THE IMPLEMENTATION OF SCHOOL HEALTH UNITS BASED ON WORK TEAM AND TRIAS UKS IN THE PRIMARY SCHOOLS

SCHOOL HEALTH UNITS
Gisely Vionalita 1 Indonesia , Devi Angeliana Kusuma Ningtiar 2 Indonesia , Sella Puspita Sari 2 Indonesia
1 a:1:{s:5:"en_US";s:74:"Public Health Department Faculty of Health Sciences Universitas Esa Unggul";}
2 Department of Public Health, Universitas Esa Unggul
Link Copied!
Published 2022-06-19
Vol. 3 No. 2 (2021) PAGES 66-75
DOI 10.36566/ijhsrd/Vol3.Iss2/92
Views / Downloads 1576 725

Background: The proper management of School Health Units (in Indonesian abbreviation as “UKS”) in educational institutions has the ability to sustain health behavior and optimize student growth and development. As evaluation of the program is a reliable process to measure efficiency and effectiveness of their activities, we aimed to report the evaluation of development the UKS work team and the Three Main Programs of Schools Health Units (TRIAS UKS) in Ngawen Subdistrict, Blora Regency as an indicators’ for Indonesia health research networks and programs.

Methods: This is a quantitative descriptive research with data obtained from principals of 30 Primary Schools by using purposive sampling. The evaluation using the work team form and TRIAS UKS form indicators, including health education, health services and healthy school environments, is designed to profile the development of school health program.

Results: Based on those indicators, the UKS work team still had problems in showing the decree on the organization of UKS team. In terms of health education, many of the schools hd lack of media to promote health. The schools  also had difficulties in doing some consultation for mental health for students and some of schools were  unsuccessful developing the healthy canteen.

Conclusion: Research evaluation the UKS work team and TRIAS UKS are important elements in the success of the School Health Units (UKS). Thus, it creates  constructive positive learning process and provides an overview of the limitations and challenges which can  be used for better planning and promotion of the health research system nationally and globally.

