Implementation research and practice最新文献

{"title":"Adapting Cure Violence for Southwest Philadelphia: A Pilot Implementation Evaluation of the Penn Community Violence Prevention Program.","authors":"Sara Solomon, Ruth Abaya, Kathyrn C Kaplan, Melissa Davey Rothwell","doi":"10.1177/26334895261450993","DOIUrl":"10.1177/26334895261450993","url":null,"abstract":"<p><strong>Background: </strong>Community violence interventions (CVIs) aim to reduce firearm-related harm through strategies that center community engagement, credible messengers, and tailored outreach. Despite increasing adoption, few studies use implementation science methods to assess the implementation of adapted CVI models in new contexts. This pilot evaluation describes the implementation of the University of Pennsylvania Community Violence Prevention (PCVP) program, an adaptation of Cure Violence (CV) implementation strategies co-developed with community stakeholders. We assessed implementation outcomes and short-term participant-level impacts to inform future scale-up.</p><p><strong>Method: </strong>Using a type 3 hybrid implementation-focused design, we conducted a mixed-methods evaluation over an 18-week pilot period. Guided by the RE-AIM framework and Proctor's implementation outcomes, we examined reach, fidelity, acceptability, and appropriateness. Administrative data, staff-reported checklists, and geospatial outreach analyses were triangulated with survey data from 18 high-risk participants, informed by the COM-B model. Quantitative data were analyzed descriptively and using Pearson correlations; qualitative responses underwent rapid thematic analysis.</p><p><strong>Results: </strong>The PCVP team (two full-time, two part-time outreach workers, and one manager) engaged 38 participants, reaching 75% of target caseloads and covering 70% of shooting incidents within two blocks and two weeks. Fidelity was high for case management and community engagement, but low for violence detection/interruption due to staffing limitations. Participants reported high acceptability and appropriateness of the intervention (M = 4.39, SD = 0.98), with COM-B scores indicating strong engagement across capability, opportunity, and motivation domains (M = 25.64/30). Correlations revealed significant links between social/physical opportunity and motivation (r > .70, p < .01).</p><p><strong>Conclusions: </strong>This study demonstrates the feasibility and acceptability of a community-adapted CVI model. High acceptability and engagement support continued implementation, though limitations in fidelity to violence interruption underscore the need for targeted staffing and funding. Context-sensitive adaptation, robust community partnerships, and longer-term implementation research are essential for sustaining and scaling CVI efforts.</p>","PeriodicalId":73354,"journal":{"name":"Implementation research and practice","volume":"7 ","pages":"26334895261450993"},"PeriodicalIF":2.2,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13542532/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898616","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":"From Creative Engagement to Illustrative Insights: Exploring the Role of Design Probes for Implementation Research.","authors":"Andrea J Hoopes, Abigail Matson, E Ruby Cramer, Rosemary D Meza, Predrag Klasnja, Shannon Dorsey, Bryan J Weiner, Aaron R Lyon, Lorella Palazzo, Ruben G Martinez","doi":"10.1177/26334895261467984","DOIUrl":"https://doi.org/10.1177/26334895261467984","url":null,"abstract":"<p><strong>Background: </strong>To advance implementation of evidence-based interventions in healthcare, research teams need methods that center engagement, inclusivity, and creativity. We address this challenge by exploring design probes for implementation research. Design probes are packaged materials given to users that prompt them to asynchronously capture data about their context and experience, subsequently reflecting upon aspects of that data salient to the topic of study. This study had three objectives: (1) explore the potential utility of design probes in implementation research, (2) describe researcher and participant experiences with design probes, and (3) generate considerations for leveraging design probes to enhance engagement in implementation research.</p><p><strong>Method: </strong>We used a multi-informant, multimethod approach. For objective 1, we undertook a literature scan and elicited expert (n = 8) input to explore how, when, and why design probes could be used in implementation research. For objective 2, we pilot tested the method with practitioners (n = 22) in an implementation research project exploring barriers and facilitators to implementing measurement-based care in community mental health settings. For objective 3, we sought feedback about the method in focus groups with youth (n = 8) and practitioners (n = 9).