Promoting Health Assessing And Addressing Health Case Study

Introduction

Childhood obesity is a critical public health issue in UK primary schools, with 20% of children overweight and 8% obese (Schmidt et al., 2019). This report integrates Maslow’s Hierarchy, Bradshaw’s Taxonomy, and Beattie’s Model to assess health needs and propose interventions. Qualitative insights reveal barriers like limited access to healthy food and sedentary lifestyles, while quantitative data confirm dietary and inactivity links to obesity. Key priorities include improving nutrition and physical activity in schools. Using preventive (daily exercise) and educational (health curriculum) strategies, the report aligns with SDGs and HiAP to promote long-term health. Evidence-based solutions aim to reduce obesity through policy and behavioral change.

Background

Article 1: Utilizing Maslow's & Doyle and Coughlan's Theories

According to epidemiological data that show health disparities among schoolchildren, obesity in UK primary schools continues to be a serious health concern. The quantitative article highlights how addressing health in cities can be accomplished through the use of urban policies and the Sustainable Development Goals (SDGs). Integrated health considerations into the decision-making process for urban health interventions is the key approach known as Health in All Policies (HiAP). The paper emphasizes the importance of addressing obesity in terms of fundamental needs and socioenvironmental factors in primary school settings, which is in line with Maslow's Hierarchy and Doyle's Theory. To further elucidate the opportunities and obstacles found in the analysis, Coughlan's Theory is applied. In addressing childhood obesity, this theory clarifies the complexities that impede HiAP implementation by highlighting potential obstacles in the areas of policy-making and stakeholder engagement. When these theories are combined, a clearer framework for understanding and addressing the complex problem of obesity in the context of urban policies and HiAP in primary schools is created.

Article 2: Using Bradshaw's Taxonomy and Beattie's Model

The qualitative article emphasizes the importance of health literacy in addressing childhood obesity by examining its relevance in managing public health. Health literacy as it was conceptualized in the qualitative study is categorized using Bradshaw's Taxonomy as a lens. It defines health literacy in three dimensions, which are in line with Bradshaw's framework: health knowledge, information processing, and self-management. Specific goals to address obesity in primary schools can be outlined by utilizing Beattie's Model. Including comprehensive health literacy programs in the curriculum could be one of the educational goals. To support better eating habits among students, a behavioral goal might emphasize encouraging physical activity or changing school food policies. A systematic method for understanding health literacy and establishing practical goals for addressing obesity in UK primary school settings is developed through the application of Bradshaw's Taxonomy and Beattie's Model. With a foundation in both quantitative and qualitative research, these integrated approaches that incorporate theories from both articles offer a comprehensive understanding of the obesity problem in UK primary schools.

Part 1: Identifying Health Needs

Two studies investigating health needs were carried out, with a particular focus on obesity in UK primary schools. In-depth focus groups with educators, parents, and kids in elementary school environments were a component of the qualitative research. Their talks provided a comprehensive understanding of obesity by highlighting its dietary origins, sedentary lifestyles, and environmental factors (Gómez-Ochoa et al., 2021). Children voiced their concerns about the lack of availability to healthier food options and their desire for increased physical education opportunities in schools. Parents discussed the difficulties they face in balancing their obligations to their jobs with their children's need for healthy food and an active lifestyle. Instructors emphasized the value of establishing a culture that supports and encourages healthy behavior as well as integrating health education into the curriculum (Gómez-Ochoa et al., 2021).

In contrast, the quantitative study surveyed 5,000 elementary school students across the country. Statistics revealing the prevalence of obesity in this group were provided by the results. The survey found that 8% of the children who took part were obese and about 20% were overweight. This quantitative investigation linked these statistics to dietary patterns and demonstrated the high consumption of processed foods and sugary beverages among obese children. The study also discovered a significant correlation between the kids' higher body mass index (BMI) and lack of exercise. The quantitative research shown that targeted interventions that address dietary habits and promote physical activity are necessary to effectively combat childhood obesity in UK primary schools (Schmidt et al., 2019). While the quantitative study provided statistical support and correlations regarding obesity prevalence and related factors among the targeted population, the qualitative approach examined the nuanced opinions and experiences of the stakeholders. When taken as a whole, these studies provided a comprehensive understanding of childhood obesity.

