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Schieber E, Deveaux L, Cotrell L, Li X, Lemon SC, Ash AS, MacDonell K, Ghosh S, Poitier M, Rolle G, Naar S, Wang B. Maintaining Program Fidelity in a Changing World: National Implementation of a School-Based HIV Prevention Program. Prev Sci 2023:10.1007/s11121-023-01614-1. [PMID: 37979069 DOI: 10.1007/s11121-023-01614-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/10/2023] [Indexed: 11/19/2023]
Abstract
Large-scale, evidence-based interventions face challenges to program fidelity of implementation. We developed implementation strategies to support teachers implementing an evidence-based HIV prevention program in schools, Focus on Youth in The Caribbean (FOYC) and Caribbean Informed Parents and Children Together (CImPACT) in The Bahamas. We examined the effects of these implementation strategies on teachers' implementation in the subsequent year after the initial implementation during the COVID-19 pandemic. Data were collected from 79 Grade 6 teachers in 24 government elementary schools. Teachers completed training workshops and a pre-implementation questionnaire to record their characteristics and perceptions that might affect their program fidelity. School coordinators and peer mentors provided teachers with monitoring, feedback, and mentoring. In Year 1, teachers on average taught 79.3% of the sessions and 80.8% of core activities; teachers in Year 2 covered 84.2% of sessions and 72.9% of the core activities. Teachers with "good" or "excellent" school coordinators in the second year taught significantly more sessions on average (7.8 vs. 7.0, t = 2.04, P < 0.05) and more core activities (26.3 vs. 23.0, t = 2.41, P < 0.05) than teachers with "satisfactory" coordinators. Teachers who had a "good" or "satisfactory" mentor taught more sessions than teachers who did not have a mentor (7.9 vs. 7.3; t = 2.22; P = 0.03). Two-level mixed-effects model analysis indicated that teachers' program fidelity in Year 1, confidence in the execution of core activities, and school coordinators' performance were significantly associated with Year 2 implementation dose. Implementation of FOYC + CImPACT was significantly associated with improved student outcomes. Teachers maintained high fidelity to a comprehensive HIV prevention program over 2 years during the COVID-19 pandemic. Future program implementers should consider additional implementation support to improve the implementation of school-based programs.
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Affiliation(s)
- Elizabeth Schieber
- Department of Population and Quantitative Health Sciences, University of Massachusetts Chan Medical School, 368 Plantation Street, Worcester, MA, 01605, USA.
| | - Lynette Deveaux
- Office of HIV/AIDS, Ministry of Health, Shirley Street, Nassau, Bahamas
| | - Lesley Cotrell
- Department of Pediatrics, West Virginia University, 959 Hartman Run Road, Morgantown, WV, 26506, USA
| | - Xiaoming Li
- Department of Health Promotion, Education, and Behavior, University of South Carolina Arnold School of Public Health, 915 Greene Street, Columbia, SC, 29208, USA
| | - Stephenie C Lemon
- Department of Population and Quantitative Health Sciences, University of Massachusetts Chan Medical School, 368 Plantation Street, Worcester, MA, 01605, USA
| | - Arlene S Ash
- Department of Population and Quantitative Health Sciences, University of Massachusetts Chan Medical School, 368 Plantation Street, Worcester, MA, 01605, USA
| | - Karen MacDonell
- Center for Translational Behavioral Science, Florida State University College of Medicine, 2010 Levy Ave. Building B, Tallahassee, FL, 32310, USA
| | - Samiran Ghosh
- Department of Biostatistics and Data Science, School of Public Health, The University of Texas, 1200 Pressler Street, Houston, TX, 77030, USA
| | - Maxwell Poitier
- Office of HIV/AIDS, Ministry of Health, Shirley Street, Nassau, Bahamas
| | - Glenda Rolle
- Office of HIV/AIDS, Ministry of Health, Shirley Street, Nassau, Bahamas
| | - Sylvie Naar
- Center for Translational Behavioral Science, Florida State University College of Medicine, 2010 Levy Ave. Building B, Tallahassee, FL, 32310, USA
| | - Bo Wang
- Department of Population and Quantitative Health Sciences, University of Massachusetts Chan Medical School, 368 Plantation Street, Worcester, MA, 01605, USA
