Evaluation of the intervention of the My Healthy School Program in a cohort of schools that has participated during 2016-2017

Mostrar todas las versiones(2)

Introduction: School environment must provide tools to encourage the construction of healthy habits. The impact of the Healthy School Program (HSP) 2016-2017 was evaluated.Methods: Student assessment (anonymous self-administered survey on eating habits, physical activity, movement and screen hours),...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Rossi, María Laura, Antún, María Cecilia, Casagrande, María Laura, Escasany, María, Ferrari, María Florencia, Raele, Gabriela, González, Verónica Beatriz
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional Cba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología 2019
Materias:
alimentación escolar
estilo de vida saludable
promoción de la salud
servicios de salud en las escuelas
limentação escolar
estilo de vida saudável
promoção da saúde
serviços de saúde nas escolas
school feeding
healthy lifestyle
health promotion
school health services
Acceso en línea:https://revistas.unc.edu.ar/index.php/med/article/view/22574
Aporte de:
Revistas de la UNC de Universidad Nacional de Córdoba
id I10-R10-article-22574
record_format ojs
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-10
container_title_str Revistas de la UNC
language Español
format Artículo revista
topic alimentación escolar
estilo de vida saludable
promoción de la salud
servicios de salud en las escuelas
limentação escolar
estilo de vida saudável
promoção da saúde
serviços de saúde nas escolas
school feeding
healthy lifestyle
health promotion
school health services
spellingShingle alimentación escolar
estilo de vida saludable
promoción de la salud
servicios de salud en las escuelas
limentação escolar
estilo de vida saudável
promoção da saúde
serviços de saúde nas escolas
school feeding
healthy lifestyle
health promotion
school health services
Rossi, María Laura
Antún, María Cecilia
Casagrande, María Laura
Escasany, María
Ferrari, María Florencia
Raele, Gabriela
González, Verónica Beatriz
Evaluation of the intervention of the My Healthy School Program in a cohort of schools that has participated during 2016-2017
topic_facet alimentación escolar
estilo de vida saludable
promoción de la salud
servicios de salud en las escuelas
limentação escolar
estilo de vida saudável
promoção da saúde
serviços de saúde nas escolas
school feeding
healthy lifestyle
health promotion
school health services
author Rossi, María Laura
Antún, María Cecilia
Casagrande, María Laura
Escasany, María
Ferrari, María Florencia
Raele, Gabriela
González, Verónica Beatriz
author_facet Rossi, María Laura
Antún, María Cecilia
Casagrande, María Laura
Escasany, María
Ferrari, María Florencia
Raele, Gabriela
González, Verónica Beatriz
author_sort Rossi, María Laura
title Evaluation of the intervention of the My Healthy School Program in a cohort of schools that has participated during 2016-2017
title_short Evaluation of the intervention of the My Healthy School Program in a cohort of schools that has participated during 2016-2017
title_full Evaluation of the intervention of the My Healthy School Program in a cohort of schools that has participated during 2016-2017
title_fullStr Evaluation of the intervention of the My Healthy School Program in a cohort of schools that has participated during 2016-2017
title_full_unstemmed Evaluation of the intervention of the My Healthy School Program in a cohort of schools that has participated during 2016-2017
title_sort evaluation of the intervention of the my healthy school program in a cohort of schools that has participated during 2016-2017
