Page 98 - ON THE WAY TO HEALTHIER SCHOOL CANTEENS - Irma Evenhuis

Chapter 6. Process evaluation
Implementation Tool
1.4. Advisory meeting and report
Action and Targets
In one advisory meeting per school, all involved stakeholders are advised about how to improve the canteen by a school canteen advisor of the Netherlands Nutrition Centre. Based on the aims of
the school and the points of attention, identified with the two questionnaires
and the Canteen Scan a concrete action plan will be developed. This action plan is created together to increase ownership and collaboration. After the meeting, a written report based on this meeting is distributed by email.
A brochure about the Guidelines for Healthier Canteens, an overview of the steps to take, a personalized poster,
a banner for the schools’ website. To create motivation and increase and apply knowledge.
Content: information, examples of healthier products, how to place products, and healthier canteens.
A closed Facebook community for stakeholders was established to share their experiences, ask questions and support each other.
A regular newsletter sent by email, consisting of information and examples regarding the healthy school canteen. To support, remind and motivate stakeholders.
A summary of their students’ wishes and needs with regard to a healthier school canteen, to gain insight into the opinions of students and how students want to be involved.
Target Group
Period
All involved stakeholders
At the start of implementation
2. Communication materials
3. Online community
4. Digital newsletter
5. Students’ fact sheet
Coordinator of the school, who is asked to share this with other stakeholders.
All stakeholders
All stakeholders
Coordinator of the school, who is asked to share this with other stakeholders.
At the start and halfway through implementation
Continuous
Once every 6 weeks (4 in total).
Once, 2–4 weeks after the start.
a This table is adapted from the version published in the design paper [130].
Data collection
Before and after the intervention, school coordinators and the stakeholders completed an online questionnaire about their characteristics and perceived individual and environmental factors affecting implementation based on the validated “Theoretical Domains Framework Questionnaire for Implementation (TDF)” [99] and the “Measurement Instrument for Determinants of Innovations (MIDI)” [95]. The school coordinator was also asked to provide general (organisational) information about the school. After the intervention, the questionnaire for stakeholders of intervention schools was extended with questions based on Saunders (2015) and the MRC [101, 122] to evaluate each implementation tool. These answers were discussed in an evaluation meeting. Finally, objective online registered data about the delivery and use of each online tool (schools’ and stakeholders’ questionnaire, the online community, and the newsletter) was collected. For example, for Facebook the
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