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Stevenson N, Sommers AS, Grandgenett N, Tapprich W, McQuillan J, Phillips M, Jensen R, Cutucache C. Replicating or franchising a STEM afterschool program model: core elements of programmatic integrity. Int J STEM Educ 2022; 9:10. [PMID: 35106273 PMCID: PMC8795932 DOI: 10.1186/s40594-021-00320-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/17/2021] [Accepted: 12/21/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Designed in 2012 with a first implementation in 2013, NE STEM 4U is a professional development program for post-secondary students/undergraduates, and serves as a source of outreach, content knowledge generation, and STEM literacy for youth in grades kindergarten through 8th grade (ages 5-14). The model empowers post-secondary students as facilitators of inquiry-based learning within the context of an out-of-school time program. This study investigated the potential for replicating or 'franchising' this model by evaluating on the following: (1) Is the model replicable? And, if so, (2) what core elements are necessary for program fidelity? And (3) is there a dependency on a particular setting/participant type (e.g., a more rural or urban setting)? RESULTS Strategic expansion of the program to different institutional types (i.e., Research 1, Research II, and a predominantly undergraduate institution), different geographical locations (i.e., rural and urban), and with various school district partners (i.e., large and small) determined that program fidelity and replicability required 4 core elements or criteria: (i) intentional programming, (ii) staff quality, (iii) effective partnerships, and (iv) program evaluation and continuous improvement. Importantly, we examined emergent themes by each site, as well as in combination (n = 16 focus group participants, n = 12 reflection surveys). These data indicated that Flexibility (21.22%), Student Engagement (i.e., Youth) (19.53%), Classroom Management (i.e., also pertaining to youth) (19.31%), and Communication (15.71%) were the themes most referenced by the post-secondary student mentors in the NE STEM 4U program, regardless of site. Finally, the YPQA results demonstrate general replication of program quality in a "franchise" location. CONCLUSIONS These results highlight the core elements of the NE STEM 4U program for consideration of expansion (through strategic replication or 'franchising') as a possible international model. The findings and voices highlight the program's trajectory toward success into environments that expand professional development for post-secondary students, and for delivering STEM opportunities for youth. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s40594-021-00320-0.
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Affiliation(s)
- Nikolaus Stevenson
- STEM Teaching, Research, and Inquiry-Based Learning (TRAIL), University of Nebraska at Omaha, Omaha, NE USA
- Department of Biology, University of Nebraska at Omaha, Omaha, NE AH114 USA
| | - Amie S. Sommers
- STEM Teaching, Research, and Inquiry-Based Learning (TRAIL), University of Nebraska at Omaha, Omaha, NE USA
- School of Natural Resources, University of Nebraska-Lincoln, Lincoln, NE USA
| | - Neal Grandgenett
- STEM Teaching, Research, and Inquiry-Based Learning (TRAIL), University of Nebraska at Omaha, Omaha, NE USA
- Department of Teacher Education, University of Nebraska at Omaha, Omaha, NE USA
| | - William Tapprich
- STEM Teaching, Research, and Inquiry-Based Learning (TRAIL), University of Nebraska at Omaha, Omaha, NE USA
- Department of Biology, University of Nebraska at Omaha, Omaha, NE AH114 USA
| | - Julia McQuillan
- Department of Sociology, University of Nebraska-Lincoln, Lincoln, NE USA
- Worlds of Connections SEPA Project, University of Nebraska-Lincoln, Lincoln, NE USA
| | - Michelle Phillips
- Worlds of Connections SEPA Project, University of Nebraska-Lincoln, Lincoln, NE USA
- Phillips and Associates, San Francisco, CA USA
| | - Rachael Jensen
- Youth Safety Office, University of Nebraska at Omaha, Omaha, NE USA
| | - Christine Cutucache
- STEM Teaching, Research, and Inquiry-Based Learning (TRAIL), University of Nebraska at Omaha, Omaha, NE USA
- Department of Biology, University of Nebraska at Omaha, Omaha, NE AH114 USA
- Worlds of Connections SEPA Project, University of Nebraska-Lincoln, Lincoln, NE USA
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Bohanon HS, Wu MJ. A comparison of sampling approaches for monitoring schoolwide inclusion program fidelity. Int J Dev Disabil 2019; 66:204-213. [PMID: 34141383 PMCID: PMC8115473 DOI: 10.1080/20473869.2018.1546793] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2018] [Revised: 10/30/2018] [Accepted: 11/06/2018] [Indexed: 06/12/2023]
Abstract
Including students with disabilities requires schoolwide interventions that are implemented with fidelity (adherence). Collection of fidelity data may become problematic when multiple evidence-based treatments exist in one setting. To address concerns around efficiency of data collection, this study hypothesized that the three sampling approaches (proportional, consensus, stratified random) provided similar levels of agreement with an expert rater, thus warranting the differentiation in their applications based on the needs of the evaluators. Three high schools were randomly assigned to one of three sampling approaches (i.e. proportional, consensus, stratified random) to complete a fidelity measure for the implementation of a schoolwide inclusion approach. Based on the Median Test, each sampling approach did not differ significantly from the scores of an expert rater. The results indicate that schools may have some choice in the methods they use to sample their staff around the measurement of fidelity of implementation.
