliation(s)
- Alicia M. Hoke
- Penn State PRO Wellness, 90 Hope DriveHersheyPA17033
- Department of PediatricsPenn State College of MedicineHersheyPAUSA
| | - Krista L. Pattison
- Penn State PRO Wellness, 90 Hope DriveHersheyPA17033
- Department of PediatricsPenn State College of MedicineHersheyPAUSA
| | - Alissa Molinari
- Penn State PRO Wellness, 90 Hope DriveHersheyPA17033
- Department of PediatricsPenn State College of MedicineHersheyPAUSA
| | - Kathleen Allen
- Penn State PRO Wellness, 90 Hope DriveHersheyPA17033
- Department of PediatricsPenn State College of MedicineHersheyPAUSA
| | - Deepa L. Sekhar
- Penn State PRO Wellness, 90 Hope DriveHersheyPA17033
- Department of PediatricsPenn State College of MedicineHersheyPAUSA
| |
Collapse
|
6
|
Hoke AM, Kraschnewski JL, Pileggi F, Rosen P, Sekhar DL. Leveraging Community-Engaged Research to Address Adolescent Depression with Pennsylvania Public Schools and Communities. Prog Community Health Partnersh 2022; 16:217-225. [PMID: 35662148 DOI: 10.1353/cpr.2022.0025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
BACKGROUND The prevalence of adolescent major depressive disorder increased from 8.3% in 2008 to 14.4% in 2018, and suicide is now the second leading cause of death among U.S. adolescents. OBJECTIVE Describe the process of community-engaged research methods used to develop a randomized clinical trial (RCT) comparing the effectiveness of school-based universal depression screening on depression identification and treatment engagement, compared with standard symptom-based depression recognition. METHODS We engaged stakeholders with personal or professional expertise and schools enrolled in the study. Qualitative methods aimed to elucidate barriers and opportunities during RCT development. RESULTS Stakeholders were instrumental in all phases of RCT development. Qualitative feedback from participating schools, students, and parents informed RCT development and implementation. CONCLUSIONS The inclusion of community-engaged research methods provided opportunities to collaboratively address barriers to RCT design and implementation with school communities. This dialogue was invaluable in establishing relationships to further address mental health and other controversial adolescent health topics in future research.
Collapse
|
7
|
Hoke AM, Pattison KL, Hivner EA, Lehman EB, Kraschnewski JL. The Role of Technical Assistance in School Wellness Policy Enhancement. J Sch Health 2022; 92:361-367. [PMID: 35075644 PMCID: PMC10170666 DOI: 10.1111/josh.13136] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 08/05/2021] [Accepted: 08/22/2021] [Indexed: 05/12/2023]
Abstract
BACKGROUND School settings offer an opportunity to impact student health and wellness. Quality wellness policies are important in establishing strong wellness environments, but current resources to support policy development, maintenance, and dissemination are lacking. The Building Healthy Schools Program aimed to develop capacity of school districts to improve the strength and comprehensiveness of wellness policies and sustain these activities. METHODS Fifteen school districts in Pennsylvania participated in a program to facilitate the improvement of district wellness policies and practices. Program staff provided technical assistance to evaluate wellness policies before and after program implementation. Professional development and tailored training was provided for school personnel to create sustainability. Statistical analysis was performed to evaluate policy improvement. RESULTS Thirteen of the 15 participating districts completed a policy revision. Median strength (p = .001) and comprehensiveness (p = .002) scores improved from baseline to post-program and there were significant improvements in most assessment sub-sections. Some districts were hesitant to make strong language improvements due to their limited capacity (ie, staff) for implementation. Champions (n = 13; 87%) reported confidence to revise wellness policy language independently in the future. CONCLUSIONS Technical assistance provided to districts facilitated significant improvements to wellness policy language, especially in the implementation, evaluation, and communication; critical components for policy impact on school wellness environments. In addition, participant feedback suggested an ability to sustain activities in the future. Both external (ie, technical assistance) and internal resources are needed to facilitate school districts' ongoing wellness policy improvement and implementation, including improved model wellness policy language and enforcement within schools, respectively.