THE IMPLEMENTATION OF SCHOOL HEALTH UNITS BASED ON WORK TEAM AND TRIAS UKS IN THE PRIMARY SCHOOLS: SCHOOL HEALTH UNITS . (2022). INDONESIAN JOURNAL OF HEALTH SCIENCES RESEARCH AND DEVELOPMENT (IJHSRD), 3(2), 66-75. https://doi.org/10.36566/ijhsrd/Vol3.Iss2/92
Download data is not yet available.
  1. Notoatmodjo, Soekidjo. 2007. Promosi Kesehatan dan Ilmu Perilaku. Jakarta:Rineka Cipta.
  2. Kemendikbud RI. 2014. Pedoman Pelaksanaan UKS di Sekolah. Jakarta: Dirjen Pendidikan Dasar RI
  3. Afandi, Luthfi. 2013. Skripsi: Pelaksanaan Program Usaha Kesehatan Sekolah di Sekolah Dasar Negeri Se-Kecamatan Samigaluh Kabupaten Kulon Progo Tahun 2012.Yogyakarta: FIKUNY
  4. Glanz K, Rimer BK, Viswanath K, editors. Health behavior and health education: theory, research, and practice. John Wiley & Sons; 2008 Aug 28.
  5. Freudenberg N, Ruglis J. Peer reviewed: Reframing school dropout as a public health issue. Preventing chronic disease. 2007 Oct;4(4).
  6. Langford R, Bonell CP, Jones HE, Pouliou T, Murphy SM, Waters E, Komro KA, Gibbs LF, Magnus D, Campbell R. The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement. Cochrane database of systematic reviews. 2014(4).
  7. World Health Organization. Skills for health: skills-based health education including life skills: an important component of a child-friendly/health-promoting school.
  8. Rochmah KN. Pelaksanaan Usaha Kesehatan Sekolah (UKS) di SD 1 Bantul. BASIC EDUCATION. 2018 Oct 1;7(22):2-142.
  9. Wane W, Martin G. Education and health services in Uganda: data for results and accountability.
  10. Nailaufar,Widiya. 2016. Skripsi: Faktor-Faktor Yang Berhubungan Dengan Pelaksanaan Usaha Kesehatan Sekolah (UKS) di Tingkat Sekolah Dasar Willyah Kerja Puskesmas Pamulang Kota Tangerang Selatan. Jakarta: FKIK UIN
  11. Greenberg MT, Weissberg RP, O'Brien MU, Zins JE, Fredericks L, Resnik H, Elias MJ. Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American psychologist. 2003 Jun;58(6-7):466.
  12. Konopasek L, Norcini J, Krupat E. Focusing on the formative: building an assessment system aimed at student growth and development. Academic Medicine. 2016 Nov 1;91(11):1492-7.
  13. Wagner T. The global achievement gap: Why even our best schools don't teach the new survival skills our children need-and what we can do about it. Hachette UK; 2014 Mar 11.
  14. Sharma M. Theoretical foundations of health education and health promotion. Jones & Bartlett Publishers; 2016 Mar 1.
  15. Schulz A, Northridge ME. Social determinants of health: implications for environmental health promotion. Health education & behaviour. 2004 Aug;31(4):455-71.
  16. Fazel M, Hoagwood K, Stephan S, Ford T. Mental health interventions in schools in high-income countries. The Lancet Psychiatry. 2014 Oct 1;1(5):377-87.
  17. Haleem A, Siddiqui MI, Khan AA. School-based strategies for oral health education of adolescents-a cluster randomized controlled trial. BMC oral health. 2012 Dec;12(1):54.
  18. Van Ansem WJ, van Lenthe FJ, Schrijvers CT, Rodenburg G, van de Mheen D. Socio-economic inequalities in children's snack consumption and sugar-sweetened beverage consumption: the contribution of home environmental factors. British Journal of Nutrition. 2014 Aug;112(3):467-76.

Copyright (c) 2021 INDONESIAN JOURNAL OF HEALTH SCIENCES RESEARCH AND DEVELOPMENT (IJHSRD)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright Rights & Permissions Guide

Reproducing Published Material from other Publishers

It is absolutely essential that authors obtain permission to reproduce any published material (figures, schemes, tables or any extract of a text) which does not fall into the public domain, or for which they do not hold the copyright. Permission should be requested by the authors from the copyright holder (usually the Publisher, please refer to the imprint of the individual publications to identify the copyright holder).

Permission is required for:

  1. Your own works published by other Publishers and for which you did not retain copyright.
  2. Substantial extracts from anyones’ works or a series of works.
  3. Use of Tables, Graphs, Charts, Schemes and Artworks if they are unaltered or slightly modified.
  4. Photographs for which you do not hold copyright.

Permission is not required for:

  1. Reconstruction of your own table with data already published elsewhere. Please notice that in this case you must cite the source of the data in the form of either “Data from…” or “Adapted from…”.
  2. Reasonably short quotes are considered fair use and therefore do not require permission.
  3. Graphs, Charts, Schemes and Artworks that are completely redrawn by the authors and significantly changed beyond recognition do not require permission.

Obtaining Permission

In order to avoid unnecessary delays in the publication process, you should start obtaining permissions as early as possible. If in any doubt about the copyright, apply for permission. JNH cannot publish material from other publications without permission.

The copyright holder may give you instructions on the form of acknowledgement to be followed; otherwise follow the style: “Reproduced with permission from [author], [book/journal title]; published by [publisher], [year].’ at the end of the caption of the Table, Figure or Scheme.

Every mansucript should be accompanied by "Copyright Transfer Agreement" prior to the article publication

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
School Health Age Children Education

Similar Articles

111-120 of 191

You may also start an advanced similarity search for this article.