SHAPES-Ontario
Knowledge Exchange
Extension
PARC Conference 2007
Elissa Bonin, University of Waterloo
Lee Zinkan-McKee, Simcoe Muskoka District Health Unit
Katie Rutledge-Taylor, Ottawa Public Health
Outline





SHAPES & SHAPES-Ontario
Knowledge Exchange Extension
Moving Forward Together: Community of Practice
Simcoe Muskoka District Health Unit Experience
Ottawa Public Health Experience
SHAPES

School Health Action, Planning and
Evaluation System

Modular Questionnaires






Tobacco
Physical Activity
Eating Behaviours-New
Mental Health-New
School Environment Surveys
Feedback Reports
SHAPES-Ontario

Collaboration between…




provincial government, health units, school boards
and research community
8 HU districts in Ontario
81 secondary schools
52, 340 students surveyed
Since 2000, 941 schools across 10 Provinces have used SHAPES
Findings – Physical Activity
Physical Activity levels, by grade & gender
70
70
60
60
50
40
30
20
10
0
Active (>8KKD)
50
Moderately Active
(3-8KKD)
Inactive (<3KKD)
40
30
20
10
Grade
9
Grade
10
Grade
11
Grade
12
0
Males
Females
57% Active, 27% Moderately Active, 12% Inactive (4% Missing)
Participation in PE
“How many PE classes did you have in the last 7 days?”
80
0 classes
60
1-4 classes
40
5 classes
20
0
All
Grade
9
Grade
10
Grade
11
Grade
12
Decrease in regular PE with increasing grade level
Participation in PE 2
“In a typical PE class, how much time are you
actually active?”
50
40
Not taking PE
30 min. or less
31-60 min.
over 60 min.
30
20
10
0
All
Grade Grade Grade Grade
9
10
11
12
Time spent active decreases with increasing grade level
Other Physical Activities
In school:

Intramurals/house league participation – 32% (38% M, 27% F)

School team/varsity participation – 40% (44% M, 37% F)
Outside of school:
Leagues/teams – 48% (54% M, 43% F)
 Individual activities – 62% (58% M, 67% F)

Inactive Time
DAILY Screen Time
50
60
45
40
50
35
30
25
20
15
10
5
40
30
20
10
0
WEEKLY Time Spent
Screen Time
< 1 hour
1-3 hours
> 3 hours
0
Reading
Homework
None
< 1 hour
1 - 6 hours
7 or more hours
Active Transportation
“In the past 7 days, how did you usually get to
and from school?”
70
60
60
50
50
40
30
20
10
0
Active
40
Mixed
30
Inactive
20
10
Grade
9
Grade
10
Grade
11
Grade
12
0
Males
Females
24% of males vs 17% of females use active transportation
Physical Activity & Smoking
90
80
70
60
50
40
30
20
10
0
Active
Moderately Active
Inactive
Smokers
Nonsmokers
22% smokers inactive, 83% nonsmokers active
Findings - Smoking
Overall smoking rate (daily & occasional) - 18%
30
25
20
Daily
Occasional
Total
15
10
5
0
Grade 9 Grade 10 Grade 11 Grade 12
20
18
16
14
12
10
8
6
4
2
0
Males
Females
27% of non-smokers ‘susceptible’ to smoking
SHAPES &
Knowledge Exchange

Knowledge Exchange Opportunities




School level feedback reports
Local data to health units
Collaboration
Supporting further action for KE…
Knowledge Exchange (KE)
Extension
Objectives:
1) Build HU capacity for evidence-informed practice
2) Development of a Community of Practice (CoP)
3) Study the formation of a CoP as a model for KE
KE Extension






Linkage b/w researchers & health units
Technical support
Access to research staff (e.g. statistician)
Collaborative resource development
Linkages to other health units (CoP)
Study KE processes
Moving Forward Together


Community of Practice
KE across health units




Knowledge sharing
Resource development & sharing
Future knowledge brokers
Collaborative online software
Collaborative Software
www.eHealthOntario.ca
Community
Announcements
Document
Sharing
Discussion Areas
Community
Calendar
Community
Tasks
Lessons Learned To Date

Within the Research Community





Revisions / adaptations
Localized data needs
Health Unit challenges
School challenges
Within Health Units



Dissemination tools
Importance and relevance to school culture
Health Unit capacity
Simcoe Muskoka
District Health Unit

Simcoe County District Health Unit (SCDHU)
and Muskoka Health Unit merged in 2005 to
become Simcoe Muskoka District Health Unit.

In 2000 SCDHU completed a Simcoe County
Student Cigarette Smoking Survey with grade 9
& 11 students.

Plan had been to repeat this survey again in the
future.
SMDHU:
Background to Participation

In early 2005 received information regarding
plans for the SHAPES survey.

