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The Influence of Social and Environmental Supports on Moderate to Vigorous Physical Activity in HispanicVigorous Physical Activity in Hispanic
Adolescent FemalesDEBORAH BENES‐NADWORNY PhD, RN, PNP‐BC
Childhood & Adolescent ObesityEpidemic proportions (Ogden, 2014)
Children 6‐11yrs• 1980’s – 1 in 15 (7%)• 2012 – 1 in 6 (18%)2012 1 in 6 (18%)
Adolescents 12‐19yrs• 1980’s – 1 in 18 (5%)• 2012 – 1 in 5 (20%)
Trend Analysis for Race and EthnicityOverweight Prevalence by Race/Ethnicity for Adolescent Boys and Girls (Ogden, 2002)
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Health Effects of ObesityIMMEDIATE
oPsychosocial disorders
oCardiovascular disease
LONG‐TERM
oAdult Obesity
oCardiovascular disease
oEndocrine disorders
oSleep disorders
oType 2 Diabetes
Singh et al., 2008
Lifestyle Choices
Healthy Eating
Physical Activity Levels Sedentary Behaviors
Physical Activity (PA)oOnly discretionary means of increasing energy expenditure
oSignificant health benefits
oCurrent PA Guidelines for youth between 6‐17 years (Physical activity guidelines advisory committee, 2008)
o 60 minutes of daily moderate to vigorous physical activity
o2011 Youth Risk Behavior Surveillance Survey (Centers for Disease Control, 2012)
• 18% of 9‐12th grade students participate in daily PA
• 23% no form of PA on any day
o Racial and Gender Disparitieso 15.9% Hispanic vs. 11% white vs. 26.7% black female adolescents
o 21.3% Hispanic female versus 10.7% Hispanic male adolescents
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Healthy People 20204 objectives to improve adolescent’s health, fitness & quality of life through daily
Physical Activity
o Increase aerobic PA levels from 18‐20%
o Increase the level of walkingo Increase the level of walking
o Increase the level of biking
o Increase legislative policy to enhance access and availability of PA opportunities
Call for ActionThe Committee on Prevention of Obesity in Children and Youth (IOM, 2005)
oSocial Ecologic Perspectiveo Identify leverage points that influence nutritional intake and physical activity behaviors
• Family
S h l• School
• Communities
PurposeTo examine social and physical environment factors that affect moderate to vigorous physical activity (MVPA) in adolescent Hispanic females
Aims:oIdentify social and physical environment factors that are associated with MVPA among early and mid‐adolescent Hispanic femalesand mid adolescent Hispanic females
oIdentify if there is a difference in social or physical environment factors associated with MVPA in early and mid‐adolescent Hispanic females
oAnalyze the adequacy of Stokols’ ecological framework for explaining MVPA levels among early and mid‐adolescent Hispanic females
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Significance
o Limited research conducted with Hispanic adolescent females• By the year 2050 – 25% of population will be Hispanic• 30% of adolescents will be Hispanic30% of adolescents will be Hispanic
o Limited nursing research utilizing Stokols’ Ecologic Model for Health Promotion• Nurses work in many of the leverage points identified that influence behaviors
Review of the LiteratureObesity and Physical Activity in Hispanic Children and AdolescentsoLow socioeconomic status (US census, 2010)
• 37.4% live at or below poverty line
• 21% of full time workers earn > $ 35,000/yr.
