User testing to drive the iterative development of a strategy to improve implementation of evidence-based practices in school mental health.
User testing to drive the iterative development of a strategy to improve implementation of evidence-based practices in school mental health.
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DOI：
10.1080/23794925.2020.1784052
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Lyon AR
中科院分区：
文献类型：
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作者：
Duong MT;Cook CR;Lee K;Davis CJ;Vázquez-Colón CA;Lyon AR
研究已经产生了稳定的循证实践（EBP），可以促进青年行为健康，但广泛的实施往往是穷人。为了缩小“科学与实践的差距”，制定了一项实施战略，以提高校本心理健康提供者实施EBP的意愿。目前的研究采用了用户测试的方法，告知迭代开发的实施策略，其中包括战略教育，社会影响力的技术，和动机访谈。为具有代表性的目标受众现场演示了执行战略的各个部分。参与者对每个部分的可接受性、适当性以及对使用EBP的意图可能产生的影响进行了评分。评分是在真实的时间内统计的，并提交给与会者以激发讨论。定性输入通过传统内容分析进行编码。结果表明，实施战略可能需要根据具体的环境业务方案进行调整。此外，实施目标的设定是深受一些参与者，但不是其他人，这表明在组设置进行动机访谈的困难。参与者还认为自己熟悉EBP和学校心理健康服务的强烈倡导者。本文最后讨论了这项研究如何影响正在进行的发展战略和EBP实施工作的影响。
Research has produced a steady stream of evidence-based practices (EBP) that can promote youth behavioral health, but widespread implementation is often poor. To narrow the “science to practice gap,” an implementation strategy was developed to enhance school-based mental health providers’ intentions to implement EBP. The current study adopted a user-testing approach to inform the iterative development of this implementation strategy, which consisted of strategic education, social influence techniques, and motivational interviewing. Segments of the implementation strategy were demonstrated live for a representative sample of the intended audience. Participants rated each segment on acceptability, appropriateness, and likely impact on intentions to use EBP. Ratings were tallied in real time and presented to participants to spur discussion. Qualitative input was coded via conventional content analyses. Results indicated that that implementation strategies may need to be tailored to the specific EBP. In addition, implementation goal setting was well-received by some participants but not others, suggesting a difficulty of conducting motivational interviewing in group settings. Participants also perceived themselves as familiar with EBP and strong advocates of school mental health services. The paper concludes with a discussion of how this research has influenced the ongoing development of the strategy and implications for EBP implementation efforts.