Evaluation of the Student Health Surveillance (SHS) Program by the Self-Health Assessment Form for Student (SHAF) - การประเมินผลโครงการเฝ้าระวังสุขภาพนักเรียน ด้วยแบบบันทึกการตรวจสุขภาพด้วยตนเองสําหรับนักเรียน

บทคัดย่อ

            This study aimed to evaluate the Student Health Surveillance (SHS) Program of Department of Health, Ministry of Public Health (MOPH), using context, input, process, product, and satisfaction of stakeholders towards the Self-Health Assessment Form for Student (SHAF) in the evaluation framework. Both qualitative and quantitative methods were employed in the inquiry. Concerning qualitative approach, in-depth interview was conducted in thirty-three staff, including healthcare providers and teachers, who were responsible for SHAF management. Focus group discussion was performed with twenty-five partici pants namely, health providers, teachers, and students. For quantitative approach, a questionnaire survey was distributed to 2,200 students (grade 5 – 12) from 50 schools locating in Chiang Mai, Srisaket, Rachaburi, Trang and Bangkok provinces. Content analysis, descriptive statistics analysis, and Chi-square test were employed for data analyses. Results from context analysis indicated that the SHAF responded to the objectives of SHS program because it could be used to monitor student health. For input evaluation, the number of school health teachers was inadequate and most of them did not received information about the objectives of SHS program as well as how to use the form. The teachers did not receive the key tools such as eye charts for measurement of visual acuity and growth charts, etc. to perform student health checks. In addition, no budget was allocated to support the SHS program operation at local level. Regarding process evaluation, relevant agencies did not include SHS program into their annual action plans. Furthermore, eighteen point five percent of students who received the self-assessment form were not informed about the instruction of how to use it. Fifty-five-point three percent of students who brought SHAF with them on the interview date, had never used it. Health behaviors of those who use and not use the form were not different (p<0.05). Considering stakeholders’ satisfaction towards the form, health providers and teachers stated they were satisfied with the SHAF.

Key words: evaluation, self-health assessment form for student, student