• Family income directly influences participation in PA programs ( Hannay et al., 2012; & Simpkins et al., 2013)
• Overall parental stress associated with lower SES jobs (Wheeler et al., 2011)
oPoor neighborhood conditions (Hannon et al., 2006; Hannay et al., 2013; &Moore et al., 2008)
• Limited access to recreational facilities, high quality schools
• Neighborhood safety
Review of the LiteraturePhysical Activity in Hispanic Children and AdolescentsoLevel of Acculturation (Liu et al., 2009; Simpkins et al., 2011)
• Inconsistent study findings
oCultural Influences oFamilismo
oMarianismo (Butt et al., 2011)
oParental Perceptions (Stodolska, 2011)
• Physical Activity
• Neighborhood safety
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Review of the LiteratureDeterminants Of PA Behaviors In Early Adolescents (12‐14y)• Parental support
• Peer support
• Participation in afterschool activities
Determinants Of PA Behaviors In Mid Adolescents (15‐17y)
• Peer support (AA & White ) (Butt et al., 2011; Motl, et al., 2007)
• Mexican American (Strong et al., 2012; Wiley et al., 2011)
• Participation in afterschool activities • Daily participation in PE class
• Socioeconomic status
• Parental conflict
• Perceived parental PA
Stokols’ (2003) Social Ecological Model for Health Promotion
Neighborhood Amenities
Detracting Neighborhood Elements
Neighborhood Amenities
Detracting Neighborhood Elements
Social Level
Physical Level
Family Support
Peer Support
Neighborhood Safety
Community Support
Family Support
Peer Support
Neighborhood Safety
Community Support
Race
Gender
Age
Acculturation
Language spoken at home
Race
Gender
Age
Acculturation
Language spoken at home
Individual Level
Social Level
Environment & Behavior SpecificityEffectiveness of predictors & program development dependent on the setting for the behavior oIdentification of High Impact Leverage Points (IOM, 2005)
• Home
• School• Neighborhood
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Limited Research Examining MVPA Levels in Adolescents using Stokols’ Social Ecologic Model
• Age Range • 10‐18 yrs.
•Race Whit• White
• Black• Only 1 study Hispanic
•Large variation in level variables operationalized
•Small % of variance explained
Individual Level Correlates of MVPAMany studies examining correlates of individual level variables
oDifferences r/t age, gender, & race
oConsistent associations across all 3 variables:• Self‐Efficacy• Perceived behavioral control
(Craggs et al., 2011)
Social Level Correlates of MVPASocial Support refers to any type of behavior that supports an individual in achieving desired goals or outcomes (Stokols, 1992)oParental (Heitzler et al., 2010; Strong, 2012)
• Verbal encouragement
• Modeling behaviorsModeling behaviors
• Providing resources
• Parental education
oPeer (Fitzgerald et al., 2012; Perry et al.,2011)• Acceptance
• Socialization
• Encouragement
oNeighborhood safety (Nichol et al., 2010)
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Physical Environment Correlates of MVPAFactors shown to affect PA levels in adolescents (Pate et al., 2008; Patnode et al., 2010)
oFacilities oParksoEquipmentoWeather Conditions
o Neighborhood safety (Patnode et al., 2010; Voorhees et al., 2011)
o Walkability
o Pedestrian & traffic safety
Research QuestionsoIndividual Level◦ What are the relationships between individual level factors and MVPA levels in adolescent Hispanic females?
oSocial Environment LevelWh t i th l ti hi b t i l l l f t d MVPA l l i l d l t (i 12 14◦ What is the relationship between social level factors and MVPA levels in early adolescent (i.e. 12‐14 years of age) Hispanic females?
◦ What is the relationship between social level factors and MVPA levels in mid‐adolescent (i.e. 15‐17 years of age) Hispanic females?
◦ Is there a difference in social level factors between early and mid‐adolescent Hispanic females related to MVPA levels?
Research QuestionsoPhysical Environment level◦ What are the relationships between the physical environment and MVPA levels in early adolescent Hispanic females?
◦ What are the relationships between the physical environment and MVPA levels in mid‐adolescent Hispanic females?
◦ Is there a difference in physical environmental variables for early and mid‐adolescent Hispanic females related to MVPA levels?
oTheoretical ◦ To what extent does Stokol’s Social Ecological Model predict and explain MVPA levels in adolescent Hispanic females?
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MethodologyDesign
oCross sectional, correlational secondary data analysis of the 2011/12 National Survey of Children’s Health
Samplep
oU.S. Hispanic females between the ages of 12‐17yrs.
