Page 118 - ON THE WAY TO HEALTHIER SCHOOL CANTEENS - Irma Evenhuis
P. 118

Chapter 7. General Discussion
usability in an iterative theory-based process, again involving multiple stakeholders from research, policy and practice. The Canteen Scan consists of five elements. The first four elements correspond to the subtopics of the Guidelines for Healthier Canteens: A) four questions to assess the basic conditions; the possibility of entering and automatically receiving a classification of the healthiness of all available foods and drinks in B) the cafeteria (e.g. on display, racks) and C) in vending machines; D) nine questions to assess the accessibility of healthier food and drinks. The fifth element combines the entry of the first four elements into E) an overview of the results and offers directions for improvements. The performed content validity and pilot-tests showed a positive evaluation of all elements of the scan, although the time required to fill out needed attention. Based on these results, the scan was improved with minor technical improvements like the position and addition of buttons, more examples and simplified formulations.
Table 7.1. Description of the tools used to support implementation of the Guidelines for Healthier Canteens.
  Implementation tool
1. Insight into the current situation via:
Questionnaire school and stakeholders
“Canteen Scan”
Advisory meeting and report
2. Communication materials
3. Online community 4. Digital newsletters 5. Students’ fact sheet
Explanation
Online questionnaires to get insight into the characteristics of the school and stakeholders, and stakeholders’ individual and environmental determinants [95, 99].
An online tool providing (I) insight into and (II) directions for improvement of availability and accessibility of food and drink products in cafeterias and vending machines [100].
The results of the two questionnaires and the Canteen Scan are used by the school canteen advisor of the Netherlands Nutrition Centre to give a tailored advice. During an advisory meeting with all involved stakeholders, together a concrete action plan to create a healthier canteen is developed. After the meeting, a written report including the advices and action plan is shared.
Several offered materials with information and examples such as: a brochure about the Guidelines for Healthier Canteens, an overview of the steps to be taken, a personalised poster, and a banner for the school’s website.
A closed Facebook community for stakeholders to share their experiences, ask questions and to support each other.
A regular newsletter sent by email, consisting of information and examples regarding the healthy school canteen.
A summary of the students’ wishes and needs with regard to a healthier school canteen.
    Reflecting on the studies of part one
The study results underline the importance of performing systematic practice-based research during the development and evaluation of an implementation plan [60]. In the last decade, implementation science has recognised the need for theories, models and frameworks as the basis for the development of implementation interventions and to gain insight into successful mechanism of implementation. The studies presented in this thesis used several frameworks and models to guide the development, evaluation and reporting of implementation tools [59]. To illustrate, the “Grol and Wensing Implementation of Change Model” was combined with the “Intervention Mapping approach” to guide
116














































































   116   117   118   119   120