scholarly journals Accelerating Translation of Interventions: Does It Need to Take 17 Years for Older Adults to Benefit From Science?

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 525-525
Author(s):  
Janet Bettger ◽  
Janet Prvu Bettger
Keyword(s):  
Older Adults ◽  
Implementation Science ◽  
Behavioral Intervention ◽  
Scale Up ◽  
Intervention Development ◽  
Well Being ◽  
Stage Model ◽  
Evidence Based Practices ◽  
Adoption And Implementation ◽  
Evidence Generation

Abstract Translation of evidence refers to widespread dissemination, adoption and implementation of interventions that can have a significant effect on population health. However, effective translation has been slow; significant lags and inconsistent uptake impede intended benefits for older adults. In response, interest and investments in implementation science as the study of methods to promote the adoption and integration of evidence into real-world settings have rapidly increased. By definition, the methodology applies to evidence-based practices, interventions, and policies. But the process of evidence generation can still be prolonged. This paper introduces a framework being tested at the Duke Roybal Center that integrates a model for behavioral intervention development and testing with principles of implementation science in order to accelerate translation across all phases of behavioral research. Attendees will first learn about the NIH Stage Model supported by NIA that guides researchers to identify, define, and clarify an array of activities across six stages of behavioral intervention development. These stages define components of intervention generation, pilot and then efficacy testing, effectiveness research and ultimately implementation of potent theory-driven interventions that improve health and well-being. With this foundation, the Duke framework will be presented to illustrate how concepts of several common implementation science frameworks and models can be integrated within the different stages. Interactive case studies will be used to illustrate application of this new integrated framework for evidence generation, accelerated implementation and scale-up, and pathways for translation. Integrating the Stage Model with principles from implementation science can accelerate translation.

Developing a Phonological Awareness Curriculum: Reflections on an Implementation Science Framework

2015 ◽  
Vol 58 (6) ◽  
Author(s):  
Howard Goldstein ◽  
Arnold Olszewski
Keyword(s):  
Early Literacy ◽  
Implementation Science ◽  
Intervention Development ◽  
Literacy Curriculum ◽  
Evidence Based Practices ◽  
Awareness Curriculum ◽  
Using Data ◽  
Science Framework ◽  
Post Hoc ◽  
User Friendly

PurposeThis article describes the process of developing and implementing a supplemental early literacy curriculum designed for preschoolers demonstrating delays in literacy development.MethodIntervention research and implementation research have traditionally been viewed as sequential processes. This article illustrates a process of intervention development that was paralleled by a focus on implementation in early childhood settings. The exploration, preparation, implementation, sustainment framework is used to describe factors that need to be considered during a progression through these 4 phases of implementation. A post hoc analysis provides insight into a rather nonlinear progression of intervention development and highlights considerations and activities that have facilitated implementation.ConclusionsThe guiding principles of the exploration, preparation, implementation, sustainment implementation science framework highlight the important considerations in developing effective and practical interventions. Considering implementation and sustainment during the intervention development process and using data-based decision making has the potential to expand the availability of user-friendly evidence-based practices in communication sciences and disorders and encourage a bridging of the researcher–clinician gap.

scholarly journals Using Implementation Science Strategy Mapping on the Age-Friendly Health System's 4Ms Journey

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 365-365
Author(s):  
Mary Dolansky ◽  
Anne Pohnert ◽  
Sherry Greenberg
Keyword(s):  
Implementation Science ◽  
Scale Up ◽  
Implementation Strategies ◽  
Mapping Method ◽  
Evidence Based ◽  
Systematic Process ◽  
Implementing Change ◽  
Implementation Outcomes ◽  
Adoption And Implementation ◽  
And Performance

Abstract Background Implementation science is the study of methods to promote the adoption and integration of evidence-based practices into routine health care to improve the quality of care. The purpose of this study was to use Implementation Mapping to guide the implementation of The John A. Hartford evidence-based Age-Friendly Health Systems (AFHS) 4Ms Framework: What Matters, Medications, Mentation, and Mobility. Methods Implementation Mapping, a systematic process for planning implementation strategies, guided the 9-month integration of the 4Ms Framework in the 1,100 MinuteClinics across the US. Implementation Mapping includes five tasks: (1) conduct an implementation needs assessment and identify program adopters and implementers; (2) state adoption and implementation outcomes and performance objectives, identify determinants, and create matrices of change objectives; (3) choose theoretical methods (mechanisms of change) and select or design implementation strategies; (4) produce implementation protocols and materials; and (5) evaluate implementation outcomes. Results The implementation plan, developed by the implementation mapping method, was carried out over 9-months. Seven implementation strategies were identified from the Expert Recommendations for Implementing Change (ERIC) project including the provision of education, electronic health record integration, internal champion facilitation, cues to action, and a dashboard to monitor progress. To date, the implementation mapping has resulted in the adoption of the 4Ms by 1145 providers (37%). Monitoring of the adoption of the 4Ms Framework and consideration of future implementation strategies is ongoing. Conclusions Implementation Mapping provided a systematic process to develop strategies to improve the adoption, implementation, sustainment, and scale-up of the evidence-based 4Ms Framework.

