Page 14 - ON THE WAY TO HEALTHIER SCHOOL CANTEENS - Irma Evenhuis
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Chapter 1. General Introduction
to change, offering information or peer education are opted methods [64]. These methods have to be translated into implementation strategies. To facilitate the use of evidence- based strategies and to be able to compare the used strategies across interventions, a general evidence-based implementation strategy compilation (ERIC) has been created [65, 66]. In the case of knowledge as a factor to change and peer education as a method, using this compilation results in a learning collaborative as a potential strategy [65]. Finally, this strategy has to be extended into a tool: the specified material or activity fitting the target group and intervention. All selected tools should be clearly described, including the aim, dose, target group, and timing [54]. In case of the example of a learning collaborative, this could take the form of monthly sessions with peers to discuss their experiences.
Figure 1.1. Steps to follow, with examples, from the identified factor to change to an implementation tool.
With regard to implementation of school canteen policies or guidelines, researchers from several countries have investigated the related needs and the effectiveness of implementation strategies and tools. The general implementation strategy compilation (ERIC) has recently been adapted to be more feasible in the school context (SISTER) [65, 67], facilitating its application in school-based implementation interventions. In addition, several contextual factors related to school-based implementation have already been identified [52, 68]. Thus, as factors regarding the community, the organisation, the intervention/innovation, and the available support interact with each other, they need to be taken into account collectively when developing an implementation plan. Consequently, the possibility of adapting the support to the schools’ situation is important [50, 68].
In general, success factors identified during the implementation of school canteen policy are ownership, good collaboration, clear communication, support of management and sufficient time and staff [36, 39, 69-71]. Related practical and feasible strategies, such as education, training, modelling and incentives, have been shown to support the implementation of school-based health promotion interventions [50, 51]. However, as mentioned, implementation tools are more effective if they are aligned to the intervention, the context and (the needs of) the target group. That increases the likelihood of the use and uptake of interventions, so makes it important to gain insight into the stakeholders involved, their specific needs, and into the schools’ context towards the implementation of school canteen guidelines.
Healthy school canteens in the Netherlands
Similar as the international developments with regard to healthier school food environments and supportive implementation, attention has also been paid to healthier school canteens and proper support in the Netherlands. Dutch adolescents consume approximately 15%
    Factor to change
Behaviour change method
Implementation tool
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Lack of knowledge among canteen employees
Peer education
Implementation strategy
Learning collaborative
Monthly sessions with canteen employees



















































































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