Realized the SHAPES survey data would
provide comparable data to our SCDHU Student
Smoking Survey.

Negotiated inclusion of all area high schools in
the SHAPES survey.
SMDHU:
Background to Participation

SMDHU contribution to this survey expansion
was to provide all the data collection for the
survey.

Public health nurses on the tobacco team did the
data collection.
SMDHU Participation

Required visits to 28 schools to share survey
information and encourage participation of
schools.

University completed all paperwork and mailings.

Day of surveys – PHN’s were present to deliver
surveys, answer questions and collect surveys to
return to the University.
Results

26 out of 28 schools participated in survey.

All schools received individual school reports.

Three school boards received board reports.

Health Unit received Health Unit report.
Recruitment & Data Collection
Successes…




Easy to promote involvement in survey as data
results would be specific to schools.
Obtaining consent to share results with Health
Unit presented as a partnership with mutual
goals.
Checklist created to make sure process went
smoothly.
University very thorough and reliable.
Recruitment & Data Collection
Challenges …

Ensuring all teachers complete surveys.

Ensuring all teachers return all student surveys
and supplies.

Handling large amounts of paper on survey day
– system quickly worked out to ease this.
Recruitment & Data Collection
Overall:

Very beneficial as provided HU with helpful data
and required very little PHN time.

Communication between university, health unit
and schools very good (brought credibility).

Very positive experience.
KE in SMDHU

SMDHU participating in the KE Extension.

Epidemiologist has attended meetings.

Program manager and public health nurses.
involved in reflective practice exercises.
KE in SMDHU


Internal HU committee has been developed.
Representatives



Upper management
Program Managers and staff from Tobacco,
Healthy Lifestyles and School Services
Epidemiologist
KE in SMDHU



Internal committee presently exploring how to
discuss survey result information (tobacco &
physical activity) with school boards and
implement program planning.
HU has expressed support for a repeat survey to
be completed in two years.
Comparing data to 2000 health unit survey
results.
OPH Participation

SHAPES was conducted in all Ottawa high
schools in four waves –39 schools in 2003 and
11 in 2004 – this provided baseline data on
tobacco in all Ottawa high schools.

In 2005, the 19 schools that comprised the first
2003 wave were surveyed with SHAPES
tobacco and physical activity modules – this
generated data for comparison with 2003
findings re: tobacco, and gave initial physical
activity findings.
OPH Participation




Feedback reports were provided to the health
unit from Waterloo, and then health unit staff
brought these to the schools.
This step gave health unit staff the opportunity to
discuss results with school principals.
Schools boards received board reports; the
health unit also received combined results.
Data use: program planning & evaluation.
Collaboration for KE
Partnership amongst all players is key!
U of Waterloo
OPH Lead Staff
OPH Program Staff
Schools, parents & students
KE in Ottawa

OPH lead staff



Coordinate feedback report distribution.
Provide staff training on confidentiality & data use.
Develop materials for dissemination of SHAPES
findings to schools.


PowerPoint presentations, pamphlets, poster displays
Participate in a working community group.

Elements to share such as the notes pages from
presentations, an evaluation form for presentations.
KE in Ottawa

OPH program staff




Implement surveys in schools.
Share feedback reports & dissemination materials.
Interface with school staff and link back to project
leads.
School staff, parents & students


Receive and respond to the findings.
Provide meaningful context for the findings, which
influences program planning and interventions.
Dissemination

Sample dissemination activities/materials








Ppt presentations to school staff, parent councils
Pamphlet that highlights key findings
Poster display for school staff rooms
Interactive knowledge-testing quiz at a teachers event
Poster display at teachers professional development day
Small group discussion with teachers – what is the best
way to get SHAPES data to school staff?
School newsletter insert
City of Ottawa website
KE Challenges




Making the data meaningful for schools,
i.e. as a call to action.
Involving schools as contributors to the
knowledge exchange – not just as recipients
of the information.
Getting adequate “air time” in the lives of busy
teachers and administrators.
Finding innovative, effective ways of involving
parents and the community.
KE Successes

Presenting the problem alongside a solution:
Live it Up…J’vis ma vie…is OPH’s answer to the
issue – a youth-led, youth-driven school-based
physical activity program.

Willingness to change approach based on
feedback (using alternative ways to sharing the
information).
Thank You
Contacts & Information

Lee Zinkan-McKee, CDP-Tobacco Program Manager
705-721-7330 x 7483
lee.zinkan-mckee@smdhu.org

Katie Rutledge-Taylor, PHN, Physical Activity Program
613-580-6744 x 23953
Katie.Rutledge-Taylor@ottawa.ca

Elissa Bonin, Project Manager
519-888-4567 x 36631
enbonin@healthy.uwaterloo.ca

www.shapes.uwaterloo.ca
www.ehealthontario.ca