1.1. Table of Findings and Mapping Theories

1.2 Discussion on the Health need theories

Maslow's Hierarchy of Needs:

According to Maslow's theory, human needs are arranged hierarchically, with higher-order needs only appearing when lower-level needs have been met. Basic physiological needs serve as the foundation for this hierarchy. Concerning obesity in elementary schools: Physiological Requirements Maslow's hierarchy of needs is consistent with the qualitative study results, which emphasize children's nutritional concerns and restricted access to better food options (Heinzerling et al., 2020). Ensuring access to nourishing meals and encouraging healthy eating habits are two ways to meet these fundamental physiological needs and combat obesity in primary schools.

Security Requirements: This facet corresponds with parents' worries expressed in the qualitative research about the difficulties in striking a balance between job obligations and feeding their kids a healthy diet and encouraging an active lifestyle. Addressing childhood obesity requires providing a secure environment in which children can participate in physical activities.

Seedhouse's Theory of Health and Illness:

Rather than concentrating on the idea of objective medical needs, Seedhouse's theory emphasizes the concept of "health needs" as perceived by individuals. It highlights how societal influences and individual perspectives shape health needs, which are inherently subjective:

Personal Interpretation of Needs: The qualitative study's results align with Seedhouse's theory, which highlights the disparities in how children, parents, and educators view needs related to obesity (Bhagavathula et al., 2020). While parents find it difficult to maintain a healthy lifestyle in the face of work obligations, children feel the lack of access to better food options and opportunities for physical activity.

Social Determinants of Health Needs: The theory developed by Seedhouse emphasizes how social factors influence health needs. The role that schools and society have in influencing students' eating habits, physical activity levels, and access to health education is highlighted in relation to obesity in elementary schools. Both theories offer perspectives through which to view the complex requirements associated with obesity in elementary schools. Whereas Seedhouse's theory emphasizes the subjective nature of health needs and the impact of social factors on perceptions of health needs in addressing obesity within primary school settings, Maslow's hierarchy places emphasis on the importance of meeting basic physiological and safety needs. Interventions that address both objective physiological needs and subjective perceptions of obesity-related health needs can be guided by integrating these theories (Blumenthal et al., 2020).

1.3 Prioritizing the Health needs

Four dimensions—felt needs, expressed needs, normative needs, and comparative needs—are used by Bradshaw's typology of need theory to classify needs. 

Sense of Needs: Based on their individual experiences and perceptions, these are the needs that people believe they need. Concerning obesity in UK elementary schools:

Determined in the study's qualitative form: Children's expressed worries about having less access to healthier food options and their desire for more physical activity opportunities in schools are in line with their felt needs. In addition, parents feel compelled to strike a balance between their obligations to their jobs, feeding their children healthily, and promoting active lives.

Perceived needs of overweight or obese children as expressed by them, as determined by measurements and surveys, are in line with this dimension of the quantitative study.

Expressed Needs: These are needs that people have communicated to society or other people because they are felt. 

Qualitative study: Children, parents, and educators have all freely voiced their concerns regarding the problems associated with obesity and the need for dietary, physical activity, and school environment modifications (Tan et al., 2020).

Study with a quantitative approach: The statistical data demonstrating the frequency of overweight and obese children and their dietary and physical activity habits clearly show the needs that have been expressed.

The absence of comprehensive access to healthy food options and opportunities for physical activity within primary schools is the most significant unmet need among the identified needs. Given how frequently it is mentioned in both studies, this need stands out. It includes what kids want healthier options and more opportunities for exercise and what parents worry about finding a balance between work and encouraging active lives (Bayham and Fenichel, 2020). This unmet need is also supported by the emphasis placed by teachers on incorporating health education into the curriculum.

Applying Bradshaw's Typology with Health Belief Model:

The significance of addressing perceived susceptibility, severity, benefits, barriers, and cues to action related to obesity is highlighted by integrating Bradshaw's typology with the Health Belief Model (HBM). In this situation:

Perceived susceptibility and severity: According to children, parents, and educators, obesity is perceived to pose risks and be severe. This is highlighted in both studies.

use my discount

Benefits: As the qualitative study revealed, there is a perceived benefit to encouraging physical activity and offering healthier food options.

Obstacles: In line with the HBM, obstacles include juggling work obligations and a lack of healthy food options (Moazzami et al., 2020).

Teachers who support incorporating health education into the curriculum can be considered cues to action in addressing the needs related to obesity.

Priority Health Need:

Priority health needs in UK primary schools include expanding opportunities for physical activity and providing universal access to healthier food options. This addresses the expressed needs found in both the qualitative and quantitative studies as well as the subjectively felt needs, making it an essential prerequisite for successfully addressing childhood obesity (Black et al., 2020).

