Implementation Evaluation of A Secondary Level Whole School Programme: A Qualitative Inquiry

Abstract Background: Whole-of-school programmes (WSPs) are one of eight best investments to reduce physical inactivity. The 'Secondary Level Active School Flag' (SLASF) programme for students aged 12-19 years is one such WSP for physical activity. This student-led programme is guided by student voice, fun, inclusiveness and partnerships. Due to the complexities of the school system and the multi-component nature of WSPs, there is a risk of poor implementation. The monitoring of facilitators and barriers as unanticipated influences during feasibility studies is important to better understand the key implementation processes prior to scale-up. The aim of this study was to identify perceived facilitators and barriers to implementing the SLASF. Guided by the ERIC taxonomy, it also aimed to select and recommend evidence-based implementation strategies to overcome the barriers and leverage programme facilitators. Methods: Process evaluation focus groups (N=22) and interviews (N=27) were conducted in three schools with programme implementers i.e. school management (n=5), SLASF coordinator (n=4), student-leaders (ASF transition years aged 15-16 years) class (n=37), staff committee (n=23) and were transcribed verbatim. Transcripts were analysed using reflexive thematic analysis and were guided by the Consolidated Framework for Implementation Research. Implementation strategies were identified using the ERIC taxonomy and were selected systematically to address contextual needs.Results: Three themes were identified surrounding the facilitators and barriers to implementation: intervention design factors influencing implementation (e.g. capacity building and knowledge of implementers; interest and buy in for the programme and design and quality of the programme), organisational factors influencing implementation (e.g. optimisation of people; planning and execution; and the busy school environment) and interpersonal factors influencing implementation (e.g. relationships; communication; and collaboration).Conclusions: This study has identified drivers of implementation success or failure for future impact and extended roll out of SLASF. The examination of facilitators and barriers assisted with the identification of implementation strategies including (not limited to) a shared leadership programme for student leaders, a more flexible timeline for completion and an introductory year to assess readiness to engage. Through guidance on the identification of implementation strategies and in alignment with the ERIC taxonomy, we have provided recommendations that may assist in effective implementation of the SLASF.

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Implementing Cancer Care in Rwanda: Capacity Building for Treatment and Scale-Up

Sustainability ◽

10.3390/su13137216 ◽

2021 ◽

Vol 13 (13) ◽

pp. 7216

Author(s):

Paul H. Park ◽

Cyprien Shyirambere ◽

Fred Kateera ◽

Neil Gupta ◽

Christian Rusangwa ◽

...

Keyword(s):

Capacity Building ◽

Scale Up ◽

Implementation Strategies ◽

Sub Saharan Africa ◽

Essential Medicines ◽

Cancer Center ◽

Health Coverage ◽

Cancer Centers ◽

Implementation Approach ◽

Single Cancer

Background: The majority of countries in sub-Saharan Africa are ill-prepared to address the rising burden of cancer. While some have been able to establish a single cancer referral center, few have been able to scale-up services nationally towards universal health coverage. The literature lacks a step-wise implementation approach for resource-limited countries to move beyond a single-facility implementation strategy and implement a national cancer strategy to expand effective coverage. Methods: We applied an implementation science framework, which describes a four-phase approach: Exploration, Preparation, Implementation, and Sustainment (EPIS). Through this framework, we describe Rwanda’s approach to establish not just a single cancer center, but a national cancer program. Results: By applying EPIS to Rwanda’s implementation approach, we analyzed and identified the implementation strategies and factors, which informed processes of each phase to establish foundational cancer delivery components, including trained staff, diagnostic technology, essential medicines, and medical informatics. These cancer delivery components allowed for the implementation of Rwanda’s first cancer center, while simultaneously serving as the nidus for capacity building of foundational components for future cancer centers. Conclusion: This “progressive scaling” approach ensured that initial investments in the country’s first cancer center was a step toward establishing future cancer centers in the country.

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The Introduction Of SDN 3 Lukluk Environment Using Augmented Reality Application

JELIKU (Jurnal Elektronik Ilmu Komputer Udayana) ◽

10.24843/jlk.2020.v09.i02.p05 ◽

2020 ◽

Vol 9 (2) ◽

pp. 191

Author(s):

Ida Bhujangga Bagus Dili Putra ◽

I Gede Arta Wibawa

Keyword(s):

Augmented Reality ◽

School Environment ◽

Whole School ◽

Augmented Reality Application ◽

New Students

Every year a lot of new students enter school. To introduce new students to the school environment, the school holds an event to introduce the school environment to make them know their school environment better. However, there are still students who do not know their school environment very well. In the school environment there are many buildings with different names and to remember all of them correctly is not easy and takes a lot of time to look at all of them. To Remember all the location of the buildings and its names, it would be better if there was a application that can visualize the buildings very well. Technologies that can provide visualization and is easy to use is Augmented Reality. Augmented Reality can display the whole school environment, making it easier to see all the buildings with their names in the school environment. AR can be easily used, user only need to install AR on their smartphone device. This AR application is marker-based so that user only need to scan the marker provided with the camera and the school environment and information can be displayed.

