Background:

Capacity building and community-level participation are important to enhance the efficiency and sustainability of health promotion programmes, as well as to promote empowerment and decision-making power. However, stakeholders’ participation in the design and implementation of health promotion projects often involves the provision of information and consultation rather than partnership or citizen control, especially in school settings. Co-creation could be a means to support higher levels of participation, yet its definition remains unclear. A further challenge relates to the methods needed to promote participation. Examining what co-creation represents for health promoters could help in both of these respects.

Objectives and goals:

This study explored how school health promotion professionals perceived and defined co-creation to gain insight into how to encourage co-creation processes in school-based health promotion.

Methods:

Qualitative data including documents and illustrations were collected during creative thinking activities undertaken with school health promotion professionals. All data collected were transcribed and analysed using a three-stage screening process.

Results:

Co-creation is a multi-dimensional construct. Based on our findings, it is a voluntary-based process of bottom-up collaboration informed by values of diversity, mutual trust, openness, autonomy, freedom, respect and shared expertise, responsibility and decision-making. Co-creation can result in out-of-the-box, new or improved tailored health-promoting practices and projects, which address a co-defined need, for the benefit of all members of the group.

Conclusion:

Co-creation is timely and key in school health promotion practices. Further research is needed into the specific competences needed to promote co-creation, as well as the methods used to evaluate achievements and added value of co-creation at different levels of implementation.

中文翻译：

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共创是什么意思？尝试通过法国学校健康促进者的观点进行定义

背景：

能力建设和社区一级的参与对于提高健康促进计划的效率和可持续性，以及增强赋权和决策权至关重要。但是，利益相关者参与健康促进项目的设计和实施通常涉及提供信息和咨询，而不是伙伴关系或公民控制，特别是在学校环境中。共创可能是支持更高水平参与的一种手段，但其定义尚不清楚。另一个挑战涉及促进参与所需的方法。研究共同创造对健康促进者的意义可以在这两个方面有所帮助。

目标和目的：

这项研究探索了学校健康促进专业人士如何看待和定义共同创造，以了解如何鼓励基于学校的健康促进中的共同创造过程。

方法：

在与学校健康促进专业人员进行的创造性思维活动中，收集了包括文件和插图在内的定性数据。使用三阶段筛选过程记录和分析收集的所有数据。

结果：

共创是多维构建。根据我们的发现，这是一个自愿性的自下而上的协作过程，其基础是多样性，相互信任，开放，自治，自由，尊重，共享的专业知识，责任和决策的价值。共同创造可以带来开箱即用的，新的或改良的量身定制的健康促进实践和项目，可以满足共同定义的需求，从而使小组的所有成员受益。

结论：

共同创建是及时的，并且是学校健康促进实践的关键。需要进一步研究促进共同创造所需的具体能力，以及用于评估不同实施水平的共同创造的成就和增加值的方法。