Evaluation of health promotion in schools: a realistic evaluation approach using mixed methods

http://www.biomedcentral.com/content/pdf/1471-2458-10-43.pdfInternational audienceBackground: Schools are key settings for health promotion (HP) but the development of suitable approaches for evaluating HP in schools is still a major topic of discussion. This article presents a research protocol of a program developed to evaluate HP. After reviewing HP evaluation issues, the various possible approaches are analyzed and the importance of a realistic evaluation framework and a mixed methods (MM) design are demonstrated. Methods/Design: The design is based on a systemic approach to evaluation, taking into account the mechanisms, context and outcomes, as defined in realistic evaluation, adjusted to our own French context using an MM approach. The characteristics of the design are illustrated through the evaluation of a nationwide HP program in French primary schools designed to enhance children's social, emotional and physical health by improving teachers' HP practices and promoting a healthy school environment. An embedded MM design is used in which a qualitative data set plays a supportive, secondary role in a study based primarily on a different quantitative data set. The way the qualitative and quantitative approaches are combined through the entire evaluation framework is detailed. Discussion: This study is a contribution towards the development of suitable approaches for evaluating HP programs in schools. The systemic approach of the evaluation carried out in this research is appropriate since it takes account of the limitations of traditional evaluation approaches and considers suggestions made by the HP research community

Evaluation d'un dispositif de formation et d'accompagnement en promotion de la santé dans les écoles primaires françaises : implications pour la pratique

http://ped.sagepub.com/content/20/2_suppl/13.full.pdf+htmlNational audienceDans un contexte où les recherches portant sur la promotion de la santé à l'école sont principalement issues du monde anglo-saxon, l'Institut national de prévention et d'éducation pour la santé (Inpes) a soutenu un projet de recherche-intervention conduit par une équipe pluridisciplinaire. Ce projet visait, d'une part, à développer la prise en compte de la promotion de la santé dans les écoles primaires françaises, et, d'autre part, à documenter les processus à l'œuvre dans cette démarche et à en évaluer les impacts. L'objectif de cet article est de présenter une synthèse des premiers résultats et de formuler des pistes de réflexion concernant les implications de ces travaux pour les pratiques des acteurs du milieu scolaire. Les résultats mettent l'accent à la fois sur la nécessité de prendre en compte le contexte local dans lequel les écoles sont insérées, et sur l'enjeu que représentent la formation et l'accompagnement des acteurs, à tous les niveaux du système scolaire

Créer les conditions de possibilité de la réussite de tous les élèves

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BMC Public Health

BACKGROUND: Connected health devices and applications (referred to hereafter as "SDApps" - Smart devices and applications) are being portrayed as a new way for prevention, with the promise of accessibility, effectiveness and personalization. Many effectiveness evaluations (experimental designs) with strong internal validity exist. While effectiveness does appear to vary, the mechanisms used by these devices have not yet been thoroughly investigated. This article seeks to unpack this black box, and describes the process of elaboration of an intervention theory for healthy eating and physical activity SDApps. It includes a set of requirements relative to their impact on social health inequalities. METHODS: To build this theory, we drew on theory-driven approaches and in particular on the theory of change (ToC) method. To this end, we developed a cumulative and iterative process combining scientific data from the literature with knowledge from experts (researchers and practitioners) and from patients or users. It was a 3-step process, as follows: 1 - identifying the evidence base; 2 - developing the theory through design intervention and creating realistic expectations, including in our case specific work on social health inequalities (SHIs); 3 - modeling process and outcome. RESULTS: We produced an evidence-based theory according to the ToC model, based on scientific evidence and knowledge from experts and users. It sets out a causal pathway leveraging 11 key mechanisms - theoretical domains - with which 50 behavior change techniques can be used towards 3 ultimate goals: Capacity, Opportunity, Motivation - Behavior (COM-B). Furthermore, the theory specifically integrates requirements relative to the impact on SHIs. CONCLUSIONS: This theory is an aid to SDAapp design and evaluation and it can be used to consider the question of the possible impact of SDApps on the increase in inequalities. Firstly, it enables developers to adopt a more overarching and thorough approach to supporting behavior change, and secondly it encourages comprehensive and contributive evaluations of existing SDApps. Lastly, it allows health inequalities to be fully considered

L'école: un lieu privilégié d'éducation à la santé.

National audienc

Transfert de connaissances en promotion de la santé: mythe ou réalité ?

National audienc

Stratégies axées sur les milieux de vie

International audienc

School health organisation in seven European countries

International audienc