Barriers and facilitators to implementation of direct fruit and vegetables provision interventions in kindergartens and schools: a qualitative systematic review applying the consolidated framework for implementation research (CFIR).
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| Title: | Barriers and facilitators to implementation of direct fruit and vegetables provision interventions in kindergartens and schools: a qualitative systematic review applying the consolidated framework for implementation research (CFIR). |
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| Authors: | Meshkovska B; Department of Nutrition, University of Oslo, Oslo, Norway. biljana.meshkovska@medisin.uio.no., Scheller DA; Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Ulm, Germany., Wendt J; Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Ulm, Germany., Jilani H; Institute of Public Health and Nursing Research - IPP, University of Bremen and Epidemiological Methods and Etiological Research, Leibniz Institute for Prevention Research and Epidemiology - BIPS, Bremen, Germany., Scheidmeir M; Department of Psychology, Johannes Gutenberg-University Mainz, Mainz, Germany., Stratil JM; Institute for Medical Information Processing, Biometry, and Epidemiology - IBE, Chair of Public Health and Health Services Research, LMU Munich, Munich, Germany., Lien N; Department of Nutrition, University of Oslo, Oslo, Norway. |
| Corporate Authors: | PEN Consortium |
| Source: | The international journal of behavioral nutrition and physical activity [Int J Behav Nutr Phys Act] 2022 Jan 31; Vol. 19 (1), pp. 11. Date of Electronic Publication: 2022 Jan 31. |
| Publication Type: | Journal Article; Research Support, Non-U.S. Gov't; Systematic Review |
| Journal Info: | Publisher: BioMed Central Country of Publication: England NLM ID: 101217089 Publication Model: Electronic Cited Medium: Internet ISSN: 1479-5868 (Electronic) Linking ISSN: 14795868 NLM ISO Abbreviation: Int J Behav Nutr Phys Act Subsets: MEDLINE |
| Database: | MEDLINE Ultimate |
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