The Implementation, Adoption, and Sustainability of Ho'ouna Pono

项目概要/摘要 研究表明，夏威夷原住民青年的吸毒率明显高于其 非夏威夷对应物（例如，Wong，Klingle，& Price，2004; Mayeda，Hishinuma，Nishimura，Garcia- 圣地亚哥，&马克，2006年;西村，Hishinuma，& Goebert，2013年），这些差异特别是 在农村环境中明显（Saka，Takeuchi，Fagaragan，& Afaga，2014）。尽管有这些发现， 很少有专门为这些年轻人制定和评估的药物预防计划（爱德华兹， Giroux，& Okamoto，2010; Rehuher，Hiramatsu，& Helm，2008）.此外，解决青年问题的努力 滥用一直执行不力，协调整个夏威夷州（Waitzfelder，恩格尔，& 吉尔伯特，1998年）。因此，本R34提案的目的是确定潜在的障碍或挑战， 实施，采用和可持续性（IAS）基于文化的，以学校为基础的药物预防 课程（Ho'ouna Pono）在夏威夷岛的所有公立中学，中级或多级学校， 并为课程制定一个全面的、以社区为基础的IAS行动计划。这将是 实现三个具体目标。目标1（评估环境需求，第1年）是制定和 验证与Ho'ouna Pono相关的实施、采用和可持续性清单， 实施研究综合框架（CFIR; Damschroder & 哈格多恩，2011年;鲍威尔，普罗克特，和玻璃，2014年）。清单将包括描述障碍的项目， 成功采用、实施和/或可持续发展夏威夷Ho'ouna Pono的挑战 岛目标2（响应枚举，第2年）是系统地引出实施策略（或 解决方案），以最有问题和/或困难的障碍，国际会计准则的课程，在公立学校， 夏威夷岛，并根据他们解决或克服每个问题的能力对这些解决方案进行排序 IAS的障碍。目标3（第3年行动计划）是创建一个基于社区的有效行动计划 基于目标1和2的发现，这将在未来的NIDA R 01赠款提案中进行评估， 关于卫生研究的传播和实施。

Project Summary/Abstract Research has indicated that Native Hawaiian youth have significantly higher rates of drug use than their non-Hawaiian counterparts (e.g., Wong, Klingle, & Price, 2004; Mayeda, Hishinuma, Nishimura, Garcia- Santiago, & Mark, 2006; Nishimura, Hishinuma, & Goebert, 2013), and that these differences are particularly pronounced in rural settings (Saka, Takeuchi, Fagaragan, & Afaga, 2014). Despite these findings, there have been very few drug prevention programs developed and evaluated specifically for these youth (Edwards, Giroux, & Okamoto, 2010; Rehuher, Hiramatsu, & Helm, 2008). Further, efforts to address youth substance abuse have been poorly implemented and coordinated across the State of Hawai‘i (Waitzfelder, Engel, & Gilbert, 1998). Therefore, the purposes of this R34 proposal are to identify potential barriers or challenges to the implementation, adoption, and sustainability (IAS) of a culturally grounded, school-based drug prevention curriculum (Ho‘ouna Pono) across all public middle, intermediate, or multi-level schools on Hawai‘i Island, and to create a comprehensive, community-based IAS action plan for the curriculum. This will be accomplished through three specific aims. AIM 1 (Assessing Environmental Demands, Year 1) is to develop and validate an implementation, adoption, and sustainability inventory related to Ho‘ouna Pono, which will be theoretically informed by The Consolidated Framework for Implementation Research (CFIR; Damschroder & Hagedorn, 2011; Powell, Proctor, & Glass, 2014). The inventory will consist of items describing barriers or challenges to the successful adoption, implementation, and/or sustainability of Ho‘ouna Pono on Hawai‘i Island. AIM 2 (Response Enumeration, Year 2) is to systematically elicit implementation strategies (or solutions) to the most problematic and/or difficult barriers to the IAS of the curriculum in public schools on Hawai‘i Island, and to rank-order these solutions based on their perceived ability to address or overcome each of the barriers to IAS. AIM 3 (Action Plan, Year 3) is to create a community based and validated action plan based on the findings from Aims 1 and 2, which will be evaluated in a future NIDA R01 grant proposal focused on dissemination and implementation research in health.