description Introduction: School environment must provide tools to encourage the construction of healthy habits. The impact of the Healthy School Program (HSP) 2016-2017 was evaluated.Methods: Student assessment (anonymous self-administered survey on eating habits, physical activity, movement and screen hours), teachers (anonymous self-test on eating habits) and school environment (scoring system to evaluate the promotion of healthy habits; healthy classroom and institutional challenges and habits. Ad hoc instruments. Descriptive statistics, pre and post unpaired comparison with X2 and mean / median difference for independent samples. Processing and analysis with SPSS v.23.0.Results: Score was increased at the primary level (single-day (SD) [p = 0.008], full-time (FT) [p=0.012]) and extended-day (ED) of the initial level (p=0.0027). In FT there was a difference in the Limitation of unhealthy food intake (p = 0.000), the absence of kiosk or whose offer is healthy (p=0.024) and the conformation of a Healthy Committee (p=0.038). In SD and in ED only the Limitation of income of unhealthy foods exclusively [(p= 0.004) (p=0.011) respectively]. Around 30% of the challenges were installed as classroom / institutional habit. In students, significant changes were observed in what they led to school for both healthy foods (fruit, water cereal bars) and unhealthy foods (snacks, sweets, sugary drinks). They did not report favorable modifications in the habitual consumption of fruits and vegetables, neither in physical activity nor screen hours. Among teachers, habits showed no significant difference.Conclusions: Addresing food-nutritional issue in schools is complex, requires sustainable actions over time to generate lasting impact
publisher Universidad Nacional Cba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología
publishDate 2019
url https://revistas.unc.edu.ar/index.php/med/article/view/22574
work_keys_str_mv AT rossimarialaura evaluationoftheinterventionofthemyhealthyschoolprograminacohortofschoolsthathasparticipatedduring20162017
AT antunmariacecilia evaluationoftheinterventionofthemyhealthyschoolprograminacohortofschoolsthathasparticipatedduring20162017
AT casagrandemarialaura evaluationoftheinterventionofthemyhealthyschoolprograminacohortofschoolsthathasparticipatedduring20162017
AT escasanymaria evaluationoftheinterventionofthemyhealthyschoolprograminacohortofschoolsthathasparticipatedduring20162017
AT ferrarimariaflorencia evaluationoftheinterventionofthemyhealthyschoolprograminacohortofschoolsthathasparticipatedduring20162017
AT raelegabriela evaluationoftheinterventionofthemyhealthyschoolprograminacohortofschoolsthathasparticipatedduring20162017
AT gonzalezveronicabeatriz evaluationoftheinterventionofthemyhealthyschoolprograminacohortofschoolsthathasparticipatedduring20162017
AT rossimarialaura evaluaciondelaintervenciondelprogramamiescuelasaludableenunacohortedeescuelasquehaparticipadodurante20162017
AT antunmariacecilia evaluaciondelaintervenciondelprogramamiescuelasaludableenunacohortedeescuelasquehaparticipadodurante20162017
AT casagrandemarialaura evaluaciondelaintervenciondelprogramamiescuelasaludableenunacohortedeescuelasquehaparticipadodurante20162017
AT escasanymaria evaluaciondelaintervenciondelprogramamiescuelasaludableenunacohortedeescuelasquehaparticipadodurante20162017
AT ferrarimariaflorencia evaluaciondelaintervenciondelprogramamiescuelasaludableenunacohortedeescuelasquehaparticipadodurante20162017
AT raelegabriela evaluaciondelaintervenciondelprogramamiescuelasaludableenunacohortedeescuelasquehaparticipadodurante20162017
AT gonzalezveronicabeatriz evaluaciondelaintervenciondelprogramamiescuelasaludableenunacohortedeescuelasquehaparticipadodurante20162017
AT rossimarialaura avaliacaodaintervencaodoprogramaminhaescolasaudavelnumacoortedeescolasqueparticiparamnoperiodo20162017
AT antunmariacecilia avaliacaodaintervencaodoprogramaminhaescolasaudavelnumacoortedeescolasqueparticiparamnoperiodo20162017
AT casagrandemarialaura avaliacaodaintervencaodoprogramaminhaescolasaudavelnumacoortedeescolasqueparticiparamnoperiodo20162017
AT escasanymaria avaliacaodaintervencaodoprogramaminhaescolasaudavelnumacoortedeescolasqueparticiparamnoperiodo20162017
AT ferrarimariaflorencia avaliacaodaintervencaodoprogramaminhaescolasaudavelnumacoortedeescolasqueparticiparamnoperiodo20162017
