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Theoretical and empirical base for implementation components of health‐promoting schools

Theoretical and empirical base for implementation components of health‐promoting schools Purpose – Efforts to create a scientific base for the health‐promoting school approach have so far not articulated a clear “Science of Delivery”. There is thus a need for systematic identification of clearly operationalised implementation components. To address a next step in the refinement of the health‐promoting schools' work, this paper sets out to delineate implementation components of health‐promoting schools and to identify their mechanisms. Design/methodology/approach – The implementation components were identified through a narrative synthesis of documents describing implementation of health‐promoting school approaches. Studies were included if they were published between 1995 and June 2010 and could be identified in publicly accessible peer‐reviewed articles and grey literature, published in English. Eight sources were extracted, representing reports from all continents with the exception of Africa. Findings – Eight components were identified: preparing and planning for school development; policy and institutional anchoring; professional development and learning; leadership and management practices; relational and organisational support context; student participation; partnerships and networking; and sustainability. Practical implications – The components provide a practical tool/guide for schools to use in the implementation of health‐promoting schools. In a parallel paper theoretically and empirically based practice guidelines for the actual implementation of the components are articulated (“Filling the black box of implementation for health‐promoting schools”, this issue). Originality/value – The identification of specified theory‐driven implementation components for health‐promoting schools aims will help practitioners to understand the function of each component, so they can execute them with fidelity and thus contribute to rigorous implementation of the health‐promoting school initiative. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Health Education Emerald Publishing

Theoretical and empirical base for implementation components of health‐promoting schools

Oddrun Samdal; Louise Rowling
Health Education , Volume 111 (5): 24 – Aug 30, 2011
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References (79)

Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
0965-4283
DOI
10.1108/09654281111161211
Publisher site
See Article on Publisher Site

Abstract

Purpose – Efforts to create a scientific base for the health‐promoting school approach have so far not articulated a clear “Science of Delivery”. There is thus a need for systematic identification of clearly operationalised implementation components. To address a next step in the refinement of the health‐promoting schools' work, this paper sets out to delineate implementation components of health‐promoting schools and to identify their mechanisms. Design/methodology/approach – The implementation components were identified through a narrative synthesis of documents describing implementation of health‐promoting school approaches. Studies were included if they were published between 1995 and June 2010 and could be identified in publicly accessible peer‐reviewed articles and grey literature, published in English. Eight sources were extracted, representing reports from all continents with the exception of Africa. Findings – Eight components were identified: preparing and planning for school development; policy and institutional anchoring; professional development and learning; leadership and management practices; relational and organisational support context; student participation; partnerships and networking; and sustainability. Practical implications – The components provide a practical tool/guide for schools to use in the implementation of health‐promoting schools. In a parallel paper theoretically and empirically based practice guidelines for the actual implementation of the components are articulated (“Filling the black box of implementation for health‐promoting schools”, this issue). Originality/value – The identification of specified theory‐driven implementation components for health‐promoting schools aims will help practitioners to understand the function of each component, so they can execute them with fidelity and thus contribute to rigorous implementation of the health‐promoting school initiative.

Journal

Health Education – Emerald Publishing

Published: Aug 30, 2011

Keywords: Health promotion; Schools; Implementation; Fidelity; Whole school; School development; Learning organizations; Review

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