</p><p><strong>Results: </strong>The literature scan and expert input identified five scenarios in which design probes may enhance implementation research, including enhancing engagement among implementation partners, accessing hard-to-reach populations, and identifying partner-centered implementation strategies. Our pilot experience demonstrated that design probes are feasible for implementation research from the perspective of research teams and participants. Focus group findings indicated that design probes hold promise for engaging youth but may have variable appeal and utility with practitioners.</p><p><strong>Conclusions: </strong>We explore design probes for implementation research at a time of critical need for partner engagement. Future research will examine feasibility and value of design probes in a range of implementation initiatives.</p>","PeriodicalId":73354,"journal":{"name":"Implementation research and practice","volume":"7 ","pages":"26334895261467984"},"PeriodicalIF":2.2,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13469519/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148762092","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":"\"We Have a Moral Commitment to the Community to Sustain It\": Exploring Determinants of Strategy Sustainment After the HEALing Communities Study.","authors":"Elizabeth Jadovich, Jill Davis, Shaquita Andrews-Higgins, Sandra Back-Haddix, Michael Goetz, Erin Kim, Christine Mayotte, Lauren A Voss, Daniel Walker, Donna Beers, Nishita Dsouza, Ann Scheck Mcalearney, Dean Rivera, Hannah Knudsen, Mari-Lynn Drainoni","doi":"10.1177/26334895261450989","DOIUrl":"10.1177/26334895261450989","url":null,"abstract":"<p><strong>Background: </strong>Opioid overdoses are a pervasive public health crisis. Overdose education and naloxone distribution (OEND), and medications for opioid use disorder (MOUD) are evidence-based practices (EBPs) that can reduce opioid-related deaths. The HEALing Communities Study (HCS) worked with coalitions of community partner organizations during the Communities That HEAL (CTH) intervention to increase OEND and MOUD access. This study aims to explore how EBP strategies, or the mechanisms by which EBPs were delivered, were sustained after the study ended.</p><p><strong>Method: </strong>Interviews with representatives from organizations who participated in the implementation of an OEND and/or MOUD EBP strategy were conducted 6-8 months after the HCS intervention period to understand how the EBP strategies had been adapted, maintained, or discontinued. A total of 135 interviews were transcribed, coded, and analyzed to identify the barriers and facilitators to sustainment.</p><p><strong>Results: </strong>We identified five themes related to the sustainment of EBP strategies after the end of the HCS intervention period. Our findings highlight the importance of (a) organizational capacity building, (b) collaboration and partnership between implementing organizations, (c) integration of EBP strategies into routine care during the study, (d) adaptation of services after the intervention to better respond to evolving community needs, and (e) community support for the implementation of EBP strategies.</p><p><strong>Conclusion: </strong>Future studies should explore how explicit attention to capacity building, collaboration within and between community agencies, and opportunities for adapting EBPs to better fit the needs and contexts of communities may facilitate sustainment of effective EBP strategies in other public health contexts.</p><p><strong>Clinicaltrialsgov identifier: </strong>NCT0411939.</p>","PeriodicalId":73354,"journal":{"name":"Implementation research and practice","volume":"7 ","pages":"26334895261450989"},"PeriodicalIF":2.2,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13272850/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148280323","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":"Assessing the Implementation of a Novel Digital Measurement-Based Care Training in Behavioral Health Using the PRISM Framework.","authors":"Alyssa J Gatto, Hayoung Ko, Virginia C O'Brien, Robert S Mcnamara, Sydney B Jones, Hunter D Sharp, Ashlie R Phenes, Lee D Cooper, Anita S Kablinger","doi":"10.1177/26334895261456673","DOIUrl":"10.1177/26334895261456673","url":null,"abstract":"<p><p><b>Background:</b> Measurement-Based Care (MBC) is an evidence-based practice that has demonstrated challenges integrating into care settings even under ideal circumstances. This study uses the PRISM framework to critically examine a systematic integration of MBC as standard behavioral healthcare in an adult ambulatory