ABSTRACT
This
study evaluates the school health program in selected secondary schools of Sabon
Gari Local Government Area Kaduna state Nigeria the study employed survey
instrument design. Using a sample of 50 drawn from the population of 200 in the
study area. 2 instrument mainly questionnaire and interview dully validated by
expert were used for data collection, the research questions were answered
using frequency distribution table while research hypothesis were test using
t-test statistics at 0.05 level of significance one of this studies show that based
on research finding it was recommended among others that workshop seminal and
conference should be organized to student/teacher on need for school health
programme.
DEFINITION OF OPERATIONAL TERMS
SCHOOL:
An educational institution with a group of people sharing the same ideals or
following the nice principles (thesaurus oxford dictionary).
HEALTH:
Is the existence to which an individual or group is able, on the one hand, to
realize aspiration and satisfy need and on the other hand to change or cope
with the environment. Health is seen as a resource for every life not the
objective of living, it is a positive concept emphasizing social and personal
resources as well as personal capacity.
Watson’s clinical nursing 7th Edition WHO,(1986)
PROGRAMME:
A planned series of Future events or action (thesaurus ox ford dictionary).
SCHOOL HEALTH PROGRAMME: Is an important branch of health service which provides an excellent opportunity for early detection of abnormality during the anatomical and physiological growth of the school Child and correction of same as early as possible (health line network.com 2007).
CHAPTER ONE
1.1 BACKGROUND TO TIIH
STUDY
School health has been described as, the
neglected component of Primary Health ("are in Africa. Since almost every
small community has a primary school in those communities without health
centers, it should be possible to use the secondary school as a center for
primary health care delivery not just for the pupils but also for the
community. A well organized and properly executed school health programme can
be used to create safe environment for school children. School health programme
can become one of the strategies for promoting primary health care services.
All efforts at addressing the school health programme in Nigeria have remained
largely at policy level, with minimal implementation. Where implementation has
been attempted the emphasis has been on outside rather than within the schools,
A comprehensive school health service
program is an organized set well
being of students and staff which has traditionally included health services, healthful
schools environment and health education. It should also includes, but not be
limited lo, guidance and counseling, physical education, food service social
work, psychological services and employee health promotion. (Joint committee on
health education technology. 2009
In many countries, the first public
schools were often establish by churches, charities and others to socialize and
lake care of children whose parents has moved to orders during
industrialization.
This concept of school-based and school-linked
health promotion evolved alone similar, yet slightly different paths on five
continents, in Europe, it was called the health promotion school (young and
Williams 1989). With the support of the European commission and council of
Europe, the European network for health promotion schools (HNHPHS) was
established and is present) over 43 countries in the region. In North America,
the concept of comprehensive school health education was used widely in the
1980s denoting a curriculum-focused approached. This was broadened in the 1990s
to a comprehensive approach (addressing multi-health issues by multiple
agencies at multiple levels) through the delivery of coordinated school health
program (Kolbe 1993. WHO 1991). The western pacific region of the WHO developed
guidelines tor health promoting schools for its 32 member’s states in 1995 (WHO
1995). Developments similar to these have fostered health promoting schools
(11PS) and coordinated school health (\\ 11) in Latin America, north America ,
south America, the middle east Asia and Africa. However, there is still
confusion about what school health promotion, which has major implications for
assessing its effectiveness as well as implementing sustainable programs.
While in developing countries, the
school children are exposed, to several physical, social and mental health
hazards. This affects serious) the health of school children. It has been
observed that, the health care services delivering to the secondary school
pupil's is not adequate since most common illness that are to be handled or
treated in the school health facilities or clinic are referred to the
neighboring chine outside the school for management. And this could be due 10
shortage of health facilities, lack of health, personnel, inadequate and lake
drugs and poor provision of health services.
The National Academics Press (2007)
slates that, around me turn of 18th century the role and advantages
of school health programme began to be recognized in 1902, Lillian Wald
demonstrated in New York City that nurses working in schools could reduce
absenteeism due to contagious disease by 50 percent in a matter of weeks. For
minor conditions nurses treated students in schools and instructed them in
sell-care. For ma]or illnesses nurses visited homes of children who had been
excluded from school because of illness or infection, educated parents in their
child's condition provided information on available med cal resources and urged
parents to have their child treated and returned lo school.