oExcluded – participants with missing values across covariates
Apriori Power Analysis
• α = 0.05 / mod effect size / power 0.80 = 568 subjects
• N = 1830 Hispanic adolescent females
InstrumentThe National Survey of Children’s Health (CAMHI, 2011/12)
oCross sectional telephone survey
oRandom digit dial procedure
oRespondents – parents who self identify as being most knowledgeable of the child
oValidity
oBased on original 2003 NSCH survey developed by a panel of experts
o2010‐2011 – Endorsed by the National Quality Forum (CAMHI, 2013)
oReliabilityoDesigned & administered through SLAITS Program
oAll interviewers required to attend training sessions prior to administration
Operational Definition of VariablesDependent Variable◦Moderate to Vigorous Physical Activity
◦ Participation in some form of physical activity for at least 20 minutes
◦ Vigorous enough to make you sweat and breathe hard
1= 0 days, 2 = 1‐3 days, 3 = 4‐6 days, 4 = everyday
◦ For the study – dichotomized◦ 1 = meeting (20 minutes on 4 or more days/week)
◦ 0 = not meeting (20 minutes on < 4 days/week)
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Operational Definition of VariablesIndependent Variables
Individual Level
◦ Age (Interval subgroups)
early adolescent – (12‐14yrs)
mid‐adolescent – (15‐17yrs)
◦ Primary household language – Spanish or English
◦ Generational status of household
Operational Definition of VariablesSocial Environment Variables
Parental Supporto Parent or guardian’s highest level of school completedo Adolescent work for pay outside the home o Overall health of the child’s mother (physical & mental)
ll h l h f h h ld’ f h ( h l d l)o Overall health of the child’s father ( physical and mental)o Living in a working poor householdo Income level of child’s household
Peer Support – Participation in extracurricular activities
Social Supporto Participation in volunteer or community service o Presence of adult mentoro Supportive Neighborhoodso Safe community or neighborhood
Operational Definition of VariablesPhysical Environment Variables
oSafe school environment
oPresence of neighborhood amenities
oPresence of detracting neighborhood elementsoPresence of detracting neighborhood elements
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Data AnalysisSPSS Version 18
oDescriptive Analysis• Summary statistics
• Categorical variables – frequencies and percent response
oBivariate Analysis• Chi‐Square tests• Cross tabulations
oMultivariate Analysis• Binary logistic regression• Receiver operating characteristics curve (ROC)
ResultsDemographic Characteristics of Adolescent Hispanic Females by Age Groups n (%)
Variable Total(N=1830)
12-14yr(n=933)
15-17yr(n=897)
p
BMI percent< 5%5-85%85 < 95%≥ 95%
87 (5.2)1102 (65.4)274 (16.3)223 (13.2)
43 (5.1)517 (60.8)155 (18.2)135 (15.9)
44 (5.3)585 (70.0)119 (14.2)88 (10.5)
<.001
Family structure2 parents – biologic2 parents – stepSingle motherOther
1047 (57.7)237 (13.1)396 (21.8)135 (7.4)
541 (58.4)122 (13.2)199 (21.5)65 (7.0)
506 (57)115 (13)
197 (22.2)70 (7.9)
.865
Generation1st
d
227 (13.1) 110 (12.3) 117 (13.9)<.05
2nd
3rd
729 (39.8)779 (42.6)
405 (45.5)376 (42.2)
324 (38.4)403 (47.7)
Primary languageEnglishSpanish
1169 (63.9)659 (36.1)
585 (62.7)347 (37.2)
584 (65.1)312 (34.8)
.283
Parental level of education< High schoolHigh school> High schoolDon’t know
704 (38.6)434 (23.8)530 (29.1)149 (8.1)
359 (38.6)219 (23.5)260 (28)90 (9.7)
345 (38.6)215 (24.1)270 (30.2)59 (6.6)
.143
Poverty Level0-99%100-199%200-399%400%FPL or >
531 (29.0)437 (23.9)459 (24.6)412 (22.5)
154 (16.5)176 (18.9)266 (28.5)337 (36.1)
241 (26.9)222 (24.7)216 (24.1)218 (24.3)
.109
Working poor households**YesNo
300 (16.4)1516 (82.8)
80 (8.7)842 (91.3)
118 (7.7)756 (92.3)
<.001
MVPA recommendationsMetNot met
807 (44.8)995 (55.2)
449 (48.7)473 (51.3)
358 (40.7)522 (59.3)
<.001
RESULTSoIndividual Level
oH1: Early adolescent Hispanic females will have a higher level of MVPA than mid‐adolescent Hispanic females
12‐14 yrs. 15‐17yrs. χ2(1) = 11.70, p < .05
48% vs 40%48% vs. 40%
The odds of adolescent females meeting recommended level of MVPA were 1.38 times higher for girls between 12 to 14 years.
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RESULTSoIndividual LeveloH2: Hispanic adolescent females from primary Spanish speaking households will have lower levels of MVPA than those from English speaking households.
English Spanish χ2 (1) = 73.09, p < .0552% vs. 31%
The odds of meeting recommended levels of MVPA were 2.42 times higher when adolescent Hispanic females spoke English as their primary language versus Spanish
oH3: Adolescent Hispanic females from a third generation household will have higher levels of MVPA than adolescent Hispanic females from a first generation household.