psychiatric clinic. Since the initial implementation in 2018, 33 distinct implementation strategies were used to enhance the uptake of this practice. To prepare for sustainment, our team developed a digital Measurement-based care Training for Resilient Implementation in a Clinical setting (METRIC) to improve implementation. The present study evaluates the reach, implementation, and contextual domains impacting METRIC. <b>Methods:</b> METRIC was IRB-approved and distributed to 56 multidisciplinary clinicians through the institutional learning hub. Providers completed surveys about implementation and clinician attitudes of METRIC before, 1 month, and 3 months after training. Patient attitudes were assessed before (<i>n</i> = 98) and after (<i>n</i> = 80) implementation. Clinician and patient attitudes were analyzed using the Friedman and Wilcoxon tests, respectively. <b>Results:</b> Forty-seven out of 56 (83.9%) clinicians completed METRIC. Implementation measures suggest there were promising acceptability, appropriateness, and feasibility. Clinicians positively rated METRIC. Clinicians answered 84% of module questions correctly, though their attitudes about MBC did not significantly change after METRIC. Patient attitudes did not significantly change. <b>Conclusions:</b> This study evaluated the implementation of METRIC in an ambulatory mental health clinic for its feasibility, acceptability, and appropriateness. After implementing strategies to enhance provider uptake, METRIC was piloted to standardize MBC training and prepare for sustainment. METRIC was well-received and provides an opportunity for less provider reliance on system champions and academic partnerships to sustain MBC utilization in mental health settings. Our findings define positive aspects of digital MBC training and areas for additional research, which include exploring the benefits of MBC training, examining need and frequency, and whether specialized training is beneficial.</p>","PeriodicalId":73354,"journal":{"name":"Implementation research and practice","volume":"7 ","pages":"26334895261456673"},"PeriodicalIF":2.2,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13272862/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148280303","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":"Evaluation of a University-Based Certificate Program Designed to Bolster the Workforce of Implementation Support Practitioners.","authors":"Todd M Jensen, Allison J Metz, Mackensie E Disbennett, Jenny L Afkinich, Amanda B Farley","doi":"10.1177/26334895261456681","DOIUrl":"10.1177/26334895261456681","url":null,"abstract":"<p><strong>Background: </strong>There is an increasing demand for building a workforce capable of using evidence generated from implementation science to support the wide-scale use of evidence-informed interventions to achieve equitable outcomes. This study focuses on the feasibility of growing the competencies of professionals who actively support change efforts in service systems-referred to as implementation support practitioners-through a synchronous, university-based, online certificate program in implementation practice.</p><p><strong>Method: </strong>The certificate program consisted of three 2-day courses, each grounded in 15 core competencies linked to skillful implementation support and delivered using an online synchronous approach to three cohorts of participants between February 2023 and May 2024. Enrollment for each cohort was limited to ensure personalized interaction between program faculty and participants, with cohort sizes ranging from 36 to 47. Leveraging a mixed-methods approach, we collected and analyzed both quantitative and qualitative evaluation data to evaluate the certificate program.</p><p><strong>Results: </strong>A large majority of participants from all three cohorts agreed that they were satisfied with program and experienced gains in knowledge, skills, and perceived capability, motivation, and opportunity to apply their learnings. Participants also yielded significant gains from pre- to post-program across all 15 targeted competencies. Qualitative analyses indicated that participants appreciated the program's high-qualty faculty, skilled facilitation, respectful learning environment, and practical curriculum. The synchronous format and consistent small-group work also were valued. Suggested program improvement included more small-group time and clearer links between readings and speaker content. Follow-up surveys indicated sustained impacts and content application in participants' day-to-day work activities.