Collapse
Affiliation(s)
- Alicia M Hoke
- Project Manager, , Penn State College of Medicine, 90 Hope Drive, Mail Code A145, Hershey, PA 17033
| | - Krista L Pattison
- Project Manager, , Penn State College of Medicine, 90 Hope Drive, Mail Code A145, Hershey, PA 17033
| | - Elizabeth A Hivner
- Project Manager, , Penn State College of Medicine, 90 Hope Drive, Mail Code A145, Hershey, PA 17033
| | - Erik B Lehman
- Biostatistician, , Penn State College of Medicine, 90 Hope Drive, Mail Code A145, Hershey, PA 17033
| | - Jennifer L Kraschnewski
- Professor of Medicine, Public Health Sciences, and Pediatrics, , Penn State College of Medicine, 90 Hope Drive, Mail Code A145, Hershey, PA 17033
| |
Collapse
|
8
|
Pattison KL, Hoke AM, Schaefer EW, Alter J, Sekhar DL. National Survey of School Employees: COVID-19, School Reopening, and Student Wellness. J Sch Health 2021; 91:376-383. [PMID: 33655549 PMCID: PMC8014727 DOI: 10.1111/josh.13010] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Revised: 01/22/2021] [Accepted: 01/23/2021] [Indexed: 05/04/2023]
Abstract
BACKGROUND During spring 2020, COVID-19 forced widespread United States school building closures in an unprecedented disruption for K-12 students and staff. Partnering with the American School Health Association (ASHA), we sought to identify areas of concern among school staff planning for school reopening with the goal of addressing gaps in resources and education. METHODS This 16-item web-based survey was distributed via email to 7467 ASHA members from May to June 2020. Topics focused on 3 Whole School, Whole Community, Whole Child components: physical environment, health services, and mental health. Chi-square tests were used to identify differences in responses by school characteristics and school role on each survey item. RESULTS A total of 375 respondents representing 45 states completed the survey. The majority were female (91.7%), white (83.4%) and non-Hispanic (92.2%), and school nurses (58.7%). Priority concerns were feasibility of social distancing (93.6%), resurgence of COVID-19 (92.8%), and the availability of health supplies (88.8%). CONCLUSION Understanding staff concerns in the context of the Whole School, Whole Community, Whole Child model better positions the school community to address ongoing gaps and changing needs as schools continue to address COVID-19 complications.
Collapse
Affiliation(s)
- Krista L Pattison
- Project Manager, , Penn State PRO Wellness, 90 Hope Drive, Hershey, PA, 17033., USA
| | - Alicia M Hoke
- Project Manager, , Penn State PRO Wellness, 90 Hope Drive, Hershey, PA, 17033., USA
| | - Eric W Schaefer
- Biostatistician, , Penn State College of Medicine, 90 Hope Drive, Hershey, PA, 17033., USA
| | - Jeanie Alter
- Executive Director, , The American School Health Association, 501 N Morton Street, Suite 110, Bloomington, IN, 47404., USA
| | - Deepa L Sekhar
- Associate Professor of Pediatrics, , Penn State College of Medicine, 500 University Drive, HS83, Hershey, PA, 17033., USA
| |
Collapse
|
9
|
Hoke AM, Stuckey HL, Keller CM, Lu Z, Hivner EA, Calo WA, Strick JM, Kraschnewski JL. In Their Own Words: Resources Needed by School Nurses to Facilitate Student Immunization Compliance. J Sch Health 2021; 91:218-226. [PMID: 33433022 PMCID: PMC8013341 DOI: 10.1111/josh.12993] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Revised: 10/15/2020] [Accepted: 10/24/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND All 50 states have school-entry immunization requirements, and many also allow exemptions based on medical and non-medical reasons. School nurses are responsible for managing student immunization compliance based on state policies, but lack standardized resources and guidance. METHODS Pennsylvania school nurses (N = 21) participated in semi-structured interviews regarding their strategies for communication and management of student immunization information, along with resources needed for practice improvement. Data were analyzed using descriptive content analysis. RESULTS Nurses reported similarities in timelines used for communication of immunization requirements, but differences in mechanisms used to secure and manage immunization records. Nurses reported a need for clarity regarding exclusions and exemption policy implementation and requested standardized resources and guidance for navigating immunization compliance. CONCLUSIONS A need exists for standardized processes that support immunization compliance. Furthermore, nurses highlighted a need for additional training and enhanced networks to develop creative strategies for promoting immunization uptake among families.
