Global implementation research and applications最新文献

{"title":"Factors Influencing the Implementation of Evidence-Based Interventions with Street-Connected Children and Youth: Two Case Studies from Eldoret, Kenya","authors":"L. Embleton, Kathleen C. Murphy, Sheila Kirwa, Evans Odep Okal, D. Makori, C. Logie, Erica Di Ruggiero, Jamie M. Lachman, D. Ayuku, P. Braitstein","doi":"10.1007/s43477-023-00083-6","DOIUrl":"https://doi.org/10.1007/s43477-023-00083-6","url":null,"abstract":"","PeriodicalId":73165,"journal":{"name":"Global implementation research and applications","volume":" ","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45847468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Documenting the Implementation Gap: Pre-implementation Supports","authors":"S. Kerns, Cricket Mitchell, Jennifer A. Rolls Reutz, Jennifer A. Sedivy","doi":"10.1007/s43477-023-00081-8","DOIUrl":"https://doi.org/10.1007/s43477-023-00081-8","url":null,"abstract":"","PeriodicalId":73165,"journal":{"name":"Global implementation research and applications","volume":"1 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42319043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Stakeholder Input to Guide Data Visualization and Reporting to Promote Evidence-based Practice Use in Public Schools","authors":"Jill J. Locke, Catherine M. Corbin, Clayton R. Cook, Mark G Ehrhart, Chayna J. Davis, Aaron R. Lyon","doi":"10.1007/s43477-023-00080-9","DOIUrl":"https://doi.org/10.1007/s43477-023-00080-9","url":null,"abstract":"","PeriodicalId":73165,"journal":{"name":"Global implementation research and applications","volume":"1 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48502038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dissemination and Implementation of School-Based Health Promotion Programs: A Descriptive Comparison of Case Studies in Nicaragua and the Dominican Republic","authors":"Jonathan Pettigrew, Heidi Luft, Maria Castillo, J. A. Canario Guzmán","doi":"10.1007/s43477-023-00079-2","DOIUrl":"https://doi.org/10.1007/s43477-023-00079-2","url":null,"abstract":"","PeriodicalId":73165,"journal":{"name":"Global implementation research and applications","volume":"1 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45623212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adaptation of a Behavioural Activation Intervention for Depression in People with Diabetes in Bangladesh and Pakistan: DiaDeM Intervention","authors":"G. Zavala, S. Afaq, A. Anas, Naveed Ahmed, F. Aslam, Saumit Benkalkar, K. Coales, H. Jennings, I. Kellar, M. Nabi, Anum Naz, H. Shakoor, N. Siddiqi, D. Ekers","doi":"10.1007/s43477-023-00072-9","DOIUrl":"https://doi.org/10.1007/s43477-023-00072-9","url":null,"abstract":"","PeriodicalId":73165,"journal":{"name":"Global implementation research and applications","volume":"3 1","pages":"44-55"},"PeriodicalIF":0.0,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42141219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Common Elements Approaches to Implementation Research and Practice: Methods and Integration with Intervention Science.","authors":"Thomas Engell, Nicole A Stadnick, Gregory A Aarons, Miya L Barnett","doi":"10.1007/s43477-023-00077-4","DOIUrl":"10.1007/s43477-023-00077-4","url":null,"abstract":"<p><p>We propose that <i>common elements approaches</i> can advance implementation research and practice and facilitate pragmatic use of intervention and implementation evidence. Common elements are practices or processes frequently shared by interventions or implementations. Traditional common elements methodologies use synthesis, distillation, and statistics to describe and evaluate the merit of common ingredients in effective interventions. Recent developments include identifying and testing common configurations of elements, processes, and context variables across the literature of effective interventions and implementations. While common elements thinking has grown popular in intervention science, it has rarely been utilized in implementation science, and specifically, combined with the intervention literature. The goals of this conceptual methodology paper are to (1) provide an overview of the common elements concept and how it may advance implementation research and usability for practice, (2) give a step-by-step guide to systematic common elements reviews that synthesizes and distills the intervention and implementation literature together, and (3) offer recommendations for advancing element-level evidence in implementation science. A narrative review of the common elements literature was conducted with attention to applications to implementation research. A six-step guide to using an advanced common elements methodology was provided. Examples of potential results are presented, along with a review of the implications for implementation research and practice. Finally, we reviewed methodological limitations in current common elements approaches, and identified steps towards realizing their potential. Common elements methodologies can (a) synthesize and distill the implementation science literature into practical applications, (b) generate evidence-informed hypotheses about key elements and determinants in implementation and intervention processes and mechanisms, and (c) promote evidence-informed precision tailoring of intervention and implementation to context. To realize this potential, common elements approaches need improved reporting of details from both successful and unsuccessful intervention and implementation research, more data availability, and more testing and investigation of causal processes and mechanisms of change from diverse theories.