</p><p><strong>Conclusions: </strong>Alongside other extant training approaches, university-based, competency-focused certificate programs delivered using an online synchronous approach could offer an effective strategy for bolstering the workforce of implementation support practitioners. Efforts on this front could aid in reducing a growing divide between implementation research and practice.</p>","PeriodicalId":73354,"journal":{"name":"Implementation research and practice","volume":"7 ","pages":"26334895261456681"},"PeriodicalIF":2.2,"publicationDate":"2026-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13237471/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201449","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":"Contextual Factors Associated With Readiness to Implement Universal Prevention Programs in Rural Schools.","authors":"Christopher M Fleming, Lindsey Turner","doi":"10.1177/26334895261456680","DOIUrl":"10.1177/26334895261456680","url":null,"abstract":"<p><strong>Background: </strong>Despite the importance of organizational readiness for implementing evidence-based practices in schools, few studies have empirically examined contextual and attitudinal factors that may shape how implementation team members perceive their schools' preparedness to implement new practices. We examined associations between theorized factors and perceptions of organizational readiness among school teams preparing to launch a universal prevention initiative.</p><p><strong>Method: </strong>Data came from implementation team members (<i>n</i> = 166) from 40 Idaho schools participating in the baseline wave of a hybrid Type 3 effectiveness-implementation trial of supports to improve scale-up of universal prevention. Multilevel regression models tested individual and school-level predictors of perceived team and staff readiness, including indicators of task demands, resource availability, and situational factors.</p><p><strong>Results: </strong>Analyses indicated positive associations of system support and protective factors with both team and staff readiness, as well as belief in the program and school resources as predictors of team members' readiness, and transformational leadership as a predictor of perceived staff readiness.</p><p><strong>Conclusions: </strong>Findings highlight the importance of fostering positive attitudes toward evidence-based practices to enhance team members' perceptions of readiness to implement and potentially improve downstream success. Administrators seeking to strengthen the implementation of evidence-based programming may also benefit from targeted investments connecting staff members to available resources.</p>","PeriodicalId":73354,"journal":{"name":"Implementation research and practice","volume":"7 ","pages":"26334895261456680"},"PeriodicalIF":2.2,"publicationDate":"2026-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13221604/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148139971","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":"Identifying Implementation Usability Issues of an Evidence-Based Behavioral Intervention for Use in Schools.","authors":"Jill Locke, Daina Tagavi, Samantha Seaver, Yuanchen Kuo, Angel Fettig, Richard Torres, Karen Bearss","doi":"10.1177/26334895261448447","DOIUrl":"10.1177/26334895261448447","url":null,"abstract":"<p><strong>Background: </strong>Educators endorse challenging behavior as a concern for autistic students, which is compounded by the lack of adequate resources for behavioral intervention use at school. The RUBI program is an evidence-based intervention, initially developed for clinicians to implement with parents of autistic children ages 3-14 with co-occurring challenging behavior in outpatient settings. Using the Discover, Design/Build, Test framework, which combines human-centered design and implementation science, implementation usability issues of RUBI were identified for redesign to ensure intervention-setting fit when used in schools.</p><p><strong>Method: </strong>RUBI content was collaboratively and iteratively redesigned with elementary school partners, including 41 staff members from 28 schools. During the Discover Phase, the research team conducted in-class behavioral observations (N = 8) and cognitive walkthroughs (N = 15) with educators to identify implementation usability issues in the original RUBI intervention. In the Design/Build Phase, collaborative redesign sessions (N = 6) and demonstration studies (N = 12) were conducted to develop potential solutions to these issues. Implementation usability issues were systematically rated for importance and feasibility prior to redesign to guide the adaptation process.</p><p><strong>Results: </strong>Conventional content analysis was used to code qualitative data and identify implementation usability issues. Two implementation usability issues were identified: (1) integration with other school-based systems of support and (2) data collection in schools.