First Generation Second Generation Third Generation χ2 (2) = 56.62, p >.001
9% vs. 36% vs. 55%
The odds of meeting recommended levels of MVPA were 2.7 times higher for girls from third generation households versus first generation households.
RESULTS ( Early Adolescents)Multivariate Analysis of Social Environment Variables for Early Adolescents (n= 904)Variables B (S.E.) p OR (95% CI)Parental attendance of extracurricular activitiesAlways (ref.)NeverSometimesUsually
-1.06 (.428)-7.12 (.221)-.806 (.213)
.013
.001
.000
.345 (.14, .79)
.491 (.31, .75)
.447 (.31, .64)Poverty level
0-99% - 463( 215) 031 629 ( 41 95)0 99% 100-199%200-399%≥ 400% (ref.)
.463(.215)-.319 (.216)-.047 (.206)
.031
.140
.820
.629 (.41, .95).727 (.476, 1.10).954 (.638, 1.42)
Participation in extracurricular activities 1.33 (.218) .000 3.8 (2.47, 5.82)Safe community
Never/sometimes (ref.)Usually/always .405 (.187) .030 1.49 (1.04, 2.16)
Participation volunteer work Never (ref.)Yes -.001 (.074) .984 .999 (.86, 1.15)
Presence of adult mentorNo mentor (ref.)1 or more adult mentors .246 (.194) .205 1.27 ( .87, 1.87)
RESULTS (Early Adolescents)Physical environment
oH13: The number of neighborhood amenities will have no difference on the level of MVPA in early adolescent Hispanic females.
o No significant associations between # of neighborhood amenities and MVPA ‐ χ2 (4) = 4.46, p = .347
o Safe School environment ‐ χ2 (1) = 11.04, p <.05o The odds of early adolescent girls meeting recommended levels of MVPA were 2 times higher when they felt safe at school
oH14: The number of detracting neighborhood elements will significantly decrease on the level of MVPA in early adolescent Hispanic females.
o No significant association between # of detracting neighborhood elements and MVPA ‐ χ2 (3) = 1.48, p = .686
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RESULTS ( Mid‐Adolescents)Multivariate Analysis of Social Environment Variables for Mid‐Adolescents (n= 850)
Variables B (S.E.) p OR (95% CI)Parental attendance of extracurricular activitiesAlways (ref.)NeverSometimesUsually
--.948 (.444)-.816 (.227)-.342 (.213)
-.033.000.082
-.388 (0.16,0.92).442 (0.28, 0.69).447 (0.31,0.64)
Participation in extracurricular activities 1.06 (.210) .000 2.9 (1.92, 4.39)Supportive neighborhoods
No (ref.)Yes
-.454 (.187)
-.015
-1.57 (1.09, 2.27)
Participation volunteer work Never (ref.)Few times/yr.Few times/month Weekly
-.341 (.225).607 (.243).460 (.254)
-.130.013.070
-1.4 (0.90, 2.18)
1.83 (1.13, 2.95)1.58 (0.96, 2.60)
Presence of adult mentorNo mentor(ref.)1 or more adult mentors
-.305 (.212)
-.205
-1.27 (0.87, 1.87)
RESULTS (Mid‐Adolescents)oPhysical Environment
oH15: The number of neighborhood amenities will have no difference on the level of MVPA in mid‐adolescent Hispanic females.
Trending towards significance ‐ χ2 (4) = 9.19, p = .056
f h l 2 ( )Safe school environment ‐ χ2 (1) = 10.262, p < .05
The odds of meeting recommended levels of MVPA were 2 times higher for girls who felt safe at school.
oH16: The number of detracting neighborhood elements will significantly decrease the level of MVPA for mid‐adolescent Hispanic females.
No significant association ‐ χ2 (3) = 3.30, p = .320
RESULTS ( Age Association)oSocial Environment
oH10: Mid‐adolescent Hispanic females with parental support will have no difference in the level of MVPA than early adolescent Hispanic females.
B =.276, S.E. [.105], p <.01, (OR = 1.31, 95% CI [1.07, 1.61])
oH11: Early adolescent Hispanic females with peer supports will have a higher level of MVPA than mid‐adolescent Hispanic females.
