Facilitators and Barriers to Implementation of School-Based Telehealth Asthma Care: Program Champion Perspectives

Author(s):  
Emily E Johnson ◽  
Claire MacGeorge ◽  
Kathryn L. King ◽  
Annie L. Andrews ◽  
Ronald J Teufel ◽  
...  
2020 ◽  
Author(s):  
Caitlin G. Allen ◽  
Megan M. Cotter ◽  
Robert A. Smith ◽  
Lesley Watson

Abstract Background: The American Cancer Society (ACS) partnered with two federally qualified health centers (FQHCs) and American College of Radiology designated lung cancer screening facilities on a two-year pilot project to implement lung cancer screening. The project aimed to develop a referral program and care coordination practices to move patients through the screening continuum and identify critical facilitators and barriers to implementation. Methods: Evaluators conducted key informant interviews (N=46) with navigators, clinical staff, administrators from both sites, and ACS staff during annual site visits in 2017 and 2018 to capture data on implementation barriers and facilitators. Three evaluators conducted a thematic analysis using the Consolidated Framework for Implementation Research (CFIR) and assessed factors associated with effective implementation and improved screening outcomes.Results: One study site established a sustainable lung screening program, while the other encountered numerous implementation barriers which they failed to overcome. CFIR constructs highlighted critical barriers and factors associated with success and improved outcomes. Intervention Characteristics: Time spent with patients and disruption to normal workflows were challenges to implementation at both sites. Outer Setting: Both sites struggled with building patient trust and worked to gain trust by providing clear, consistent information about the screening process. One site was located in a state with Medicaid expansion that reimbursed screening but the other was not. Inner Setting: Engaged, supportive leaders who provided clear, consistent communication about implementation helped improve staff capacity, which was critical to building a successful program. Individual Characteristics: Knowledgeable, confident champions and intervention leaders were able to train, guide, and motivate staff throughout the intervention, whereas the absence of supportive leadership failed to produce staff champions and intervention leaders. Process: A slow, stepwise approach to implementation at one site allowed project champions to pilot-test the referral and reimbursement processes and resolve issues before scaling-up.Discussion: This pilot project provides insight into critical resources and steps for successful program implementation in underserved FQHC settings. Future efforts could build upon these findings by considering self-assessment and monitoring tools that incorporate CFIR constructs to help identify and address possible facilitators and barriers to implementation of LDCT.


Pain Medicine ◽  
2018 ◽  
Vol 20 (7) ◽  
pp. 1311-1320
Author(s):  
Sarah A Shue ◽  
Alan B McGuire ◽  
Marianne S Matthias

Abstract Objective Pain self-management information and support, delivered by peers, are a potentially useful approach to help patients who are struggling to manage their chronic pain. Before implementation into clinical settings, it is important to understand factors that may influence the success of implementation. The purpose of this study was to explore facilitators and barriers to implementation of peer support for chronic pain. Design Semistructured interviews were conducted with clinicians who provide care to patients with chronic pain, regarding their perceptions of the proposed peer support intervention. Setting A single US Veterans Affairs Medical Center. Subjects Using maximum variation sampling, 15 providers were interviewed (11 women, four men). Clinicians’ disciplines included primary care, physical therapy, nursing, clinical psychology, social work, and pharmacy. Results Findings indicated that clinicians 1) had an overall positive perception of the intervention; 2) had specific intervention outcomes they wanted for patients; 3) anticipated that the intervention could positively influence their role; 4) anticipated barriers to intervention participation and maintenance; and 5) had concerns regarding peer coach selection. Findings are discussed in the context of the Consolidated Framework for Implementation Research. Conclusions Understanding clinician perceptions of a peer support intervention is critical for successful implementation. The feedback collected in this study will facilitate implementation of the intervention on a broader scale, allowing more patients to benefit.


1991 ◽  
Vol 12 (6) ◽  
pp. 450-458 ◽  
Author(s):  
Julia Graham Lear ◽  
Hope Burness Gleicher ◽  
Anne St. Germaine ◽  
Philip J. Porter

2012 ◽  
Vol 161 (6) ◽  
pp. 1109-1115.e1 ◽  
Author(s):  
Jill S. Halterman ◽  
Maria Fagnano ◽  
Guillermo Montes ◽  
Susan Fisher ◽  
Paul Tremblay ◽  
...  
Keyword(s):  

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Courtney Benjamin Wolk ◽  
Rebecca E. Stewart ◽  
Peter Cronholm ◽  
Ricardo Eiraldi ◽  
Eduardo Salas ◽  
...  

Abstract Background School mental health care often is provided by teams contracted from community mental health agencies. The team members that provide this care, however, do not typically receive training in how to work effectively in a team-based context. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) provides a promising, evidence-based strategy for improving communication and climate in school-based teams. Methods In collaboration with stakeholders, we adapted and piloted TeamSTEPPS for use with school mental health teams. Teams in six schools were randomized to receive the adapted TeamSTEPPS approach or usual supports. The main outcomes of interest were feasibility and acceptability of the adapted TeamSTEPPS strategy. Results Results indicated that team member burnout was significantly higher at follow-up than pretreatment for both control and intervention teams. TeamSTEPPS was feasible and acceptable to implement, and leadership emerged as an important facilitator. Barriers to implementation success included staff turnover, lack of resources, and challenges in the school mental health team relationship. Additional supports to implement TeamSTEPPS were suggested, including ongoing consultation and booster training to address high staff turnover. Conclusions Results suggest that TeamSTEPPS is promising for school mental health teams but additional modifications are likely needed.


Thorax ◽  
2007 ◽  
Vol 62 (6) ◽  
pp. 496-592 ◽  
Author(s):  
C. Armour ◽  
S. Bosnic-Anticevich ◽  
M. Brillant ◽  
D. Burton ◽  
L. Emmerton ◽  
...  
Keyword(s):  

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