AT raelegabriela avaliacaodaintervencaodoprogramaminhaescolasaudavelnumacoortedeescolasqueparticiparamnoperiodo20162017
AT gonzalezveronicabeatriz avaliacaodaintervencaodoprogramaminhaescolasaudavelnumacoortedeescolasqueparticiparamnoperiodo20162017
first_indexed 2022-08-20T01:26:13Z
last_indexed 2022-08-20T01:26:13Z
_version_ 1770718979495559168
spelling I10-R10-article-225742019-05-20T10:55:35Z Evaluation of the intervention of the My Healthy School Program in a cohort of schools that has participated during 2016-2017 Evaluación de la intervención del Programa Mi Escuela Saludable en una cohorte de escuelas que ha participado durante 2016-2017 Avaliação da intervenção do Programa Minha Escola Saudável numa coorte de escolas que participaram no período 2016-2017 Rossi, María Laura Antún, María Cecilia Casagrande, María Laura Escasany, María Ferrari, María Florencia Raele, Gabriela González, Verónica Beatriz alimentación escolar estilo de vida saludable promoción de la salud servicios de salud en las escuelas limentação escolar estilo de vida saudável promoção da saúde serviços de saúde nas escolas school feeding healthy lifestyle health promotion school health services Introduction: School environment must provide tools to encourage the construction of healthy habits. The impact of the Healthy School Program (HSP) 2016-2017 was evaluated.Methods: Student assessment (anonymous self-administered survey on eating habits, physical activity, movement and screen hours), teachers (anonymous self-test on eating habits) and school environment (scoring system to evaluate the promotion of healthy habits; healthy classroom and institutional challenges and habits. Ad hoc instruments. Descriptive statistics, pre and post unpaired comparison with X2 and mean / median difference for independent samples. Processing and analysis with SPSS v.23.0.Results: Score was increased at the primary level (single-day (SD) [p = 0.008], full-time (FT) [p=0.012]) and extended-day (ED) of the initial level (p=0.0027). In FT there was a difference in the Limitation of unhealthy food intake (p = 0.000), the absence of kiosk or whose offer is healthy (p=0.024) and the conformation of a Healthy Committee (p=0.038). In SD and in ED only the Limitation of income of unhealthy foods exclusively [(p= 0.004) (p=0.011) respectively]. Around 30% of the challenges were installed as classroom / institutional habit. In students, significant changes were observed in what they led to school for both healthy foods (fruit, water cereal bars) and unhealthy foods (snacks, sweets, sugary drinks). They did not report favorable modifications in the habitual consumption of fruits and vegetables, neither in physical activity nor screen hours. Among teachers, habits showed no significant difference.Conclusions: Addresing food-nutritional issue in schools is complex, requires sustainable actions over time to generate lasting impact Introducción: El entorno escolar debe proporcionar herramientas para fomentar la construcción de hábitos saludables. Se evaluó el impacto del Programa Escuela Saludable (HSP) 2016-2017.Métodos: Evaluación de los alumnos (encuesta anónima autoadministrada sobre hábitos alimentarios, actividad física, movimiento y horas de pantalla), profesores (autotest anónimo sobre hábitos alimentarios) y entorno escolar (sistema de puntuación para evaluar la promoción de hábitos saludables; retos y hábitos saludables en el aula y en las instituciones). Instrumentos ad hoc. Estadísticas descriptivas, comparación pre y post no emparejada con X2 y diferencia media/media para muestras independientes. Procesamiento y análisis con SPSS v.23.0.Resultados: La puntuación se incrementó en el nivel primario (un día (SD)[p = 0,008], tiempo completo (FT)[p = 0,012]) y día extendido (ED) del nivel inicial (p = 0,0027). En CJ hubo una diferencia en la Limitación de la ingesta de alimentos no saludables (p = 0,000), la ausencia de quiosco o cuya oferta es saludable (p = 0,024) y la conformación de un Comité Saludable (p = 0,038). En DE y en