Process evaluation of an academic dissemination and implementation science capacity building program

The UC San Diego Altman Clinical and Translational Research Institute Dissemination and Implementation Science Center (DISC) launched in 2020 to provide dissemination and implementation science (DIS) training, technical assistance, community engagement, and research advancement. DISC developed a program-wide logic model to inform a process evaluation of member engagement and impact related to DISC services. The DISC Logic Model (DLM) served as the framework for a process evaluation capturing quantitative and qualitative information about scientific activities, outputs, and outcomes. The evaluation involved a multimethod approach with surveys, attendance tracking, feedback forms, documentation of grant outcomes, and promotions metrics (e.g., Twitter engagement). There were 540 DISC Members at the end of year 2 of the DISC. Engagement in the DISC was high with nearly all members endorsing at least one scientific activity. Technical assistance offerings such as DISC Journal Club and consultation were most frequently used. The most common scientific outputs were grant submission (65, 39%), formal mentoring for career award (40, 24%), and paper submission (34, 21%). The DLM facilitated a comprehensive process evaluation of our center. Actionable steps include prioritizing technical assistance, strengthening networking opportunities, identifying streamlined approaches to facilitate DIS grant writing through writing workshops, as well as "office hours" or organized writing leagues.

Growing up: perspectives of children, families and service providers regarding the needs of older children with perinatally-acquired HIV

Children with perinatally-acquired HIV are living into adolescence and adulthood. As this is a relatively new phenomenon, there is a paucity of research highlighting the complex issues that arise for these children. This qualitative case-study examines the needs of a select group of older children (9-16 years old) with perinatally-acquired HIV in the province of British Columbia, Canada through focus groups and interviews conducted with ten HIV-infected children, 11 family members and 11 service providers. The needs of this population are diverse, reflecting its heterogeneity. However, participants consistently highlighted issues of stigma, sexual health and mental health as major areas of current and future concern. Continued support, education and future planning in these areas are necessary for older HIV-infected children as they transition out of childhood.

Journal writing as a social support strategy for parents of premature infants: a pilot study

BACKGROUND

Having a premature baby is acknowledged to be stressful to parents. Journal writing combines practical, emotional and informational support that may be useful to these parents.

METHODS

We conducted a study to assess the potential for promoting journal-writing for parents receiving social support in a special care nursery (SCN). Parents were provided with educational material on journal writing, and subsequently surveyed concerning their journal-writing during their child's hospitalization.

RESULTS

Of the 73 parents enrolled, 32% kept a journal; of these, 73% felt it helped considerably in reducing stress, and 68% used it as a means of addressing the most stressful elements of their nursery experience. Journals were used primarily to document involvement in care (45%), record-keeping (36%), and organization of thoughts (27%). All of those who kept a journal recommended it for use by other parents.

CONCLUSIONS

Encouraging parents to keep a journal is a constructive way of dealing with the SCN-related stress.