Implementation Science in Health Care

2017 ◽  
Author(s):  
Alison B. Hamilton ◽  
Brian S. Mittman
Keyword(s):  
Health Care ◽  
Implementation Science ◽  
Scale Up ◽  
Implementation Strategies ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Implementation Processes ◽  
Naturally Occurring ◽  
Health Care Practices ◽  
Development And Evolution

Implementation science in health care comprises over 30 years of rich and varied activity that has developed, refined, and applied implementation science concepts, theories, and research approaches. This body of activity has produced valuable empirical findings and has contributed to the continued development of the broader field of implementation science. This chapter describes key stages in the development and evolution of implementation science in health care. It discusses key settings, evidence-based practices, and implementation strategies studied by health care implementation researchers and examines key challenges and future directions in the field. Continued growth in health care implementation science will require expanded attention to sustainment, scale-up, and spread of effective health care practices and attention to the study of routine, naturally-occurring implementation processes in addition to experimental evaluation of investigator-led implementation.

Implementation of evidence-based practices for early childhood social learning: a viewpoint on the role of teacher attitudes

2020 ◽  
Vol 15 (2) ◽  
pp. 61-74
Author(s):  
Angeliki Kallitsoglou
Keyword(s):  
Early Childhood ◽  
Social Learning ◽  
Implementation Science ◽  
Individual Factors ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Content Type ◽  
Adoption And Implementation ◽  
Teachers Attitudes

Purpose Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning. Design/methodology/approach The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning. Findings According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy. Originality/value This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education.

scholarly journals Specific Autobiographical Recall Mediates Impact of Cognition and Depression on Independence Function and Well-Being in Older Adults

2021 ◽  
Vol 12 ◽  
Author(s):  
Carol A. Holland ◽  
Alexis Boukouvalas ◽  
Danielle Clarkesmith ◽  
Richard Cooke
Keyword(s):  
Older Adults ◽  
Cognitive Function ◽  
Autobiographical Memory ◽  
Functional Limitations ◽  
Intervention Development ◽  
Perceived Health ◽  
Well Being ◽  
Mediation Effect ◽  
The Impact

Autobiographical memory specificity has been associated with cognitive function, depression, and independence in older adults. This longitudinal study of 162 older adults moving to active supported living environments tracks changes in the role of the ability to recall specific autobiographical memory as a mediator between underlying cognitive function, or depression, and outcome perceived health or independence (e.g., Instrumental Activities of Daily Living, IADLs), across 18 months, as compared with controls not moving home. Clear improvements across time in autobiographical specificity were seen for residents but not controls, supporting the role of a socially active environment, and confirmed by correlation with number of activities reported in diaries, although the impact of diary activities on the effect of time on autobiographical specificity was not found. The role of autobiographical specificity in mediating general cognition and outcome functional limitations was clear for social limitations at 12 and 18 months, but its role in mediating effects of executive function and perceived health persisted throughout. The role of specificity in mediating between depression and perceived health, IADLs, and Functional Limitations persisted throughout. Analysis examining autobiographical specificity and depression as joint mediators between cognition and independence showed a forward effect such that higher specificity scores reduced the negative mediation effect of depression on independence. Finally, data showed the reduction of many of these mediations over time, supporting the role of autobiographical memory in times of change in a person's social situation. Data support potential autobiographical memory intervention development.

scholarly journals Fostering Healthy Mental, Emotional, and Behavioral Development Through Effective Implementation and Scale-Up

2020 ◽  
Vol 15 (3) ◽  
pp. 86-112
Author(s):  
Erin Kellogg
Keyword(s):  
Implementation Science ◽  
Scale Up ◽  
Implementation Strategies ◽  
Science Research ◽  
Well Being ◽  
The United States ◽  
Behavioral Development ◽  
Evidence Base ◽  
Effective Strategies ◽  
Effective Implementation

The evidence base around what causes mental, emotional, and behavioral disorders is substantial. Likewise, researchers have found methods for preventing and treating disorders, as well as for promoting healthy mental, emotional, and behavioral well-being. However, high rates of these disorders continue to persist in children and adolescents across the United States. A recent report from the National Academies of Sciences, Engineering, and Medicine entitled Fostering Healthy Mental, Emotional, and Behavioral Development in Children and Youth: A National Agenda explores updated research in epidemiology, risk and protective factors, effective strategies, and implementation science that will help diverse partners and stakeholders better support healthy mental, emotional, and behavioral development. This paper outlines the implementation science research related to programs detailed in the report and emphasizes the key components for successful intervention implementation and scale-up. It highlights the necessity of identifying core intervention components, as well as other factors such as community partnerships, implementation strategies, and the systems capacities necessary for increasing success and sustainability.

