School health services programs are said to be one of the most efficient strategies that a nation might use to prevent major health and social problems. Next to the family, schools are the major institution for providing the instruction and experiences that prepare young people for their roles as healthy, productive adults (Wanberg and Rohwer, 2010). Around the globe, school health programs continuously develop since the need of it was shown in the statistics that more children are missing classes due to the lack of physical vitality (Schneider, 2011). As emphasized by McKenzie, Pinger, and Kotecki (2011), the school health program is an important component of community health. It is essential to assess the efficiency of the utilization and implementation, and the degree of satisfaction of the consumers of the school health programs because doing so supports the capabilities of the school health department to affect the health of the children, their families, and the health of the community at large. According to Anfara, Andrews and Mertens (2005), school health services in United States are well-developed and provide opportunities for students and staff to gain knowledge and skills regarding the use of healthcare services, health literacy, and self-care. Whitman and Aldinger (2009) further supported that the field of school health has made significant progress in the last decade. The programs moved from a narrow view of school health as primarily focused on classroom curriculum or health education into the broad, multiple strategies of policy, improving the school’s physical and psychosocial environment and providing a range of services. Power, Shapiro and Kazak (2003) emphasized that competent and qualified professionals such as physicians, nurses, dentists, health educators, and other allied health personnel should collaborate with each other. This is to ensure every student’s health and well-being. In the Philippines, the Commission on Higher Education (CHED) issued a memorandum number 21 series of 2006 stating that; the higher Education Institution shall provide primary health care services administered by licensed medical, dental, and allied professionals to be made available to all students. The same memorandum order also states that there shall be adequate facilities for health care and updated health records are kept and maintained as required by the Department of Health. These implementing guidelines provide the schools legal basis for the provision of the health services. Over time, the health needs of people change and this fact does not exclude the changing needs of school personnel and students of an academic institution. Notre Dame higher education institutions’ Health Services Programs should be evaluated to continuously meet the expectations and needs of its consumers, specifically the school personnel and its students. Notre Dame higher education institutions are network of Notre Dame Schools in the Philippines, under the patronage of the Blessed Virgin Mary, owned and administered by various religious congregations and juridical jurisdictions. Initiation of standardized evaluation of these school health services programs is imperative as it becomes the basis for health program development and improvement to align its services to the existing set up imposed by the health organizations, agencies and the government. Brugger (2010) emphasized that interviewing and surveying stakeholders, along with the review of the current system ensures that administrators and managers understand the situation before introducing any improvement. The researcher, as a school health nurse in one of Notre Dame’s higher education institutions, is apparent to his crucial roles in the seamless provision of comprehensive health services to school personnel and the students. Over time, the researcher noticed that no internal evaluation was ever conducted since the Health Services Programs were...
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