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Affiliation(s)
- Hank S. Bohanon
- School of Education, Loyola University of Chicago, Chicago, IL, USA
| | - Meng-Jia Wu
- School of Education, Loyola University of Chicago, Chicago, IL, USA
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Jeremiah RD, Quinn CR, Alexis JM. Lessons learned: Evaluating the program fidelity of UNWomen Partnership for Peace domestic violence diversion program in the Eastern Caribbean. Eval Program Plann 2018; 69:61-67. [PMID: 29704778 DOI: 10.1016/j.evalprogplan.2018.03.008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2017] [Revised: 02/05/2018] [Accepted: 03/31/2018] [Indexed: 06/08/2023]
Abstract
To date, there have been a plethora of punitive and diversion programs to address domestic violence around the world. However, the evaluative scholarship of such programs overwhelmingly reflects studies in developed countries while barely showcasing the realities of addressing domestic violence in developing countries. This paper features a multi-year (2008-2011) evaluation study that measured the fidelity of the United Nations Partnership for Peace (PfP) domestic violence diversion program in the Eastern Caribbean country of Grenada. Our findings illuminate organic engagement strategies that were built within existing multi-sectoral partnerships that included magistrate court judges, law enforcement officials, and social service agencies. Furthermore, we documented how the locally-devised implementation strategies ensured the program's fidelity within a resource-limited context. This paper contributes to the global evaluative scholarship, highlighting the lessons learned about implementing culturally-adapted and theoretically-driven domestic violence diversion within a developing country.
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Affiliation(s)
- Rohan D Jeremiah
- Division of Community Health Sciences, University of Illinois at Chicago, School of Public Health, United States.
| | - Camille R Quinn
- College of Social Work, The Ohio State University, United States
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Silvers-Granelli H, Bizzini M, Arundale A, Mandlebaum BR, Snyder-Mackler L. Higher compliance to a neuromuscular injury prevention program improves overall injury rate in male football players. Knee Surg Sports Traumatol Arthrosc 2018; 26:1975-1983. [PMID: 29556709 PMCID: PMC6415668 DOI: 10.1007/s00167-018-4895-5] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/05/2017] [Accepted: 03/08/2018] [Indexed: 01/19/2023]
Abstract
PURPOSE The 11+ injury prevention program has been shown to decrease injury rate. However, few studies have investigated compliance and if it is correlated to time loss. The purpose of this study was to (1) analyze how differences in compliance may impact injury rate and (2) if compliance may impact time loss due to injury. METHODS This study was a Level 1 prospective cluster randomized controlled trial conducted in NCAA men's football (soccer) teams that examined the efficacy of the 11+ injury prevention program. The two outcome variables examined were number of injuries and number of days missed from competition. Twenty-seven teams (n = 675 players) used the 11+ program. Compliance, injuries and time loss were recorded. There were three compliance categories, low (LC, 1-19 doses/season), moderate (MC, 20-39 doses/season), and high (HC, > 40 doses/season). RESULTS There was a significant difference among the groups for injuries, p = 0.04, pη2 = 0.23. The LC group [mean (M) = 13.25, 95% confidence interval (CI) 9.82-16.68, injury rate (IR) = 10.35 ± 2.21] had a significantly higher injury rate than the HC group (M = 8.33, 95%CI 6.05-10.62, IR = 10.35 ± 2.21), p = 0.02. The MC group (M = 11.21, 95%CI 9.38-13.05, IR = 8.55 ± 2.46) was not significantly different than the LC group, p = 0.29, but was significantly greater than the HC group, p = 0.05. When examined as a continuous variable, compliance was significantly negatively related to injury rate (p = 0.004). It was also significantly negatively related to number of days missed (p = 0.012). CONCLUSIONS When compliance was high, there was a significant reduction in injury and time loss. This evidence reinforces the importance of consistent injury prevention program utilization. Clinically, these findings have important implications when discussing the importance of consistent utilization of an injury prevention protocol in sport. LEVEL OF EVIDENCE Level 1-Randomized controlled trial (RCT).
