Search

Background Previous studies have shown that multicomponent interventions may improve meal frequency and eating habits in children, but evidence among young people is limited. This study evaluated the effect of the Healthy High School (HHS) intervention on daily intake of breakfast, lunch, water, fruit, and vegetables at 9-month follow-up. Methods The study included first-year students (≈16 years) attending high school in Denmark. Participating schools were randomized into the HHS intervention (N = 15) or control group (operating as usual) (N = 15). The intervention was designed to promote well-being (primary outcome) by focusing on healthy habits including meals, stress prevention, and strong peer relations. It included a curriculum, structural and organisational initiatives, a workshop, and a smartphone application. Students completed self-administered online questionnaires at the beginning of the school year and nine months later. To account for clustering of data, we used multilevel logistic regression analyses to estimate odds ratios (OR). We applied an intention-to-treat approach with multiple imputations of missing data. Results At baseline 4577 of 5201 students answered the questionnaire and 4512 at follow-up. In both groups the proportion of students eating breakfast decreased from approximately 50% to 40% from baseline to follow-up, and lunch frequency decreased from approximately 50% to 47%. Daily water intake, intake of fresh fruit and intake of vegetables remained unchanged from baseline to follow-up. There were no significant between group differences on any of the outcomes at first follow-up: breakfast: OR = 0.85 (95% CI: 0.65;1.10), lunch: OR = 0.96 (95% CI: 0.75;1.22), water intake: OR = 1.14 (95% CI: 0.92;1.40), intake of fresh fruit: (OR = 1.07, 95% CI: 0.84;1.37), vegetables: (OR = 1.01, 95% CI: 0.77;1.33). Conclusion No evidence of an effect of the HHS intervention was found for any of the outcomes. Future studies are warranted to explore how health promoting interventions can be integrated in further education to support educational goals. Moreover, how to fit interventions to the lives and wishes of young people, by also including systems outside of the school setting. Trial registration ISRCTN, ISRCTN43284296. Registered 28 April 2017 - retrospectively registered.

Introduction: Ultrasound guided peripheral arterial cannulation may increase success as the small diameter vessel can be visualized. Fewer attempts at arterial cannulation may reduce local vessel damage. However even the current small ultrasound probes provide additional bulk in a small area and palpation method may be preferred. Aim: To determine if ultrasound guided peripheral arterial catheter insertion results in fewer attempts, shorter time to cannulation and cost savings compared to palpation method in children

The aim of this article is to explore the extent to which educational and behavior change theories were adequately described in studies aiming at postponing or preventing type 2 diabetes among individuals with prediabetes using lifestyle interventions. This is essential in order to design effective interventions for ‘real life’ settings. A number of databases were searched: Web of Science, PubMed, SCOPUS, Cochrane Library, Cross (MEDLINE, EMBASE, CUCO, BIOSIS), EPPI-Centre: Database of promoting health effectiveness reviews (DoPHER) and EPPI-Centre: The Trials Register of Promoting Health Interventions (TRoPHI). Sixteen randomized controlled trials were selected based on the criteria of prediabetes, defined as impaired glucose tolerance and/or impaired fasting glucose and efficacious lifestyle interventions (diet and/or physical activity). Only four trials made explicit reference to use of educational and behavior change theories in the development of the lifestyle interventions. Another five trials provided partial information, whereas the remaining seven did not refer to theories directly or indirectly. In order to allow replicability and comparison, future studies should explicitly describe and/or consider use of educational and behavior change theories in the development of lifestyle interventions.