The odds of meeting recommended levels of MVPA were 1.2 times higher for early adolescents with peer support compared to mid‐adolescents (χ2 (1) = 15.61, p < .001).
oH12: Early adolescent Hispanic females with social supports will have a higher level of MVPA than mid‐adolescent Hispanic females.
B = .245, SE [.102], p >.01 (OR 1.27, 95% CI [1.05, 1.56])
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RESULTS ( Age Association)oPhysical Environment
oH17: There will be a significant difference between early and mid‐adolescent Hispanic females’ level of MVPA related to neighborhood safety and support.
B = .332 S.E. [.099], p <.01 (OR = 1.39, 95% CI [1.14, 1.69])
The odds of early adolescents girls meeting recommended levels of MVPA were:
1.9 times higher when they felt safe in school (OR = 1.75, 95% CI [1.27, 2.42]).
RESULTS ‐ Theoretical ModelFull Model Regression Analysis for Early Adolescents (n=933)
Variables Model 1 Model 2 Model 3 Model 4 Model 5 Constant -.800*** -.242 -1.1226*** -1.780*** -1.833*** Individual level Household language( English) Household generation First (ref) Second Third
.595**
-
.129 .733**
.419
-
.151 .787*
.120
-
.049 .629*
.304
-
.110 .742*
.329
-
.071 .705*
Social Level Parental support Attendance of activities Never Sometimes Usually Always (ref) Poverty level (FLP)
0 99%
-1.078* -.802*** -.792***
- 80
-1.088* -.798*** -.791***
-
183
-.993* -.722**
-.830*** -
057
-1.00* -.725**
-.870*** -
029 0-99% 100-199% 200-399% ≥ 400% (ref) Peer Support Participate in activities Social Support Community service Never (ref) Few times/yr. Few times/month Weekly Presence of adult mentor Safe community
-.80 -.89 .012
-
-.183 -.101 .002
-
1.267***
.057
.127
.088 -
1.261*** -
.126
.164
.195 -.036 .321
.029
.071
.064 -
1.312*** -
.129
.170
.210 -.066 .272
Environmental Level Safe school environment
.133
Area under ROC .643*** .702*** .703*** .708*** .712***
* p < .05, ** p < .01, *** p < .001
RESULTS ‐ Theoretical ModelFull Model Regression Analysis for Mid‐Adolescents (n= 897)Variables Model 1 Model 2 Model 3 Model 4 Model 5 Constant -.904*** -.022 -1.307*** -1.859*** -2.715*** Individual level Household language (English) Household generation First (ref) Second Third
.773***
-
-.025 .010
.617*
-
-.293 -.328
.531*
-
-.219 -.205
.443
-
.-.201
.-.234
.495*
-
-.306 -.346
Social Level Parental support Attendance of activities Never Sometimes Usually
Al ( f)
-1.444** -.930***
-.284
-1.432** -.932***
-.281
-1.221* -.802**
-.281
-1.227* -.690**
-.249 Always (ref) Peer Support Participate in activities Social Support Community service Never (ref) Few times/yr. Few times/month Weekly Presence of adult mentor Supportive neighborhood
-
-
1.254***
-
1.019*** -
.324 .544* .420 .114
.457*
-
1.009*** -
.220
.420
.355
.171 .419*
Environmental Level Safe school environment
.514*
Area under ROC .589*** .672*** .672*** .681*** .686***
* p < .05, ** p < .01, *** p < .001
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DiscussionoIndividual Level
o Decline in MVPA consistent with national trends
o Age group comparisons of MVPA levels with national tends ??