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s43477-023-00077-4.</p>","PeriodicalId":73165,"journal":{"name":"Global implementation research and applications","volume":"3 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10063479/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10288616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do Degrees Matter? Rethinking Workforce Development for Youth with Intellectual Disabilities and Mental Health Challenges.","authors":"Susan Reay,&nbsp;William Reay,&nbsp;Kris Tevis,&nbsp;Lisa Patterson","doi":"10.1007/s43477-023-00076-5","DOIUrl":"https://doi.org/10.1007/s43477-023-00076-5","url":null,"abstract":"<p><p>The global workforce crisis significantly impacts how evidence-based treatment is provided to youth with developmental disabilities and co-occurring mental health conditions. Addressing the workforce crisis requires re-examining the long-standing methods of selecting individuals for employment based on academic degrees. This project offers an innovative workforce development option that provides specialized training to staff with advanced education degrees and staff with less education. The participants in this study were employed in a rural area of the USA within the mental health, child welfare, and correctional industries. All participants worked with youth experiencing intellectual disabilities and mental illness. Results indicated that participants improved their knowledge of the population, demonstrated a better understanding of EBPs, and were willing to employ evidence-based approaches regardless of their education or age. Although overall attitudes toward EBPs decreased, diverging attitudes increased, suggesting a need to accommodate treatment strategies when EBP models are unavailable for special populations. Initial knowledge gaps demonstrated by those with a master's degree and those with less education disappeared after the training. This finding supports the application of innovative task-shifting options in mental health, such as diverting more sophisticated care tasks to nonprofessionally trained persons, which can reduce workforce pressure and unmet demand for care. This study demonstrates cost-effective and time-efficient methods of training staff regardless of education by relying less on specific EBP models and more on adaptation.</p>","PeriodicalId":73165,"journal":{"name":"Global implementation research and applications","volume":"3 1","pages":"67-77"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10034226/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9246286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers and Enablers to COVID-19 Vaccination in San Francisco's Spanish-Speaking Population.","authors":"Lucía Abascal Miguel,&nbsp;Canice Christian,&nbsp;Erin C Accurso,&nbsp;Adriana Najmabadi,&nbsp;Priyanka Athavale,&nbsp;Jody A Diala,&nbsp;Darpun Sachdev,&nbsp;Susan Philip,&nbsp;Michael J Reid,&nbsp;Margaret A Handley","doi":"10.1007/s43477-023-00071-w","DOIUrl":"https://doi.org/10.1007/s43477-023-00071-w","url":null,"abstract":"<p><p>Populations at high risk for COVID-19- including Spanish speakers-may face additional barriers to obtaining COVID-19 vaccinations; by understanding their challenges, we can create more equitable vaccine interventions. In this study, we used interviews to identify barriers and enablers to COVID-19 vaccine uptake among participants in the San Francisco Department of Public Health contact tracing program. Data analysis employed Capability, Opportunity, Motivation Behavior model (COM-B) and the Behavior Change Wheel framework as guides to target barriers with interventions and supporting policies. This paper presents data from interviews focused on COVID-19 vaccine uptake that was part of a project to improve COVID-19 preventive behaviors in San Francisco. We completed seventeen interviews between February and May 2021; six (35%) were completed in English and 11 (65%) in Spanish. Barriers to vaccine uptake included an unprepared health system, fear of side effects, limited knowledge, and conflicting information. Behavioral factors influencing vaccine uptake were mainly related to physical opportunity, automatic motivation, and psychological capability. Interventions that could address the most significant number of barriers included education, enablement, and environmental restructuring. Finally, communication and marketing policies that use diverse multi-lingual social media and environmental planning that includes accessible vaccine sites for people with disabilities, literacy barriers, and limited English proficiency could significantly increase vaccination. Public health departments should tailor interventions to high-risk populations by understanding the specific barriers they face. This exploratory study suggests how implementation science can provide frameworks to achieve this.