Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice.
Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice.
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DOI：
10.1007/s11121-019-01017-1
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发表时间：
2019-08
期刊：
影响因子：
--
通讯作者：
Powell BJ
中科院分区：
文献类型：
--
作者：
Cook CR;Lyon AR;Locke J;Waltz T;Powell BJ
与其他服务部门一样，学校面临着实施差距，将循证实践(EBP)作为常规服务提供的一部分，采用缓慢且实施不均，破坏了促进更好的青少年行为健康结果的努力。实施研究人员进行了系统的努力，以公布实施战略(即，用于促进EBP的吸收、使用和维持的方法或技术)的分类，例如实施变革专家建议(ERIC)项目。由73项战略组成的Eric汇编是在医疗保健的背景下制定的，主要由在该服务部门运营的研究和实践专家提供信息。因此，现有汇编对教育等其他服务部门的可理解性、背景适当性和实用性仍不得而知。这项研究的目的是启动学校实施战略，翻译ERIC资源(SISTER)项目，以反复使ERIC汇编适用于教育部门。七步适应过程的结果产生了75项适应学校的战略。对最初的ERIC战略中的大多数进行了表面上的修改(73项中的52项)，而其中5项战略需要进行更深层次的修改，以适应学校的情况。在现有校本研究的基础上，删除了6个策略，增加了7个新策略。讨论了这项研究的发现对从事实施研究的预防科学家的影响(例如，为实施战略创建一个通用命名法)和局限性。
Schools, like other service sectors, are confronted with an implementation gap, with the slow adoption and uneven implementation of evidence-based practices (EBP) as part of routine service delivery, undermining efforts to promote better youth behavioral health outcomes. Implementation researchers have undertaken systematic efforts to publish taxonomies of implementation strategies (i.e., methods or techniques that are used to facilitate the uptake, use, and sustainment of EBP), such as the Expert Recommendations for Implementing Change (ERIC) Project. The 73-strategy ERIC compilation was developed in the context of healthcare and largely informed by research and practice experts who operate in that service sector. Thus, the comprehensibility, contextual appropriateness, and utility of the existing compilation to other service sectors, such as the educational setting, remains unknown. The purpose of this study was to initiate the School Implementation Strategies, Translating ERIC Resources (SISTER) Project to iteratively adapt the ERIC compilation to the educational sector. The results of a seven-step adaptation process resulted in 75 school-adapted strategies. Surface level changes were made to the majority of the original ERIC strategies (52 out of 73), while five of the strategies required deeper modifications for adaptation to the school context. Six strategies were deleted and seven new strategies were added based on existing school-based research. The implications of this study’s findings for prevention scientists engaged in implementation research (e.g., creating a common nomenclature for implementation strategies) and limitations are discussed.
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DOI：
10.1186/1748-5908-4-50
发表时间：
2009-08-07
期刊：
Implementation science : IS
影响因子：
--
作者：
Damschroder LJ;Aron DC;Keith RE;Kirsh SR;Alexander JA;Lowery JC
通讯作者：
Lowery JC
影响因子：
4
作者：
Bunger AC;Powell BJ;Robertson HA;MacDowell H;Birken SA;Shea C
通讯作者：
Shea C
影响因子：
3.7
作者：
Boyd, Meredith R.;Powell, Byron J.;Lewis, Cara C.
通讯作者：
Lewis, Cara C.
DOI：
10.1108/01443570410552108
发表时间：
2004-01-01
影响因子：
9.9
作者：
Burnes, B
通讯作者：
Burnes, B
影响因子：
2.8
作者：
Cook, Bryan G.;Odom, Samuel L.
通讯作者：
Odom, Samuel L.