</p><p><strong>Conclusion: </strong>Identifying and addressing usability issues may promote greater utility and successful implementation of RUBI in schools. Using partner-engaged methods allowed for the identification of critical implementation usability issues prior to the implementation of the redesigned intervention, RUBI in Educational Settings, or RUBIES. Implications to implementation in school settings are discussed, including potential ways to integrate RUBIES within existing school frameworks (i.e., MTSS) and streamline data collection with the use of technology.</p>","PeriodicalId":73354,"journal":{"name":"Implementation research and practice","volume":"7 ","pages":"26334895261448447"},"PeriodicalIF":2.2,"publicationDate":"2026-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13180061/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977450","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":"Community Partner Perspectives on Implementation Determinants of a Strengths-Based, Trauma-Informed School Suicide Prevention Intervention.","authors":"Sylvanna M Vargas, Stephanie H Yu, Zaenab Ayotola Onipede, Ashley Flores, Prerna Martin, Laurel Bear, David B Goldston, Joan R Asarnow, Anna S Lau","doi":"10.1177/26334895261438503","DOIUrl":"10.1177/26334895261438503","url":null,"abstract":"<p><strong>Background: </strong>Research has revealed persistent disparities in meeting the needs of racially minoritized youth identified with suicide risk in schools. An evidence-based trauma-informed suicide prevention practice, such as SAFETY-A (Safe Alternatives for Teens and Youth-Acute), may reduce unmet need and promote equitable care outcomes. Yet, it is highly challenging to implement practice innovations in under-resourced non-specialty settings, such as schools.</p><p><strong>Method: </strong>We conducted a multi-level assessment of barriers to implementing SAFETY-A in school districts serving predominantly immigrant families of color. School-based providers (<i>N</i> = 17) and caregivers and students (<i>N</i> = 10) were interviewed about their perceptions of the feasibility and acceptability of SAFETY-A within their school and community context. Immersion and crystallization analytical methods were used to identify implementation barriers that align with the Health Equity Implementation Framework (HEIF).</p><p><strong>Results: </strong>Eleven themes were identified across multiple determinant levels. Findings show that implementation barriers are interrelated across determinant levels. Major barriers were related to the lack of resources in schools; the historical context of system over-involvement with communities of color that contribute to (l)earned mistrust; and cultural and linguistic differences working with families.</p><p><strong>Conclusions: </strong>Results aligned with HEIF domains implicated in maintaining health disparities. Implementation strategies for SAFETY-A in schools should be responsive to these determinants of disparities.</p>","PeriodicalId":73354,"journal":{"name":"Implementation research and practice","volume":"7 ","pages":"26334895261438503"},"PeriodicalIF":2.2,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13157536/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147876713","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":"Making Implementation Costing More Accessible: Initial Transdisciplinary Guidance for Researchers and Practitioners.","authors":"Andria B Eisman, John Cronin, Debra P Ritzwoller, Sean M Murphy, Lisa Saldana, Russell E Glasgow","doi":"10.1177/26334895261438501","DOIUrl":"10.1177/26334895261438501","url":null,"abstract":"<p><strong>Introduction: </strong>Despite an increased interest in implementation costs, there is little to no practical guidance on <i>how</i> to conduct implementation cost evaluations. Recommendations, tools, and examples are needed to incorporate reliable and feasible costing approaches into implementation studies and guidance on when an economist is necessary. To this end, we identified key issues and developed this paper and a guide on pragmatic approaches for assessing and reporting implementation costs.</p><p><strong>Method: </strong>We assembled a team of implementation scientists and health economists working in various settings to identify central issues related to implementation costing. Our objective was to support the broad application of costing in implementation studies that is consistent, feasible, and can be practically applied. We engaged in a limited, iterative process of developing initial guidelines and soliciting feedback, consistent with principles of USE-EBPI (Usability Evaluation for Evidence-Based Psychosocial Interventions) methodology, to make refinements and enhance broad applicability.