Part 2: A strategy to Address the Health Needs

2.1 Aim

Investigate and address the complex needs and perceptions surrounding obesity in UK primary schools by thoroughly comprehending felt, expressed, and normative needs. The goal is to develop focused interventions that encourage children to make healthier dietary choices and engage in more physical activity, in line with societal norms and health promotion theories.

Objectives

SMART Objective 1 (Behavioral Objective): Type: Behavioral Objective: By the end of the school year, primary schools should have implemented a daily 30-minute physical activity program, encouraging at least 80% of enrolled students to participate actively. The goal is to increase overall physical activity levels and combat sedentary behaviors that contribute to obesity.

SMART Objective 2 (Educational): This objective is of the type educational. Create and incorporate a thorough health and nutrition curriculum module that will be taught in all primary school classes. The goal is to improve children's knowledge and awareness of healthy eating choices and their advantages by 20% in order to promote lifelong healthy eating habits and fight obesity.

2.2. Health Promotion Activities

Three domains—educational, preventative, and empowerment—are used by Beattie's model to group health promotion strategies. Two initiatives that can successfully address the health need to combat obesity in UK primary schools as a top priority fall under this framework:

Activity 1: Putting the Daily Physical Activity Program into Practice (Preventive Approach)

Health Belief Model (HBM) is the underlying theory/model.

Justification In the HBM, perceived susceptibility, severity, advantages, obstacles, and cues to action are all highlighted. By putting in place a daily physical activity program, it emphasizes the advantages of physical activity in lowering the risks of obesity and addresses perceived obstacles to exercise. Studies reveal that engaging in regular physical activity lowers the risk of obesity and enhances general health.

Example of Practice: Citing examples of successful programs that have been implemented in schools around the world that have reduced obesity rates and improved health outcomes.

The second activity is the educational approach of integrating a comprehensive health curriculum.

Theoretical Framework: Social Cognitive Theory (SCT)

Justification The main focuses of SCT are reinforcement, self-efficacy, and observational learning. By teaching kids about healthy eating choices and rewarding good behavior, a comprehensive health curriculum can be integrated to allow for observational learning and the development of self-efficacy. Studies reveal that educational interventions have a positive effect on kids' eating patterns and lifestyle decisions (Lumley et al., 2021).

An illustration of best practices would be to highlight effective health education programs in schools that have improved students' food knowledge and encouraged healthier lifestyle choices.

Comparative Worth and Health Improvement: Both initiatives are very valuable in combating childhood obesity. The proactive strategy (Activity 1) integrates physical activity into everyday routines to combat sedentary behaviors, a major cause of obesity. This strategy is consistent with recent research showing the benefits of physical activity in lowering the risk of obesity and policy recommendations. Concurrently, Activity 2's educational strategy promotes a more profound comprehension of healthful options, thereby encouraging a long-lasting alteration in behavior. This is in line with the paradigm change toward giving kids the power to make knowledgeable decisions about their health. But in contrast to the instant benefits of increased physical activity, its effects might take longer to become apparent. Both activities are valuable in and of themselves, but because Activity 1 focuses specifically on sedentary behaviors that are associated with obesity, it is more likely to have a quicker positive impact on health. However, by promoting a better understanding of health choices, the educational strategy (Activity 2) provides enduring, long-term benefits. The most comprehensive and significant results in the fight against childhood obesity in primary schools would probably come from a combined strategy that incorporates both approaches.

2.3. Resources and Communication skills used

In order to ensure the daily physical activity program's effectiveness and students' successful engagement, primary schools must implement it with a variety of resources and refined communication skills. The program's essential resources include physical space and equipment, qualified personnel, instructional materials, and scheduled time. An adequate area furnished with necessary equipment such as balls, ropes, and mats is necessary to carry out various physical activities. For these exercises to be implemented successfully, trained instructors or staff who are adept at leading and supervising them are required (Shekhar et al., 2021). Supportive tools are educational materials that advocate for active lifestyles and outline the advantages of physical activity, such as posters and handouts. Schedules that are well-organized and allocate specific time for physical activities while maintaining the academic program are essential for reliable execution. Clear instruction and demonstration are crucial for carrying out the daily physical activity program, and communication skills are essential for this. Students who receive instruction effectively grasp the exercises, recognize their advantages, and carry them out safely and correctly. The best results are achieved when clear instructions are accompanied by visual demonstrations, particularly in elementary school contexts where visual aids greatly improve comprehension and engagement. Students' enthusiasm and active participation are sparked by motivational encouragement, which acts as a catalyst. In addition to improving mood, praise, positive reinforcement, and motivational cues also reinforce the advantages of physical activity, fostering a positive outlook on exercise (Webster, 2020).