o Cultural variablesd d l l h k h ko Mid‐Adolescents – English speaking vs. Spanish speaking
• Identify with U.S. customs and values faster than parents to enhance peer group development
• English literacy
• Fears of bullying
o Early Adolescents – first generation compared to third generation
◦ Continued parental control over activities/ Values of homeland take priority/ family activities
◦ MVPA activities perceived as unfeminine
◦ Family obligations
◦ The findings from this study are in contrast to recent literature identifying lower levels of acculturation were associated with increased levels of extracurricular activities (Brown et al., 2008; Simpkins, 2011)
DiscussionoSocial Environment Level
oParental SupportoAttendance of Extracurricular activitiesoLeVine’s Theory of Parenting (1977) ‐ Parents will invest family resources in adolescent
extracurricular activities if there are ample resources available
o Monetary Resources
o Direct
o finances
o Indirect
o work related stress
o Overall health of parents
o Teen work for pay
oTemporal Resources o Positive reinforcement
o Verbal encouragement
extracurricular activities if there are ample resources available
DiscussionoSocial Environment Level
oPeer Supporto Early Adolescents – Findings consistent with previous research
o Latino adolescent’s participation in afterschool activities and history of participation in physical activity have demonstrated strong predictive capacities (Eakin et al., 2005; Perry et al., 2011a)demonstrated strong predictive capacities (Eakin et al., 2005; Perry et al., 2011a)
o Mid‐Adolescent – Findings inconsistent with previous research (Hannay et al., 2013; Madsen et al., 2009; Wiley et al., 2011)
o Although Hispanic families value closeness and support, the developmental needs of the adolescent to belong to peer group take precedence
peer support, (OR = 2.9, 95% CI [1.92, 4.39]) vs. parental support (OR= .442, 95% CI [.28, .69])
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DiscussionSOCIAL SUPPORT
o Early adolescentso Findings demonstrate interrelatedness of all social variables
o Social supports alone adult mentorvolunteering
oMid‐Adolescentso Findings demonstrate autonomous nature of age
o Social supports alone
adult mentor
volunteeringvolunteering safe community
o Regression for all social level variablesFamily finances
parental supportpeer supportsafe community
o Significant association between family income and safe community
χ2 (3) = 46.76, p < .001
volunteering
supportive community
o Regression for all social level variables
Parental support
peer support
volunteering
supportive community
oRole of familism – extended families living in close proximity
DiscussionoPhysical Environment
o Whole Sample (n=1830) ‐ Neighborhood amenities was significantly associated with meeting recommended MVPA level, χ2 (4) = 12.62, p <.05.
o Consistent with previous research (Hannon et al., 2006; Moore et al., 2008; Stoldolska, 2011)
o Loss of significance when sample stratified by age group
o Direct contrast to previous research examining resources and perceptions of safety in Latino neighborhoods (Hannon et al., 2006; Moore et al., 2008; Hannay et al., 2013; Stodolska, 2011)
Reasons for differences
o 78% of the families reported having three or more amenities located in their neighborhood
o 68% reported no detracting neighborhood elements
o Rural sample
DiscussionoSchool Environment
o Safety in school (Demissie, Lowry, Eaton, Hertz, & Lee, 2014)
o Bullying
o School Violence
oBeing bullied on school grounds was found to be associated with decreased levels of physical activity in middle and high school students (Demissue et al., 2014; Roman & Taylor, 2013)
oFindings identified school safety significant for mid‐adolescents only.
oContinued research warranted
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DiscussionoTheoretical Model ‐ Stokols’ Social Ecological Model
o Able to examine multilayered interrelated influences on MVPA behaviorso Families
o Schools
C ito Community
Early Adolescents – 17% predictive capacity◦ Individual & social level influences
Mid‐Adolescents – 14% predictive capacity◦ Individual, social level and physical environmental influences
DiscussionLIMITATIONS
oSurvey design ◦ Subjective
◦ Parental perspective
STRENGTHS
oNSCH – established reliability & validity
oExclusive to Hispanic adolescent females
◦ Cross‐sectional
oOutcome variable – MVPA◦ Parental report (Dowda et al., 2007)
◦ Need to update standardized question to meet current recommendations
oLack of cultural variation
oUse of proxy variables
oAge group variations identified
oTheoretical model ◦ Examination of multilevel variables
oInclusion of alternative socioeconomic and community variables
RecommendationsNursing Practice
oCommunity settings – policy and program developmento Culturally acceptable programs
o Information provided in Spanish & English
C ll b ti b t h l d it i tio Collaboration between schools and community organizations
o Presence of adult mentors
oEducationo Expansion of nursing curricula related to primary levels of prevention versus acute illness
o Clinical placements in community settings
o Continued education for current RN’s working in the community setting
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RecommendationsNursing Practice
oResearcho Neighborhood level research
o Community based participatory research
o Development of culturally appropriate tools to measure acculturation and physical environment variables
o Measures to engage adolescents – Photovoiceg g
o Evaluation of successful physical activity programs & policies in Latino communities
o Enhancement of national survey development
oPolicyo Translation of research into policy has been slow
o Non research based
o Daily physical education in all junior & senior high schoolso Legislation to encourage shared community use of school facilitieso Modifications to physical environment ( i.e. sidewalks, bicycle lanes, land use)o Improved community safetyo Work with youth leaders & Promotoras
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