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Students’, parents’ and teachers’ views about the resources required by school nurses in Perth, Western Australia

Journal of Research in Nursing ◽

10.1177/1744987118807250 ◽

2018 ◽

Vol 24 (7) ◽

pp. 515-526

Author(s):

Alison McCluskey ◽

Garth Kendall ◽

Sharyn Burns

Keyword(s):

Western Australia ◽

School Environment ◽

School Nurse ◽

School Community ◽

School Nurses ◽

Whole School ◽

School Counsellors ◽

Nurse Role ◽

Group Data ◽

Focus Group Data

Background Nurses play a significant role in promoting health in schools; however, they are often poorly resourced to do so. Aims The aim of the study was to identify the perceptions of students, parents and teachers regarding the resources school nurses require in order to practise effectively in the secondary school environment in Perth, Western Australia. Methods One-on-one interviews were conducted with parents, teachers, nurses, school principals and school counsellors. Focus groups were conducted at three schools with students in years 10, 11 and 12, parents and teachers. Interviews and focus group data were analysed using thematic analysis. Results It was acknowledged that nurses in all schools were under-resourced, with large student numbers contributing to high workloads. The importance of privacy during a visit to the school nurse was highlighted by students. All stakeholders discussed the advantages of nurses completing extra qualifications, in addition to an undergraduate degree. Appropriate support and supervision were also highlighted. Conclusions School nurses need to thoroughly document and describe the work that they do and collaborate within the school community to advocate for increased resources. There is a great need for further research regarding the school nurse role involving the whole school community, and most importantly the students.

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Scale Up, Small-scale Feasibility Studies, Tests and Testing

Journal of Chemical Engineering & Process Technology ◽

10.4172/2157-7048.1000293 ◽

2016 ◽

Vol 07 (02) ◽

Author(s):

Kurt Miklia ◽

James Creek

Keyword(s):

Scale Up ◽

Feasibility Studies ◽

Small Scale

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Factors Influencing Intention to Work while Ill: A Systematic Review

American Journal of Health Behavior ◽

10.5993/ajhb.45.6.6 ◽

2021 ◽

Vol 45 (6) ◽

pp. 1016-1030

Author(s):

Hanizah Mohd Yusoff ◽

Hanani Nabilah Mohd Sobri ◽

Vevya Sundaram

Keyword(s):

Systematic Review ◽

Web Of Science ◽

Selection Process ◽

Behavioral Control ◽

Subjective Norms ◽

Perceived Behavioral Control ◽

Inclusion Criteria ◽

Factors Influencing ◽

Facilitators And Barriers ◽

Initial Knowledge

Objectives: The aim of this systematic review was to identify factors influencing workers' intention to work while ill, using the Theory of Planned Behavior (TPB) as a theoretical framework. Methods: A systematic search of articles was carried out from PubMed, Scopus, and Web of Science databases. Eligibility of each article was assessed using PRISMA guidelines. Overall, 22 articles met the inclusion criteria after the selection process and were included in this review. Results: The factors fit into 3 constructs: (1) attitude (good and bad consequences of working while ill), (2) subjective norms (descriptive and injunctive norms on working while ill), and (3) perceived behavioral control (facilitators and barriers of working while ill). Conclusions: The TPB is a practical theory to conceptualize and understand the factors influencing workers' intention to work while ill. These findings provide initial knowledge on the development of a framework to measure workers' intention to work while ill and to propose appropriate interventions for workers with chronic illness.

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Environmental Citizenship in a Nordic Civic and Citizenship Education Context

Nordic Journal of Comparative and International Education (NJCIE) ◽

10.7577/njcie.3268 ◽

2019 ◽

Vol 3 (1) ◽

pp. 88-104 ◽

Cited By ~ 1

Author(s):

Saiki Lucy Cheah ◽

Lihong Huang

Keyword(s):

Citizenship Education ◽

School Environment ◽

Student Attitudes ◽

Educational Goals ◽

School Conditions ◽

Attitudes And Behaviors ◽

Environmental Citizenship ◽

Whole School ◽

And Behaviors ◽

Students Attitudes

This study uses data from the International Civic and Citizenship Education Study 2016 (ICCS 2016) conducted in four Nordic countries: Denmark, Finland, Norway, and Sweden (students, N=18,962; teachers, N=6,119; school principals, N=630). We look at students’ attitudes, awareness, and behavior in relation to the educational goals and pedagogical means of teachers and school leaders working toward environmental citizenship. Drawing on the pragmatic framework of John Dewey and the contemporary experiential learning model, we identify some key school conditions and pedagogical approaches to education for environmental citizenship education. Based on the whole-school approach to environmental education, we seek to understand in what ways school environment and educational practices may positively affect student attitudes and behaviors that promote environmental citizenship. The objective is to identify the extent to which the school environment and citizenship educational activities are efficacious in fostering environmental citizenship attitudes and behaviors in students.