</p><p><strong>Results: </strong>We developed initial recommendations for a limited number of critical issues to advance the application of costing in implementation science and illustrated them using a study example. These issues were: (a) identifying relevant resource costs, (b) capturing resources using activity-based costing (ABC), (c) valuing resource units, summarizing and reporting, and (d) estimating replication and sustainment costs. We also emphasize the need to tailor approaches to meet different contexts and project-specific needs, and provide guidance when additional help may be needed.</p><p><strong>Conclusions: </strong>Key to ensuring any program's successful adoption, implementation, and sustainment is understanding the costs and resources required. Costing implementation in the \"real world\" is both an art and a science; teams must make decisions about give-and-take related to precision and burden on participants and the research team while still producing generalizable estimates. Transdisciplinary costing guidance can address these issues and provide details and resources to help pragmatically cost and report implementation efforts.</p>","PeriodicalId":73354,"journal":{"name":"Implementation research and practice","volume":"7 ","pages":"26334895261438501"},"PeriodicalIF":2.2,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13053965/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640915","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":"Utilizing the Practical Robust, Implementation and Sustainability Model to Explore the Primary Care Setting Contextual Determinants of Implementing Patient-Reported Outcomes Measures to Support Opioid Use Disorder Care.","authors":"Jarratt D Pytell, Allison Macht, Deborah J Rinehart, Aiden Gilbert, Steven Lockhart, Lily King, Brittney Fraumeni, Karina G Duarte, Ingrid A Binswanger, Karen Albright, Amy G Huebschmann","doi":"10.1177/26334895261438505","DOIUrl":"10.1177/26334895261438505","url":null,"abstract":"<p><strong>Background: </strong>Patients with opioid use disorder (OUD) experience low treatment retention in primary care. Measurement-based care informed by patient-reported outcome measures (PROMs) is an evidence-based intervention to improve OUD outcomes. The study explored the key contextual factors to support the future planning of a PROM-based intervention package to improve primary care-based OUD treatment retention.</p><p><strong>Method: </strong>A qualitative contextual inquiry used the Practical, Robust Implementation and Sustainability Model to assess the following contextual domains: Perspective of Intervention Characteristics, Partner Characteristics, and Implementation and Sustainability Infrastructure. Data were collected through interviews with system administrators, clinicians, and patients. Prioritized themes were triangulated with focus groups of community members with lived experience or interest in substance use care. Rapid thematic analysis identified emergent themes.</p><p><strong>Results: </strong>We conducted 21 interviews (6 administrators, 10 clinicians, 5 patients) and two focus groups (22 community members). Fifteen themes emerged which fell into three categories: (1) maintaining patient trust while PROMs are integrated into workflows, (2) perspectives on PROM content and use, and (3) implementation considerations. PROMs were viewed as tools for enhancing communication, tracking recovery in a holistic and individualized way, and informing care decisions at the individual- and system-level. Patients emphasized trust, confidentiality, and potential negative consequences of PROM results being stored in health records. Clinicians highlighted the need for workflow integration and result interpretation support. All groups recommended PROMs be embedded in the electronic health record with collection managed by the integrated substance use treatment counselors.</p><p><strong>Conclusions: </strong>The qualitative contextual inquiry identified partner perspectives relevant to the implementation of PROMs in primary care settings. The patient desire for trust and confidentiality may be at odds with integrating PROM results into existing systems. Continued engagement with implementation partners in a process of co-creation may improve implementation to support patient-centered, recovery-oriented care and enhance retention in primary care settings.</p>","PeriodicalId":73354,"journal":{"name":"Implementation research and practice","volume":"7 ","pages":"26334895261438505"},"PeriodicalIF":2.2,"publicationDate":"2026-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13050411/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147629476","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}