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Content development for a physical activity and sedentary behaviour e-learning module for early childhood education students: a Delphi study.

ABSTRACT: BACKGROUND:Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students. METHODS:Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel (n?=?26), and a Canadian ECE panel (n = 35). The PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0?=?unimportant to 5?=?very important). Mean ratings (M) were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman's rho (rs). RESULTS:The top-rated content area was Outdoor Play (M?=?4.77?±?0.64), followed by Benefits of PA in the Early Years (M?=?4.75?±?0.66), and Factors Influencing PA and SB in Childcare (M?=?4.71?±?.74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score (M?=?3.77?±?1.44). There was moderate-to strong inter-panel agreement for content area importance rankings (rs?=?0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%). CONCLUSIONS:Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step.

SUBMITTER: Bruijns BA

PROVIDER: S-EPMC7584084 | biostudies-literature | 2020 Oct

REPOSITORIES: biostudies-literature

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Content development for a physical activity and sedentary behaviour e-learning module for early childhood education students: a Delphi study.

Bruijns Brianne A BA Johnson Andrew M AM Tucker Patricia P

BMC public health 20201023 1

<h4>Background</h4>Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students.<h4>Methods</ ...[more]

PMID: 33097030

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Project description:Background:Complex treatment, care and rehabilitation require continuous healthcare professional development and maintenance of competencies in collaboration with other professionals. Interprofessional education in childhood cancer involves several groups of healthcare professionals with both general and specific knowledge and skills. Objective:To establish consensus on content and interprofessional learning objectives for an interprofessional education in childhood cancer. Design:A three-round Delphi survey in Scandinavian childhood cancer departments. Participants:Healthcare professionals appointed by their head of departments and head nurses based on their profession and their involvement in continuing professional development. Main outcome measures:A prioritised list of interprofessional learning objectives with a mean score of ?3 on a five-point scale (1=not relevant, 5=extremely relevant). Results:12 childhood cancer departments participated with 30 healthcare professionals: 11 nurses, 10 medical doctors, 5 social workers, 2 physiotherapists and 2 pedagogues. In total, 28 (93%), 25 (83%) and 22 (73%) completed the first, second and third round, respectively. In the first round, we asked open-ended questions and used directed content analysis to analyse 386 statements. We formulated 170 interprofessional learning objectives in six categories: (1) acute life-threatening situations, (2) gastrointestinal toxicities and side effects, (3) pain, (4) palliation, (5) play and activity, and (6) prescription and administration of medicine. The second round resulted in 168 interprofessional learning objectives receiving a mean score of ?3 on a five-point scale. Final agreement in the third round resulted in a prioritised list of 168 learning objectives. Conclusions:Consensus on content and interprofessional learning objectives for an interprofessional education in childhood cancer was established across five groups of healthcare professionals in three countries. Some learning objectives are generic and can be applied in settings other than childhood cancer, where healthcare professionals collaborate to provide patients and families optimal treatment and care.

Project description:Background:While physical (in) activity surveillance has grown and continues to grow globally, surveillance of sedentary behaviour is in its infancy. As surveillance evolves to meet the changing nature of these behaviours, there is a need for the development of national health survey questions to provide accurate and consistent measures over time. The development of national health survey content is a complex, detailed and often undocumented process. The objective of this paper is to outline the process that the Public Health Agency of Canada (PHAC) and Statistics Canada took in partnership with academic experts to develop a short, flexible, sedentary behaviour module for the Canadian Health Measures Survey (CHMS) and to provide an approach for the development of future survey content. Methods:Development of the module followed a multi-step process. The results of this paper describe this process and present a framework for content development. Results:Initially, PHAC and Statistics Canada analysts worked together to identify key content required for a potential survey module. Next, this work was formalized through a contract with academic experts, the scope included a: review of existing Canadian sedentary behaviour modules; literature review linking different sedentary behaviours to health outcomes; and, international scan of modules currently in use in large national health surveys and research. The key output from both review processes was recommendations for a short sedentary behaviour questionnaire module (International Sedentary Assessment Tool). These recommendations provided an evidence-informed basis for discussions about how to revise and update the CHMS sedentary behaviour questionnaire content. Qualitative testing was undertaken and a final module was developed using survey design best practices. Conclusions:Content volume in national surveys is limited due to demand to measure core content in addition to emerging health topics while keeping surveys as short as possible. Questions must therefore, be concise, valid/reliable, evidence-based, and developed using best practices. The paper describes the development process of a new survey module addressing the emerging area of sedentary behaviour for use in a national survey that may serve as a model for future population survey content development.

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Content development for a physical activity and sedentary behaviour e-learning module for early childhood education students: a Delphi study.

Publications

Content development for a physical activity and sedentary behaviour e-learning module for early childhood education students: a Delphi study.

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