Can knowledge exchange support the implementation of a health-promoting schools approach? Perceived outcomes of knowledge exchange in the COMPASS study

Kristin M Brown,Susan J Elliott,Jennifer Robertson-Wilson,Scott T Leatherdale,Michelle M Vine

doi:10.1186/s12889-018-5229-8

Kristin M Brown, Susan J Elliott + Show 3 more

Open Access

https://doi.org/10.1186/s12889-018-5229-8

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Abstract

BackgroundDespite the potential population-level impact of a health-promoting schools approach, schools face challenges in implementation, indicating a gap between school health research and practice. Knowledge exchange provides an opportunity to reduce this gap; however, there has been limited evaluation of these initiatives. This research explored researchers’ and knowledge users’ perceptions of outcomes associated with a knowledge exchange initiative within COMPASS, a longitudinal study of Canadian secondary students and schools. Schools received annual tailored summaries of their students’ health behaviours and suggestions for action and were linked with knowledge brokers to support them in taking action to improve student health.MethodsQualitative semi-structured interviews were conducted with COMPASS researchers (n = 13), school staff (n = 13), and public health stakeholders (n = 4) to explore their experiences with COMPASS knowledge exchange. Key issues included how knowledge users used school-specific findings, perceived outcomes of knowledge exchange, and suggestions for change.ResultsOutcomes for both knowledge users and researchers were identified; interestingly, knowledge users attributed more outcomes to using school-specific findings than knowledge brokering. School and public health participants indicated school-specific findings informed their programming and planning. Importantly, knowledge exchange provided a platform for partnerships between researchers, schools, and public health units. Knowledge brokering allowed researchers to gain feedback from knowledge users to enhance the study and a better understanding of the school environment. Interestingly, COMPASS knowledge exchange outcomes aligned with Samdal and Rowling’s eight theory-driven implementation components for health-promoting schools. Hence, knowledge exchange may provide a mechanism to help schools implement a health-promoting schools approach.ConclusionsThis research contributes to the limited literature regarding outcomes of knowledge brokering in public health and knowledge exchange in school health research. However, since not all schools engaged in knowledge brokering, and not all schools that engaged discussed these outcomes, further research is needed to determine the amount of engagement required for change and examine the process of COMPASS knowledge brokering to consider how to increase school engagement.

Highlights

Despite the potential population-level impact of a health-promoting schools approach, schools face challenges in implementation, indicating a gap between school health research and practice
Results are presented according to five key issues: i) feedback on the School Health Profile (SHP), ii) how schools and public health units used COMPASS findings, iii) perceived outcomes of receiving school-specific COMPASS findings, iv) perceived outcomes of knowledge brokering, and v) suggestions for change
School Health Profile feedback Knowledge users discussed the value of COMPASS findings for their schools and health units, the value in school-specific, local, and longitudinal data (Table 2): know, than making sure that they read a series of paragraphs, right? I mean healthy kids are welladjusted, self-actualized kids who are going to do well.” (Principal, S7)

Summary

Introduction

Despite the potential population-level impact of a health-promoting schools approach, schools face challenges in implementation, indicating a gap between school health research and practice. Despite the potential population-level impact of a health-promoting schools approach [4], schools face challenges regarding implementation [5, 6]. Policy and institutional anchoring involves integrating action items to target student health in school documents (e.g., school strategic plan). Both professional development (e.g., formal training organized by the school board) and professional learning (e.g., daily practices directed by school needs) are necessary to build staff capacity for adopting the healthpromoting schools approach. In order to ensure sustainability, monitoring, evaluation, and continued resource allocation are required [7]

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