</p>","PeriodicalId":73165,"journal":{"name":"Global implementation research and applications","volume":"3 1","pages":"56-66"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9833024/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9231972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Pre-implementation Process of Adapting a Culturally Informed Stress Reduction Intervention for Native American Head Start Teachers.","authors":"Deborah H Wilson, Katie E Nelson, Ashley Gresh, Adriann Ricker, Shea Littlepage, Lydia Koh Krienke, Teresa N Brockie","doi":"10.1007/s43477-022-00070-3","DOIUrl":"10.1007/s43477-022-00070-3","url":null,"abstract":"<p><p>Head Start is a federally funded program for children (3-5 years) from low-income families. In the Fort Peck Native American Reservation, tribal Head Start teachers have reported high stress in supporting children experiencing adverse childhood experiences. Thus, we adapted the <i>Little Holy One</i> intervention (ClinicalTrials.gov: NCT04201184) for the teachers' context and culture to enhance psychological health and well-being. Within a participatory framework, the eight-step ADAPT-ITT methodology was used to guide the adaptation process: assessment; decision; adaptation; production; topical experts; integration; training; and testing. For Step 1, we purposive sampled 27 teachers, ancillary staff, and parents to understand teachers' stress, support mechanisms, and interest in an intervention via focus groups (<i>n</i> = 9) and individual interviews (<i>n</i> = 18). Qualitative data underscored teachers' experiences of stress, depression, and need for support (Step 1). Iterative feedback from a tribal advisory board and <i>Little Holy One</i> designers rendered selection of five lessons (Step 2, 5), which were adapted for the teachers via theater testing (Step 3, 4). Community capacity assessment revealed their ability to implement the intervention (Step 6). Testing of this adapted intervention in a feasibility trial (steps 7, 8) will be reported in a future publication. A rigorous systematic process within a participatory framework allowed intervention adaption based on community input. Leveraging \"culture as treatment\" may be useful for enhancing psychological health outcomes for Native Americans who historically underutilize existing psychological services.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s43477-022-00070-3.</p>","PeriodicalId":73165,"journal":{"name":"Global implementation research and applications","volume":"3 1","pages":"16-30"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9827016/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9286309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fidelity, Feasibility and Adaptation of a Family Planning Intervention for Young Women in Zimbabwe: Provider Perspectives and Experiences.","authors":"Constancia V Mavodza, Sarah Bernays, Constance R S Mackworth-Young, Rangarirayi Nyamwanza, Portia Nzombe, Ethel Dauya, Chido Dziva Chikwari, Mandikudza Tembo, Tsitsi Apollo, Owen Mugurungi, Bernard Madzima, Dadirai Nguwo, Rashida Abbas Ferrand, Joanna Busza","doi":"10.1007/s43477-023-00075-6","DOIUrl":"10.1007/s43477-023-00075-6","url":null,"abstract":"<p><p>The CHIEDZA (Community-based Interventions to improve HIV outcomes in youth: a cluster randomised trial in Zimbabwe) trial evaluated an integrated package of HIV and sexual and reproductive health services for young people aged 16-24 years in Zimbabwe. The family planning component aimed to improve access to information, services, and contraceptives delivered by trained youth-friendly providers within a community-based setting for young women. Responsively adapting the intervention was a part of the intervention design's rationale. We investigated the factors influencing implementation fidelity, quality, and feasibility using provider experiences and perspectives. We conducted provider interviews (<i>N</i> = 42), non-participant (<i>N</i> = 18), and participant observation (<i>N</i> = 30) of intervention activities. The data was analyzed thematically. CHIEDZA providers were receptive to providing the family planning intervention, but contexts outside of the intervention created challenges to the intervention's fidelity. Strategic adaptations were required to ensure service quality within a youth-friendly context. These adaptations strengthened service delivery but also resulted in longer wait times, more frequent visits, and variability of Long-Acting Reversible contraceptives (LARCS) provision which depended on target-driven programming by partner organization. This study was a practical example of how tracking adaptations is vital within process evaluation methods in implementation science. Anticipating that changes will occur is a necessary pre-condition of strong evaluations and tracking adaptations ensures that lessons on feasibility of design, contextual factors, and health system factors are responded to during implementation and can improve quality. Some contextual factors are unpredictable, and implementation should be viewed as a dynamic process where responsive adaptations are necessary, and fidelity is not static. <i>Trial registration</i> ClinicalTrials.gov Identifier: NCT03719521.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s43477-023-00075-6.</p>","PeriodicalId":73165,"journal":{"name":"Global implementation research and applications","volume":"3 2","pages":"182-194"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10037356/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9607719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}