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Affiliation(s)
- Holly Silvers-Granelli
- Biomechanics and Movement Science Program, University of Delaware, Newark, DE, USA. .,Velocity Physical Therapy, 11611 San Vicente Boulevard, GF-1, Los Angeles, CA, 90049, USA.
| | - Mario Bizzini
- Schulthess Clinic, Lengghalde 2, 8008, Zurich, Switzerland
| | - Amelia Arundale
- Biomechanics and Movement Science Program, University of Delaware, Newark, DE, USA
| | - Bert R. Mandlebaum
- Santa Monica Orthopaedic Group, 1919 Santa Monica Boulevard, 4th Floor, Santa Monica, CA, 90404, USA
| | - Lynn Snyder-Mackler
- Department of Physical Therapy and Biomechanics and Movement Science Program, University of Delaware, Newark, DE, USA.,Department of Biomechanical and Movement Sciences, University of Delaware, Newark, DE, USA
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Abstract
The current study is the first to implement and evaluate a group-based trauma-specific program for adolescents in a secure accommodation facility in Scotland. A randomized control and qualitative pilot study compared an intervention group (n = 10), who received Teaching Recovery Techniques, to a waitlist control group (n = 7). Measures included subjective units of disturbance (SUDs), standardized trauma symptom questionnaires, and analysis of behavior monitoring logs. Adolescent interviews (n = 10) and a presenter focus group (n = 4) assessed program experience and views on future development. Sessions were videoed and analyzed for program adherence. Analysis involved MANOVA, and a quasi-qualitative thematic approach for participant views. Adolescents reported high SUDs and a range of trauma symptoms. A large effect size was found for reduced SUDs (d = 1.10) and positive trends were identified for symptoms and behavior change in the intervention group. Program adaptations included smaller groups, the use of visual materials and liaison with care staff to facilitate generalization. Recommendations are made for program development and large scale evaluation.
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Affiliation(s)
- Ian Barron
- Old Medical School, School of Education and Social Work, University of Dundee, Dundee, 0113 UK
| | | | - William Yule
- Kings College London, University of London, London, UK
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Goedendorp MM, Kuiper D, Reijneveld SA, Sanderman R, Steverink N. Sustaining program effectiveness after implementation: The case of the self-management of well-being group intervention for older adults. Patient Educ Couns 2017; 100:1177-1184. [PMID: 28089311 DOI: 10.1016/j.pec.2017.01.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2016] [Revised: 01/05/2017] [Accepted: 01/09/2017] [Indexed: 06/06/2023]
Abstract
OBJECTIVE The Self-Management of Well-being (SMW) group intervention for older women was implemented in health and social care. Our aim was to assess whether effects of the SMW intervention were comparable with the original randomized controlled trial (RCT). Furthermore, we investigated threats to effectiveness, such as participant adherence, group reached, and program fidelity. METHODS In the implementation study (IMP) 287 and RCT 142 women participated. We compared scores on self-management ability and well-being of the IMP and RCT. For adherence, drop-out rates and session attendance were compared. Regarding reach, we compared participants' baseline characteristics. Professionals completed questions regarding program fidelity. RESULTS No significant differences were found on effect outcomes and adherence between IMP and RCT (all p≥0.135). Intervention effect sizes were equal (0.47-0.59). IMP participants were significantly less lonely and more likely to be married, but had lower well-being. Most professionals followed the protocol, with only minimal deviations. CONCLUSION The effectiveness of the SMW group intervention was reproduced after implementation, with similar participant adherence, minimal changes in the group reached, and high program fidelity. PRACTICE IMPLICATIONS The SMW group intervention can be transferred to health and social care without loss of effectiveness. Implementation at a larger scale is warranted.
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Affiliation(s)
- Martine M Goedendorp
- Department of Health Psychology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.
| | - Daphne Kuiper
- Department of Health Psychology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands; Clinical Research Office, UMC staff, University Medical Center Groningen, Groningen, The Netherlands
| | - Sijmen A Reijneveld
- Department of Health Sciences, (Community & Occupational Medicine,) University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Robbert Sanderman
- Department of Health Psychology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands; Department of Psychology, Health & Technology, University of Twente, Enschede, The Netherlands
| | - Nardi Steverink
- Department of Health Psychology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands; Department of Sociology, University of Groningen, Groningen, The Netherlands
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