SU sólo la limitación de los ingresos de los alimentos no saludables exclusivamente [(p=0,004) (p=0,011)]. Alrededor del 30% de los desafíos fueron instalados como hábito en el aula/institucional. En los estudiantes, se observaron cambios significativos en lo que llevaron a la escuela, tanto para alimentos saludables (fruta, agua, barras de cereal) como para alimentos no saludables (bocadillos, dulces, bebidas azucaradas). No reportaron modificaciones favorables en el consumo habitual de frutas y verduras, ni en la actividad física ni en las horas de pantalla. Entre los profesores, los hábitos no mostraron diferencias significativas.Conclusiones: Abordar la cuestión de la alimentación y la nutrición en las escuelas es complejo y requiere acciones sostenibles a lo largo del tiempo para generar un impacto duradero. Introdução O ambiente escolar deve fornecer ferramentas para estimular a construção de hábitos saudáveis. Foi avaliado o impacto do Programa Escola Saudável (PSH) 2016-2017.Métodos: Avaliação dos alunos (pesquisa anônima autoadministrada sobre hábitos alimentares, atividade física, movimento e horas de tela), professores (autoteste anônimo sobre hábitos alimentares) e ambiente escolar (sistema de pontuação para avaliar a promoção de hábitos saudáveis; desafios e hábitos saudáveis na sala de aula e nas instituições). Instrumentos ad hoc. Estatística descritiva, pré e pós-comparação não combinada com X2 e diferença média/média para amostras independentes. Processamento e análise com SPSS v.23.0.Resultados: O escore foi aumentado no nível primário (um dia (DP)[p = 0,008], tempo integral (TF)[p = 0,012]) e dia estendido (DP) do nível inicial (p = 0,0027). No CJ houve diferença na Limitação da ingestão de alimentos insalubres (p = 0,000), ausência de quiosque ou oferta saudável (p = 0,024) e formação de Comitê de Saúde (p = 0,038). Em DE e SU, apenas a limitação do rendimento alimentar insalubre [(p=0,004) (p=0,011)]. Cerca de 30% dos desafios foram instalados como hábito de sala de aula/institucional. Nos alunos, foram observadas mudanças significativas no que eles trouxeram para a escola, tanto para alimentos saudáveis (frutas, água, barras de cereais) quanto para alimentos insalubres (lanches, doces, bebidas açucaradas). Eles não relataram mudanças favoráveis no consumo habitual de frutas e hortaliças, atividade física ou tempo de tela. Entre os professores, os hábitos não apresentaram diferenças significativas.Conclusões Abordar a questão da alimentação e da nutrição nas escolas é complexo e requer ações sustentáveis ao longo do tempo para gerar um impacto duradouro. Universidad Nacional Cba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología 2019-02-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion quantitative cuantitativo quantitativa application/pdf text/html image/tiff image/tiff image/tiff application/vnd.openxmlformats-officedocument.spreadsheetml.sheet application/vnd.openxmlformats-officedocument.spreadsheetml.sheet application/vnd.openxmlformats-officedocument.spreadsheetml.sheet https://revistas.unc.edu.ar/index.php/med/article/view/22574 Revista de la Facultad de Ciencias Médicas de Córdoba.; Vol. 76 No. 1 (2019); 37-46 Revista de la Facultad de Ciencias Médicas de Córdoba; Vol. 76 Núm. 1 (2019); 37-46 Revista da Faculdade de Ciências Médicas de Córdoba; v. 76 n. 1 (2019); 37-46 1853-0605 0014-6722 10.31053/1853.0605.v76.n1 spa https://revistas.unc.edu.ar/index.php/med/article/view/22574/23338 https://revistas.unc.edu.ar/index.php/med/article/view/22574/23289 https://revistas.unc.edu.ar/index.php/med/article/view/22574/27185 https://revistas.unc.edu.ar/index.php/med/article/view/22574/27186 https://revistas.unc.edu.ar/index.php/med/article/view/22574/27187 https://revistas.unc.edu.ar/index.php/med/article/view/22574/27188 https://revistas.unc.edu.ar/index.php/med/article/view/22574/27189 https://revistas.unc.edu.ar/index.php/med/article/view/22574/27190 Derechos de autor 2019 Universidad Nacional de Córdoba

Ejemplares similares