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A protocol for evaluating a multi-level implementation theory to scale up obstetric triage in referral hospitals in Ghana

10.21203/rs.3.rs-16855/v2 ◽

2020 ◽

Author(s):

Caitlin Rain Williams ◽

Stephanie Bogdewic ◽

Medge Owen ◽

Emmanuel K. Srofe ◽

Rohit Ramaswamy

Keyword(s):

Mixed Methods ◽

Scale Up ◽

Implementation Strategies ◽

Clinical Intervention ◽

Interactive Systems ◽

Interactive Systems Framework ◽

Implementation Theory ◽

Care Plans ◽

Implementation Approach ◽

Multi Level

Abstract Background: Ghana significantly reduced maternal and newborn mortality between 1990 and 2015, largely through efforts focused on improving access to care. Yet achieving further progress requires improving the quality and timeliness of care. Beginning in 2013, Ghana Health Service and Kybele, a US-based non-governmental organization, developed an innovative obstetric triage system to help midwives assess, diagnosis, and determine appropriate care plans more quickly and accurately. In 2019, efforts began to scale this successful intervention into six additional hospitals. This protocol describes the theory-based implementation approach guiding scale-up and presents the proposed mixed-methods evaluation plan. Methods: An implementation theory was developed to describe how complementary implementation strategies would be bundled into a multi-level implementation approach. Drawing on the Interactive Systems Framework and Evidenced Based System for Implementation Support, the proposed implementation approach is designed to help individual facilities develop implementation capacity and also build a learning network across facilities to support the implementation of evidence-based interventions.A convergent design mixed methods approach will be used to evaluate implementation with relevant data drawn from tailored assessments, routinely collected process and quality monitoring data, textual analysis of relevant documents and WhatsApp group messages, and key informant interviews. Implementation outcomes of interest are acceptability, adoption, and sustainability.Discussion: The past decade has seen a rapid growth in the development of frameworks, models, and theories of implementation, yet there remains little guidance on how to use these to operationalize implementation practice. This study proposes one method for using implementation theory, paired with other kinds of mid-level and program theory, to guide the replication and evaluation of a clinical intervention in a complex, real-world setting. The results of this study should help to provide evidence of how implementation theory can be used to help close the “know-do” gap.

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The Cultural Formulation Interview: Progress to date and future directions

Transcultural Psychiatry ◽

10.1177/1363461520938273 ◽

2020 ◽

Vol 57 (4) ◽

pp. 487-496

Author(s):

Roberto Lewis-Fernández ◽

Neil Krishan Aggarwal ◽

Laurence J. Kirmayer

Keyword(s):

Cultural Context ◽

Help Seeking ◽

Scale Up ◽

Implementation Strategies ◽

Transcultural Psychiatry ◽

Cultural Formulation ◽

Treatment Expectations ◽

Future Directions ◽

Dsm 5 ◽

Cultural Formulation Interview

The Cultural Formulation Interview (CFI) developed for DSM-5 provides a way to collect information on patients’ illness experience, social and cultural context, help-seeking, and treatment expectations relevant to psychiatric diagnosis and assessment. This thematic issue of Transcultural Psychiatry brings together articles examining the implementation and impact of the CFI in diverse settings. In this editorial introduction we discuss key areas raised by these and other studies, including: (1) the potential of the CFI for transforming current psychiatric assessment models; (2) training and implementation strategies for wider application and scale-up; and (3) refining the CFI by developing new modules and alternative protocols based on further research and clinical experience.

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Implementation Strategies

10.1093/med/9780190647421.003.0007 ◽

2018 ◽

Cited By ~ 1

Author(s):

Byron J. Powell ◽

Krystal G. Garcia ◽

Maria E. Fernandez

Keyword(s):

Scale Up ◽

Research Priorities ◽

Cancer Control ◽

Implementation Strategies ◽

Routine Care ◽

The State ◽

Evidence Based ◽

Implementation Barriers ◽

Research And Practice ◽

Effective Strategies

Implementation strategies are methods or techniques that can be used to enhance the adoption, implementation, scale-up, and sustainment of evidence-based cancer control practices into routine care. This chapter defines implementation strategies, presents several taxonomies of implementation strategies that can be used to address multilevel implementation barriers, describes guidelines for reporting and specifying implementation strategies to ensure the efficient generation of knowledge and the replication of effective strategies in research and practice, briefly overviews the state of evidence for strategies, and suggests ways in which they can be carefully developed and applied to address the needs of specific contexts. The chapter concludes by presenting several research priorities related to implementation strategies.

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