In this program, active listening serves as yet another essential component of successful communication. A sense of ownership and participation is promoted when teachers pay close attention to the opinions, worries, and suggestions made by the students about the activities. It establishes a welcoming atmosphere where each child is acknowledged and heard, which may reveal obstacles to participation or reveal preferences and allow activities to be customized to meet a range of needs (Treibel et al., 2020). Ensuring that exercises can be adjusted to accommodate different skill levels and physical abilities is another way that flexibility and adaptability in communication support engagement. This flexibility encourages diversity by making sure all children, regardless of ability or ability level, feel valued and included.

The daily physical activity program in primary schools cannot be implemented successfully without well-honed communication skills. For primary school pupils, a safe, secure, and positive attitude toward physical activity are fostered by clear instruction, encouraging words, active listening, and flexibility in communication. When used in conjunction with other essential resources, these communication skills play a major role in the effectiveness and long-term viability of physical activity initiatives designed to combat childhood obesity (Olum et al., 2020).

2.4. Evaluation

The present study provides a comprehensive approach to addressing childhood obesity in UK primary schools by incorporating an analysis of health needs theories, Beattie's model application, activity strategies, and resource and communication skills considerations. In order to evaluate this analysis, one must determine its coherence, relevance, and potential efficacy in addressing the designated health priority.

The way that Seedhouse's theory and Maslow's hierarchy line up with the needs that have been identified offers a strong theoretical basis that illustrates how perceptions of obesity in primary schools are influenced by social, safety, and physiological factors. Furthermore, Beattie's model effectively organized the intervention strategies by defining preventative and educational approaches that were in line with theories of health promotion such as the Social Cognitive Theory and the Health Belief Model (Dieleman et al., 2020). This all-encompassing method addresses short-term (physical activity) as well as long-term (health education), resulting in a comprehensive framework.

The tactic's versatility is one of its main advantages. In order to address the complexity of the obesity epidemic, preventative and educational strategies are combined, with a focus on long-term behavioral change and prompt action. These tactics are strengthened by utilizing theories such as the Social Cognitive Theory and the Health Belief Model, which address perceived obstacles and reinforce constructive behavior. Primary school interventions are prioritized because research indicates that these interventions have a greater lasting impact when implemented early.

In addition, the analysis carefully assesses the tools and verbal abilities needed for execution. The division of resources, physical space, skilled personnel, instructional materials, and communication skills, into categories like explicit instructions and attentive listening highlights the pragmatic elements that are essential for a successful outcome. A comprehensive approach to effectively meet the identified needs is ensured by this careful consideration of resources and skills.

The strategies' timeliness and scalability, however, present a possible drawback. The fight against obesity is the goal of both initiatives, but the time frame for noticeable results may vary. Compared to the gradual, cumulative effects of health education, the immediate effects of increasing physical activity may be easier to observe. Furthermore, there may be logistical issues with staff training and resource allocation due to the scalability of these interventions across different primary schools.

In order to combat childhood obesity in primary schools, the analysis provides a sound and theoretically supported strategy. Its comprehensive approach, which incorporates a variety of theories, models, and useful tactics, is its greatest asset (Dieleman et al., 2020). Though the strategies are extensive, the impact timeline and scalability are still important factors to take into account. Together, these findings offer a solid framework for developing childhood obesity interventions and a clear path for their efficient execution and assessment in elementary school settings.

References

Bayham, J. and Fenichel, E.P., (2020). Impact of school closures for COVID-19 on the US health-care workforce and net mortality: a modelling study. The Lancet Public Health, 5(5), pp.e271-e278.

Bergwerk, M., Gonen, T., Lustig, Y., Amit, S., Lipsitch, M., Cohen, C., Mandelboim, M., Levin, E.G., Rubin, C., Indenbaum, V. and Tal, I., (2021). Covid-19 breakthrough infections in vaccinated health care workers. New England Journal of Medicine, 385(16), pp.1474-1484.

Bhagavathula, A.S., Aldhaleei, W.A., Rahmani, J., Mahabadi, M.A. and Bandari, D.K., (2020). Knowledge and perceptions of COVID-19 among health care workers: cross-sectional study. JMIR public health and surveillance, 6(2), p.e19160.

Black, J.R., Bailey, C., Przewrocka, J., Dijkstra, K.K. and Swanton, C., (2020). COVID-19: the case for health-care worker screening to prevent hospital transmission. The Lancet, 395(10234), pp.1418-1420.

Blumenthal, D., Fowler, E.J., Abrams, M. and Collins, S.R., (2020). Covid-19—implications for the health care system. New England Journal of Medicine, 383(15), pp.1483-1488.