Collapse
Affiliation(s)
- Alicia M. Hoke
- Penn State College of Medicine, 90 Hope DriveHersheyPA17061
| | | | | | - Zhexi Lu
- Penn State College of Medicine, 90 Hope DriveHersheyPA17061
| | | | | | - Janine M. Strick
- Pennsylvania Department of Health, Division of Immunizations, 625 Forster StreetHarrisburgPA17120‐0701
| | | |
Collapse
|
10
|
Abstract
Pennsylvania responded to the COVID-19 pandemic by closing schools and moving to online instruction in March 2020. We surveyed Pennsylvania school nurses (N = 350) in May 2020 to assess the impact of COVID-19 on nurses' concerns about returning to school and impact on practice. Data were analyzed using χ2 tests and regression analyses. Urban school nurses were more concerned about returning to the school building without a COVID-19 vaccine than rural nurses (OR = 1.58, 95% CI [1.05, 2.38]). Nurses in urban locales were more likely to report being asked for guidance on COVID-19 (OR = 1.69, 95% CI [1.06, 2.68]), modify communication practices (OR = 2.33, 95% CI [1.42, 3.82]), and be "very/extremely concerned" about their safety (OR = 2.16, 95% CI [1.35, 3.44]). Locale and student density are important factors to consider when resuming in-person instruction; however, schools should recognize school nurses for their vital role in health communication to assist in pandemic preparedness and response.
Collapse
Affiliation(s)
- Alicia M Hoke
- Department of Pediatrics, 12310Penn State College of Medicine, Hershey, PA, USA
| | - Chelsea M Keller
- Department of Public Health Sciences, 12310Penn State College of Medicine, Hershey, PA, USA
| | - William A Calo
- Department of Public Health Sciences, 12310Penn State College of Medicine, Hershey, PA, USA.,Department of Family and Community Medicine, 12310Penn State College of Medicine, Hershey, PA, USA
| | - Deepa L Sekhar
- Department of Pediatrics, 12310Penn State College of Medicine, Hershey, PA, USA
| | - Erik B Lehman
- Department of Public Health Sciences, 12310Penn State College of Medicine, Hershey, PA, USA
| | - Jennifer L Kraschnewski
- Department of Pediatrics, 12310Penn State College of Medicine, Hershey, PA, USA.,Department of Public Health Sciences, 12310Penn State College of Medicine, Hershey, PA, USA.,Department of Medicine, 12310Penn State College of Medicine, Hershey, PA, USA
| |
Collapse
|
11
|
Hoke AM, Poger JM, Lehman EB, Kraschnewski JL. Feasibility of an Online, Interactive Body Mass Index Parental Notification Letter (e-BMI). J Sch Nurs 2020; 38:259-269. [PMID: 32508196 DOI: 10.1177/1059840520930071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
School-based body mass index (BMI) screening is required in 50% of states with parent notification letters distributed among 11 of those states. Additional research is needed to effectively communicate screening results to parents. We conducted a pilot investigation of parent acceptability of an electronic, interactive BMI parental notification letter (e-BMI) along with the feasibility of implementing an e-BMI letter in the school setting. In addition, we assessed parental attitudes and practices regarding their child's weight-related behaviors. Electronic letter distribution and parent receipt were consistent with traditional paper letter mailings; however, we did not observe any significant behavioral impacts with either letter format. Parents reported interest in wellness programming offered by the school, a potential opportunity for schools to engage families in healthful practices. Additional research is needed to understand the impact of e-BMI letters and accompanying web-based resources specifically for parents of students with overweight or obesity.
