Table 3.
School professionals’ perceptions about access to school health services (SHS); triage and usual approach
| Triage approach N = 444 | Usual approach N = 320 | ||
|---|---|---|---|
| Mean (SD)a | Mean (SD)a | β (95% CI)b | |
| Item | |||
| Contact frequency between school and SHSc | 1.71 (0.99) | 1.41 (0.74) | 0.26 (0.13–0.39)* |
| Scalesd | |||
| SHS approachability for contact and feedback | −0.02 (0.73) | 0.02 (0.74) | −0.02 (−0.14–0.10) |
| SHS approachability for support for health issues | 0.00 (0.86) | 0.00 (0.97) | 0.00 (−0.14–0.14) |
| Appropriateness of provided SHS support of children with specific needs | 0.05 (0.81) | −0.07 (0.80) | 0.13 (0.01–0.20)** |
SD Standard Deviation; β = standardized regression coefficient; CI = Confidence Interval
*p < 0.001; **p < 0.05
aCrude mean values
bMultilevel regression analyses with the scales and contact frequency as outcome variables and the approach (triage and usual) and municipality size as independent variables. Standardized regression coefficient (β) and confidence interval (CI)
cThe contact frequency was measured on a five-point scale with answer categories 0, 1–2, 3–4, 5–6 and >6 times (coded 1 to 5)
dAll categorical variables of the scales were converted to quantified (i.e. continuous numeric) variables with a mean of 0 (using categorical principal component analysis). A higher value means more satisfaction for the scale described