摘要:

An assessment of nutrition education needs and learning preferences of students in grades 5, 8, and 11 was conducted to target instruction toward areas of highest need and strongest interest of students using teaching methods they prefer. This research evaluated students knowledge, attitudes, and practices related to the Dietary Guidelines for Americans, including knowledge of the new Food Guide Pyramid; attitudes about school lunches and learning about nutrition; nutrition topics of interest; and preferred methods for learning about nutrition. Although results varied across grade level, generally students need to learn about the Food Guide Pyramid; the relationship between dietary fat, weight status, and health; and food sources of fat, salt, and fiber. They want to learn about personal health — how to control weight, improve diet, and prevent disease — using instructional methods that actively involve them. Results provide information relative to students' interest, understanding, and application of the Dietary Guideli

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1994.tb03305.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1994.tb03306.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACT:To understand school health service delivery models, and to plan for reorganization of a local school health service, a telephone survey of school‐based health programs from around the country was conducted in 1992. Responses were elicited from 33 school departments in some of the largest American cities. Respondents described their current programs, obstacles they face, and approaches they have chosen to address the needs of urban schoolchildren. City size did affect amount of services provided overall, but a clear relationship existed between number of providers employed, and the number/amount of screening services available. Cities employed a range of strategies to enhance services, including collaboration with local health authorities, creation of school clinics, and billing for service

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1994.tb03307.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1994.tb03308.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACT:School‐based health centers (SBHCs) and school‐linked health centers (SLHCs) represent relatively new models for health care service delivery. This article examines the question: Are SBHCs accessible as defined by four criteria of accessibility: available, community‐based, affordable, and culturally acceptable? A literature review and an examination of a rural SBHC providing care to young children are presented in this paper. Both support the hypothesis that SBHCs are accessible to children and families in the school community. In particular, this SBHC's enrollment rate of 98% and its usage rate of 99% provide strong evidence that SBHCs are culturally acceptable. Ten strategies for a successful SBHC are presented to assist in planning and implementation of other

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1994.tb03309.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1994.tb03310.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACT:A statewide, cross‐sectional survey was conducted among Texas secondary school teachers to determine the scope of HIV education provided and training needs. Among 269 participants, 199 (75%) taught HIV education. Investigator developed scales measured instructional emphasis, preparation adequacy, desire for future training, comfort, instructional effectiveness, social support, and instructional barriers. Alpha levels indicated high levels of internal consistency on all scales. Considerable variations were noted in instructional emphasis among 18 content areas related to HIV education. Lessons were predominantly self‐developed. Most teachers were self‐taught with no formal training, relied primarily on traditional teacher‐centered instructional methods, felt uncomfortable and ineffective using peer leaders and role plays, wanted additional training in all subject areas, and perceived others to be supportive. Comparisons between groups indicated middle school teachers spent less instructional time on HIV education, reported more instructional barriers, less support from district personnel, a poorer fit (coordination) of HIV education with other subjects, less adequate preparation, and less responsibility and effectiveness. High school teachers were more prone to want additional training. Differences in responses to individual scale items, major instructional barriers, and recommendations for teacher training are p

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1994.tb03311.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1994.tb03312.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1994.tb03313.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1994.tb03314.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY