건강증진학교 수행 및 효과평가
Implementation and Evaluation of a Health Promoting School Program
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Objectives: The purpose of this study was to develop strategies for creating health promoting school and to evaluate the implementation and its effect on the school. Methods: Based on WHO’s Health Promoting School, we developed 5 strategies and implementing process for creating health promoting school and undertook a pilot study on a rural elementary school of Korea. A pilot study was offered workshops to raise awareness of the health promoting school, to establish a school health team, to review the health needs of its community, to develop a plan of action by school members, and to implement activates and reflect on program. Seventeen teachers (male 35.3%, female 64.7%) and 248 students (male 51.2%, female 47,6%) had completed pretest and posttest. Results: It was increasing in school’s social environment, community relationship, personal skill and health service among components of HPS. However, there were no significant differences in self reported health status and teachers' health behaviors. Although there were no significant changes in self-esteem, self-efficacy and BMI, there were significantly increasing in health knowledge, physical activities and fruit and vegetable intakes among students of a pilot school. Conclusion: Strategies for a creating health promoting school were appropriate to implement on the school and it will make on contribution to improve health knowledge and health behaviors in elementary school students.
Abstract
Objectives: The purpose of this study was to develop strategies for creating health promoting school and to evaluate the implementation and its effect on the school. Methods: Based on WHO’s Health Promoting School, we developed 5 strategies and implementing process for creating health promoting school and undertook a pilot study on a rural elementary school of Korea. A pilot study was offered workshops to raise awareness of the health promoting school, to establish a school health team, to review the health needs of its community, to develop a plan of action by school members, and to implement activates and reflect on program. Seventeen teachers (male 35.3%, female 64.7%) and 248 students (male 51.2%, female 47,6%) had completed pretest and posttest. Results: It was increasing in school’s social environment, community relationship, personal skill and health service among components of HPS. However, there were no significant differences in self reported health status and teachers' health behaviors. Although there were no significant changes in self-esteem, self-efficacy and BMI, there were significantly increasing in health knowledge, physical activities and fruit and vegetable intakes among students of a pilot school. Conclusion: Strategies for a creating health promoting school were appropriate to implement on the school and it will make on contribution to improve health knowledge and health behaviors in elementary school students.
참고문헌 (33)
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