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Factors facilitating and constraining the delivery of effective teacher training to promote health and well-being in schools: a survey of current practice and systematic review

Document type: Projects: In progress/completed
Document language: English
Uploaded By: Allan Colver (allancolver)
Date Uploaded: 2012/01/09 11:38:43.269 GMT+1
Download: PHR_09-3005-12_026_ v1_00.pdf — PDF document, 106Kb
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Basic Information

Authors: Dr Jonathan Shepherd
Published on Date: 2011
Funding source project: National Institute for Health Research: Public Health Research


The project will have three complementary components, to run in parallel

1) We will undertake a survey of a sample of ITT providers in England (n=235) to assess the ways in which they incorporate health, well-being and PSHE in their curricula. This will build upon our previous survey in the South East of England (see accompanying detailed project description). The geographical area of courses may provide opportunities to explore differences in provision according to determinants of health and health inequalities. We will take a sample (e.g. up to 50%) of each type of provider (i.e. HEI/ SCITT/ EBITT) stratified by region (of which there are 9) and within the regions the locality, and enquire about all types of course that they run, ensuring sufficient representation in terms of phase of education (i.e. Primary or Secondary), and level of course (i.e. Postgraduate/ Undergraduate). We will collect data via a structured questionnaire (emailed or posted, or for completion via the internet using the freely available University of Southampton i-survey instrument). Data will be collected on how much time is spent on health issues; how Qualified Teacher Status standard 21 is addressed (the standard that specifically covers health and well being); specific health issues addressed (e.g. education on sex and relationships, alcohol, emotional well-being, etc); who teaches the health aspects of the curriculum (e.g. use of health specialists in training); what plans (if any) providers have to incorporate health / PSHE more). Following an initial analysis of the the questionnaires a purposive sub-sample of around 20 to 25 providers will be selected for follow-up semi-structured qualitative interviews in person, or via phone if necessary) to gain further insights into the health initiatives in their curricula (e.g. course materials; resources used; coverage of specific aspects in the course and curriculum relevant to the Public Health Skills and Careers Framework; links with external agencies available to support schools), to identify models of effective practice, and to elucidate and explore barriers to addressing health and well-being in teacher training.

Standard descriptive statistics will be used to analyse data from the questionnaires, and content analysis used to analyse data from the qualitative interviews.

2) A systematic review of the effectiveness of interventions to train and prepare teachers to promote health and well-being in schools.

Target population and setting:
Teachers and pupils in primary and secondary settings.

Intervention being evaluated:
Intervention 1 - Health promotion and well-being training component of the ITT curriculum. Intervention 2 - Teacher training, either as part of CPD (e.g. for PSHE), or to facilitate a specific school-based health promotion intervention.

Search strategy:
Extensive literature searching will be conducted by an experienced information scientist. Sources will include relevant electronic bibliographic databases, and handsearching of key journals, and contact with experts in the field.

Rewiew process:
Pre-specified explicit inclusion criteria will be applied to each study. For both types of intervention the following study types are relevant: Outcome evaluations (e.g. RCTs); Process evaluations (e.g. integrated within an outcome evaluation, or a process only evaluation). Process evaluations assess how the training was implemented (e.g. the resources used, acceptability of the training). It is anticipated that up to 10,000 references will be identified, and full reports of up to 1000 of these will retrieved for further screening. As the evidence base is likely to be diverse and in terms of health issues, country, type of school, outcomes / processes, and uneven in terms of volume, an intermediate descriptive mapping stage is proposed. The descriptive mapping exercise will be conducted to set the focus for the review in discussion with our advisory group. Following the mapping exercise, each included study will be data extracted, and critically appraised using established criteria. The results of the outcome evaluations will be tabulated and summarized textually in a narrative synthesis. Meta-analysis will be conducted if data allow. A thematic analysis of process evaluation data will be conducted to identify barriers and facilitators. These will be compiled into higher order categories to identify common themes. All of these tasks will be conducted independently by two researchers who will reach consensus through discussion. The analysis of both outcome and process evaluations will take into consideration the generalisability of the evidence from international studies to the UK, in terms of cultural and socio-economic relevance, and replicability of education and health services.

Project timetable: 18 month project

Riche Classification