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Open Access Research article

Appreciation and implementation of the Krachtvoer healthy diet promotion programme for 12- to 14- year-old students of prevocational schools

Kathelijne MHH Bessems1*, Patricia van Assema1, Marloes K Martens2, Theo GWM Paulussen3, Lieke GM Raaijmakers1 and Nanne K de Vries14

Author Affiliations

1 NUTRIM School for Nutrition, Toxicology, and Metabolism, Department of Health Promotion, Maastricht University Medical Centre+, P.O. Box 616, 6200, MD Maastricht, The Netherlands

2 ResCon, Rijswijkstraat 175, 1062, EV Amsterdam, the Netherlands

3 TNO (Netherlands Organisation of Applied Scientific Research) Quality of Life, Postbus 2215, 2301, CE Leiden, the Netherlands

4 CAPHRI School for Public Health and Primary Care, Maastricht University Medical Centre+, P.O. Box 616, 6200, MD Maastricht, the Netherlands

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BMC Public Health 2011, 11:909  doi:10.1186/1471-2458-11-909

Published: 8 December 2011

Abstract

Background

Krachtvoer is a school-based healthy diet programme, developed in 2001 and revised in 2007 to meet the needs of particular segments of the target population as well as a wider target group. The main aims of the present process evaluation of the revised programme were to examine student and teacher appreciation of the programme, completeness of and adherence to its implementation, and relations between appreciation and completeness of implementation.

Methods

Data were collected among 22 teachers and 1117 students of 13 schools, using student evaluation forms, teacher logbooks, telephone interviews, and classroom observations.

Results

Results indicate favourable levels of teacher and student appreciation for the programme in general and the revised elements. Girls, first-year students and students with more favourable dietary intakes particularly appreciated individual programme elements. Levels of completeness of implementation were high, but several teachers did not adhere to the intended implementation period. Some moderately strong relations were found between teacher appreciation and completeness of implementation scores.

Conclusion

We conclude that the revisions have resulted in a programme that was appreciated well, also by the extended target group, and was implemented with a high degree of completeness. Teacher appreciation proved potentially important for completeness of implementation. We identified several aspects requiring improvement, indicating the importance of continued programme updates and repeated evaluation.