School nurses began to assume a major
role in the daily medical inspection o! students, treatment of minor condition
and referral of major problems to physicians the expansion of the role of
school nurses freed physicians to spend more time conducting medical inspection
of individual students with recognize/d need rather than inspecting an entire
school. The legislative then make medical inspection compulsory in all public
schools, a step that ushered in broad-based programmes of medical inspection in
which school nurses and physicians participated. And legislation continued to
this day to be the basis for many elements of school programmes.
Reports have also shown that in Nigeria,
school Health programme has been neglected in many places. For example UNFSCO
Education, 2007 found that, as a result of universal basic education
strategies, sonic of the most disadvantage^ children- the girls rural poor,
children with disabilities are for the first time Inning access to school. Bui
their ability to attend school and to learn whilst there is compromised by poor
health. These are the children who will benefit most from health intention^,
sir e they are likely to show the greatest improvements in attendance and
learning achievement. School health programmes can thus help modify the effects
of socio economic and gender related inequalities. In Nigeria the existence of
school health services and programme is fairly old as U was established in the
late 1920"s but us development and expansion had being rather slow.
Although these had always been provision for control of certain communicable
disease in the international level and quite often medical examination of
students taking part in athletics the standard is still low.
According to the organization of school
health service Nigeria. Lagos being the capital and seat of the federal
government was the first to enjoy little service that was being provided in
unique field and up till date could be said to have one of the best organized
school health services in the country. The history of this service cannot be
written or told without making special reference to the pioneer, a very
hardworking and dedicated medical officer of health late Dr. J.I.. Uluwole, the
first Nigerian medical officer.
The establishment of the service was as
a result of Okiwole's love and interest in public health especially the health
of the individual mother and child, lie-started with the infant welfare clinic
and known as child welfare service and not doing after felt the urgent urge to
create a separate facility for school children.
By 1930, a full time medical officer was
posted by the government to the serve as an assistant medical officer and
routine examination of school children was started in schools but as one could
urge, only a limited number of schools could be visited and just a handful of
students were medically examined.
During the period, only experience
nurses were made nursing sisters and one is often attached to school service.
But today, the service is being made fully stalled by Nigerian medical
officers, trained nurses and health visitors.
In 1944. a building was erected in Lagos
island by the government to serve Lagos schools with the opening of this
service, a new era was ushered in and pen school health providers were
allocated to serve the schools, henceforth, the provision of school health
services becomes the responsibility of both' the state and federal ministry of
health.
In 1967 and with the creation of other
Non-Government Organization (NGO’s) medical examination of school children was
made routinely on admission. This fostered the collaboration between health and
education agencies giving rise to school health services and programmes in
order to help develop strategic and programmes to improve health through
schools.
1.2 THEORITICAL FRAMEWORK
Several theories or models have been
formulated to explain the concept of school health services and its importance
on the health of secondary school students.
SCHOOL HEALTH MODEL
Health is such a complex concept various
researcher have developed model or paradigms to explain health and some
instance its relationship to illness & injury.
A model or paradigm is an abstract
outline or theoretical depiction of a complex phenomenon.
Smith 1981 present model of health that
can view as fury scales a progresses expansion of the ideal of health.
1.
Clinical Model
2.
Role performance model
3.
Adaptive school health model
4.
Eudemonistic model.
1. Clinical model views health as the absence of physiological freedom
from illness, a condition of relative homoeostasis. Health is identified as the
absence of Sign/symptom of disease or disability.
2. Role performance-it adds social & psychological standard to
concept of health its defines health as individual ability to fulfill societal
roles with the maximum, also see it as
state of optimum capacity of individual for the effective performance of his
role and task.
3. Adaptive school health model; it incorporate the clinical and role
performance model, it is view as creative process individual are actively and continually adapting to
their environment. Health is as a condition in which individual can engage in
effective interaction with the physical and social environment.
