学校工作人员参与共同创作过程的经验:健康CASCADE范围审查和主题综合
Janneke de Boer1,2, Lea Rahel Delfmann3,4, Qingfan An5
1Department of Public Health and Primary Care, Faculty of Medicine and Health Sciences, Ghent University, Campus UZ Ghent, Entrance 42, 6th Floor, Corneel Heymanslaan 10, Ghent, 9000, Belgium. janneke.deboer@ugent.be.
BMC public health
|March 7, 2025
概括
学校的工作人员发现共同创作过程是苛刻的,他们更喜欢以学生利益为重点的不太耗时的方法. 评价他们的专业知识和确保他们被听取是成功在学校进行公共卫生干预的关键.
科学领域:
- 公共卫生 公共卫生
- 教育研究教育研究
- 实施科学 实施科学
背景情况:
- 基于学校的公共卫生干预需要利益相关者的协作和当地适应才能有效.
- 与学校工作人员的共同创作至关重要,但由于时间限制而具有挑战性.
- 了解促进者和共同创造的障碍对于成功实施至关重要.
研究的目的:
- 探索学校工作人员在公共卫生干预中与共同创造过程的经验.
- 确定影响学校工作人员参与共同创作的成功和挑战的因素.
主要方法:
- 2012年至2023年间发表的同行评审文章的范围审查.
- 包含的十篇文章的主题综合.
- ASReview用于标题和摘要选.
主要成果:
- 六个描述性主题出现了,包括工作角色冲突,协作,参与利益,权力动态和生活经验.
- 四个分析主题表明,需求往往超过了收益.
- 学校的工作人员优先考虑指导,不太耗时的流程,强调学生的福祉和被听取.
结论:
- 在共同创作过程中的过度要求可能会超过学校工作人员感知的好处.
- 较少的时间密集型,指导方法是首选的,专注于可观察到的学生好处.
- 承认学校工作人员是专家,并重视他们的投入,提高了共同创造的可行性和满意度.
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