Collapse
|
12
|
Hoke AM, Francis EB, Hivner EA, Simpson AJL, Hogentogler RE, Kraschnewski JL. Investigating the effectiveness of webinars in the adoption of proven school wellness strategies. Health Educ J 2018; 77:249-257. [PMID: 30792551 PMCID: PMC6379895 DOI: 10.1177/0017896917734017] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
OBJECTIVE Recent federal legislation in the USA highlights the role schools play in student health by requiring the utilisation of wellness councils for policy development and oversight. One barrier to developing good-quality wellness policies and wellness culture is limited knowledge of resources among school professionals. This article describes an approach to webinar delivery to improve school wellness efforts. DESIGN Eight webinars, 30-60 minutes in length, were delivered on topics designed to enhance school wellness environments. SETTING Webinars were delivered using an online meeting software platform to school professionals, who participated from their respective school buildings remotely. METHOD Webinars featured content experts for the selected topics and were promoted to school professionals and wellness organisations. Attendees were invited to participate in a post-webinar questionnaire regarding satisfaction with the session and intent to act on knowledge gained from participation. RESULTS Webinars reached 280 school and wellness professionals (teachers, administrators, nurses, etc.). Participants who completed post-webinar surveys (n = 78) rated the webinar's ability to enhance their knowledge in the respective topic area with an average score of 4.3 out of 5.0 (1 = poor, 5 = excellent). Most respondents (n = 69) intended to share the information gained with a colleague. CONCLUSION Webinars provide a viable method of instruction and education for school personnel interested in strategies for improving a school's wellness environment. Further investigation is necessary to determine the best strategies for promoting webinar engagement. Future research should also explore the link between webinar participation and positive changes in school wellness environments.
Collapse
Affiliation(s)
- Alicia M Hoke
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, USA
| | - Erica B Francis
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, USA
| | - Elizabeth A Hivner
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, USA
| | | | | | - Jennifer L Kraschnewski
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, USA
- Departments of Medicine and Public Health Sciences, Penn State College of Medicine, Hershey, PA, USA
| |
Collapse
|
13
|
Hoke AM, Kephart DK, Dillon JF, McCullough JR, Blatt BJ, Kraschnewski JL. Improving Community Health While Satisfying a Critical Community Need: A Case Study for Nonprofit Hospitals. Prev Chronic Dis 2015; 12:E185. [PMID: 26513441 PMCID: PMC4651119 DOI: 10.5888/pcd12.150230] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background School-based student health screenings identify issues that may affect physical and intellectual development and are an important way to maintain student health. Nonprofit hospitals can provide a unique resource to school districts by assisting in the timely completion of school-based screenings and meet requirements of the Affordable Care Act. This case study describes the collaboration between an academic medical center and a local school district to conduct school-based health screenings. Community Context Penn State Milton S. Hershey Medical Center and Penn State Hershey PRO Wellness Center collaborated with Lebanon School District to facilitate student health screenings, a need identified in part by a community health needs assessment. Methods From June 2012 through February 2013, district-wide student health screenings were planned and implemented by teams of hospital nursing leadership, school district leadership, and school nurses. In fall 2013, students were screened through standardized procedures for height, weight, scoliosis, vision, and hearing. Outcomes In 2 days, 3,105 students (67% of all students in the district) were screened. Letters explaining screening results were mailed to parents of all students screened. Debriefing meetings and follow-up surveys for the participating nurses provided feedback for future screenings. Interpretation The 2-day collaborative screening event decreased the amount of time spent by school nurses in screening students throughout the year and allowed them more time in their role as school wellness champion. Additionally, parents found out early in the school year whether their child needed physician follow-up. Partnerships between school districts and hospitals to conduct student health screenings are a practical option for increasing outreach while satisfying community needs.
Collapse
Affiliation(s)
- Alicia M Hoke
- Penn State Hershey PRO Wellness Center, Penn State College of Medicine, 90 Hope Dr, MC A145, Hershey, PA 17033.
| | - Donna K Kephart
- Penn State Hershey PRO Wellness Center, Penn State College of Medicine, Hershey, Pennsylvania
| | | | | | | | | |
Collapse
|