Dieleman, J.L., Cao, J., Chapin, A., Chen, C., Li, Z., Liu, A., Horst, C., Kaldjian, A., Matyasz, T., Scott, K.W. and Bui, A.L., (2020). US health care spending by payer and health condition, 1996-2016. Jama, 323(9), pp.863-884.

Gómez-Ochoa, S.A., Franco, O.H., Rojas, L.Z., Raguindin, P.F., Roa-Díaz, Z.M., Wyssmann, B.M., Guevara, S.L.R., Echeverría, L.E., Glisic, M. and Muka, T., (2021). COVID-19 in health-care workers: a living systematic review and meta-analysis of prevalence, risk factors, clinical characteristics, and outcomes. American journal of epidemiology, 190(1), pp.161-175.

Heinzerling, A., Stuckey, M.J., Scheuer, T., Xu, K., Perkins, K.M., Resseger, H., Magill, S., Verani, J.R., Jain, S., Acosta, M. and Epson, E., (2020). Transmission of COVID-19 to health care personnel during exposures to a hospitalized patient—Solano County, California, February (2020). Morbidity and Mortality Weekly Report, 69(15), p.472.

Iversen, K., Bundgaard, H., Hasselbalch, R.B., Kristensen, J.H., Nielsen, P.B., Pries-Heje, M., Knudsen, A.D., Christensen, C.E., Fogh, K., Norsk, J.B. and Andersen, O., (2020). Risk of COVID-19 in health-care workers in Denmark: an observational cohort study. The Lancet Infectious Diseases, 20(12), pp.1401-1408.

Lumley, S.F., O’Donnell, D., Stoesser, N.E., Matthews, P.C., Howarth, A., Hatch, S.B., Marsden, B.D., Cox, S., James, T., Warren, F. and Peck, L.J., (2021). Antibody status and incidence of SARS-CoV-2 infection in health care workers. New England Journal of Medicine, 384(6), pp.533-540.

Moazzami, B., Razavi-Khorasani, N., Moghadam, A.D., Farokhi, E. and Rezaei, N., (2020). COVID-19 and telemedicine: Immediate action required for maintaining healthcare providers well-being. Journal of Clinical Virology, 126, p.104345.

Ng, K., Poon, B.H., Kiat Puar, T.H., Shan Quah, J.L., Loh, W.J., Wong, Y.J., Tan, T.Y. and Raghuram, J., (2020). COVID-19 and the risk to health care workers: a case report. Annals of internal medicine, 172(11), pp.766-767.

Nguyen, L.H., Drew, D.A., Graham, M.S., Joshi, A.D., Guo, C.G., Ma, W., Mehta, R.S., Warner, E.T., Sikavi, D.R., Lo, C.H. and Kwon, S., (2020). Risk of COVID-19 among front-line health-care workers and the general community: a prospective cohort study. The Lancet Public Health, 5(9), pp.e475-e483.

Olum, R., Chekwech, G., Wekha, G., Nassozi, D.R. and Bongomin, F., (2020). Coronavirus disease-(2019): knowledge, attitude, and practices of health care workers at Makerere University Teaching Hospitals, Uganda. Frontiers in public health, 8, p.181.

Schmidt, M., Schmidt, S.A.J., Adelborg, K., Sundbøll, J., Laugesen, K., Ehrenstein, V. and Sørensen, H.T., (2019). The Danish health care system and epidemiological research: from health care contacts to database records. Clinical epidemiology, pp.563-591.

Shekhar, R., Sheikh, A.B., Upadhyay, S., Singh, M., Kottewar, S., Mir, H., Barrett, E. and Pal, S., (2021). COVID-19 vaccine acceptance among health care workers in the United States. Vaccines, 9(2), p.119.

Tan, B.Y., Chew, N.W., Lee, G.K., Jing, M., Goh, Y., Yeo, L.L., Zhang, K., Chin, H.K., Ahmad, A., Khan, F.A. and Shanmugam, G.N., (2020). Psychological impact of the COVID-19 pandemic on health care workers in Singapore. Annals of internal medicine, 173(4), pp.317-320.

Treibel, T.A., Manisty, C., Burton, M., McKnight, Á., Lambourne, J., Augusto, J.B., Couto-Parada, X., Cutino-Moguel, T., Noursadeghi, M. and Moon, J.C., (2020). COVID-19: PCR screening of asymptomatic health-care workers at London hospital. The Lancet, 395(10237), pp.1608-1610.

Webster, P., (2020). Virtual health care in the era of COVID-19. The lancet, 395(10231), pp.1180-1181.