Talk or Walk? Gait Speed over Self-Report in Association with Cognitive Speed in Healthy Older Adults

GeroPsych ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 41-52
Author(s):  
Matthew C. Costello ◽  
Shane J. Sizemore ◽  
Kimberly E. O’Brien ◽  
Lydia K. Manning
Keyword(s):  
Older Adults ◽  
Older Adult ◽  
Gait Speed ◽  
Well Being ◽  
Self Report ◽  
Subjective Report ◽  
Healthy Older Adults ◽  
Relative Value ◽  
Cognitive Speed ◽  
Age Range

Abstract. This study explores the relative value of both subjectively reported cognitive speed and gait speed in association with objectively derived cognitive speed. It also explores how these factors are affected by psychological and physical well-being. A group of 90 cognitively healthy older adults ( M = 73.38, SD = 8.06 years, range = 60–89 years) were tested in a three-task cognitive battery to determine objective cognitive speed as well as measures of gait speed, well-being, and subjective cognitive speed. Analyses indicated that gait speed was associated with objective cognitive speed to a greater degree than was subjective report, the latter being more closely related to well-being than to objective cognitive speed. These results were largely invariant across the 30-year age range of our older adult sample.

Leisure Activities and the Subjective Well-Being of Older Adults in Croatia

GeroPsych ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Ljiljana Kaliterna Lipovčan ◽  
Tihana Brkljačić ◽  
Zvjezdana Prizmić Larsen ◽  
Andreja Brajša-Žganec ◽  
Renata Franc
Keyword(s):  
Older Adults ◽  
Leisure Activities ◽  
Leisure Activity ◽  
Later Life ◽  
Perceived Health ◽  
Well Being ◽  
Hierarchical Regression ◽  
Subjective Well Being ◽  
Convenience Sample ◽  
Financial Status

Abstract. Research shows that engagement in leisure activities promotes well-being among older adults. The objective of the current study was to examine the relationship between subjective well-being (flourishing) and leisure activities (total number of different activities in the previous year) in a sample of older adults in Croatia, thereby considering the variables of sex, marital status, financial status, and self-perceived health. The differences in the examined variables between the groups of older adults who reported to be engaged in new activities with those who did not were also examined. The sample of N = 169 older adults aged 60 years and above was drawn from a convenience sample of adult internet users in Croatia. Participants reported their self-perceived health and the number of leisure activities they engaged in over the previous year as well as completing the Flourishing Scale. Hierarchical regression analyses indicated that older adults who were engaged in more various leisure activities, who perceived better financial status, and who were married reported higher levels of flourishing. A comparison of the two groups of older adults with and without engagement in leisure activities showed that those engaged in at least one leisure activity were more likely to be women, reported higher levels of flourishing, and perceived their own financial status as better. This study indicated that engaging in leisure activities in later life might provide beneficial effects for the well-being of older adults.

Analysis of Self-Concept in Older Adults in Different Contexts

2004 ◽  
Vol 20 (4) ◽  
pp. 262-274 ◽  
Author(s):  
Manuel de Gracia Blanco ◽  
Josep Garre Olmo ◽  
María Marcó Arbonès ◽  
Pilar Monreal Bosch
Keyword(s):  
Older Adults ◽  
Nursing Home ◽  
Depressive Symptoms ◽  
External Validity ◽  
Aging Process ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Self Perceptions ◽  
Discriminatory Capacity

Summary: Self-concept is a construct consisting of a group of specific self-perceptions that are hierarchically organized. Age-associated changes of self-concept are related to the individual's perception of the changes occurring throughout the aging process. The authors examined external validity and internal consistency of an instrument that has been developed to assess self-concept in older adults and examined self-concept's characteristics in two different contexts. Results confirm the multidimensionality of the scale and show a satisfactory external validity, indicating good discriminatory capacity. Findings support the hypothesis that older people who live in a nursing home have a poor self-esteem, self-concept, and psychological well-being and have a greater presence of depressive symptoms than people who live in their own home.

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