4. Comprehensive school health model; which comprises of the eight
essential component of school health programme
5. Eudemonistic model; defines health as the realization of ones
potential for complete development, health is seen as a condition of
actualization of a person potentials. He sees health as a measure of each
person ability to do what he want to do and becomes what he want to becomes.
The Illinois Department of Health has
recently developed a model of a comprehensive school Health as a part of their
long- range plan for school health (Rosas, case and Tholstrup 2009). This model
consists of six critical elements;
·
Management
·
Health promotion and
education
·
School health services
·
Healthy and safe environment
·
Integration and school and
community programmes and
·
Specialized services for students with special needs.
The distinguish characteristics of this
model include the importance of the management role in coordinating and
integrating the other critical elements and the emphasis on students with
special health case need In for the purpose of these study we shall be
reviewing the comprehensive school health model , to serve as a frame work for
analysis. These are the (8) components models in the 1980s, the three
components model were expanded to include additional components. According to
this model, a comprehensive school health programme contains the following eight (8) essential
components;
1.3 STATEMENT OF THE PROBLEM
School is considered as place for
learning where children learn not only subjective knowledge but also life style
practices and health seeking behaviors. It has been proven that schools can
provide an ideal platform for the promotion of health. The school as an
institution for earning seeks to explore diverse behaviors from the students
among which optimum well-being of the students cannot be overemphasis. Studies
by Idehen (2004) revealed that in man)' parts of Nigeria, health instruction in
secondary schools was poorly earned out.
It has come to notice that despite the
valuable health benefits that the school health programme is set to realized
most secondary schools give little or no attention to the health programme.
Some of the likely issues have been ascertained to be the poor involvement of
the teachers in taking active pan in their SI IP roles. Others can be
attributed to the hick of interest on the part of the government to provide
necessary aids that will assist the sustainability of the programme in these
schools.
Therefore, there is need to find out the
extent to which the aforementioned factors and the likes of others drawback the
adoption of school health program and
come up with logical conclusion that will be of great significance to
the school community and government to better embrace the school health
programme for the benefit of all.
IBRAHIM, A (2019). EVALUATION OF SCHOOL HEALTH PROGRAMME IN SELECTED SECONDARY SCHOOLS OF SABON GARI LOCAL GOVERNMENT AREA OF KADUNA STATE. Afribary.com: Retrieved January 26, 2021, from https://afribary.com/works/evaluation-of-school-health-programme-in-selected-secondary-schools-of-sabon-gari-local-government-area-of-kaduna-state
ABDUL NUGWA, IBRAHIM. "EVALUATION OF SCHOOL HEALTH PROGRAMME IN SELECTED SECONDARY SCHOOLS OF SABON GARI LOCAL GOVERNMENT AREA OF KADUNA STATE" Afribary.com. Afribary.com, 17 Oct. 2019, https://afribary.com/works/evaluation-of-school-health-programme-in-selected-secondary-schools-of-sabon-gari-local-government-area-of-kaduna-state . Accessed 26 Jan. 2021.
ABDUL NUGWA, IBRAHIM. "EVALUATION OF SCHOOL HEALTH PROGRAMME IN SELECTED SECONDARY SCHOOLS OF SABON GARI LOCAL GOVERNMENT AREA OF KADUNA STATE". Afribary.com, Afribary.com, 17 Oct. 2019. Web. 26 Jan. 2021. < https://afribary.com/works/evaluation-of-school-health-programme-in-selected-secondary-schools-of-sabon-gari-local-government-area-of-kaduna-state >.
ABDUL NUGWA, IBRAHIM. "EVALUATION OF SCHOOL HEALTH PROGRAMME IN SELECTED SECONDARY SCHOOLS OF SABON GARI LOCAL GOVERNMENT AREA OF KADUNA STATE" Afribary.com (2019). Accessed January 26, 2021. https://afribary.com/works/evaluation-of-school-health-programme-in-selected-secondary-schools-of-sabon-gari-local-government-area-of-kaduna-state