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

项目摘要/摘要 研究表明，夏威夷原住民青年的吸毒率明显高于他们的 非夏威夷同行(例如，Wong，Klingle&Price，2004；Mayeda，Hishinuma，Nishimura，Garcia- Santiago，&Mark，2006；Nishimura，Hishinuma，&Goebert，2013)，这些差异尤其明显 在农村发音(Saka、Takeuchi、Fagaragan和Afaga，2014)。尽管有这些发现，但仍有 很少有专门为这些年轻人制定和评估的毒品预防计划(爱德华兹， Giroux，&Okamoto，2010；Rehuher，Hiramatsu，&Helm，2008)。此外，解决青年实质性问题的努力 在整个Hawai‘i州(WaitzFelder、Engel和 吉尔伯特，1998)。因此，R34提案的目的是确定潜在的障碍或挑战 以文化为基础、以学校为基础的毒品预防的实施、采用和可持续性(IAS) 课程(Ho‘ouna Pono)覆盖了夏威夷岛上所有公立中学、中级或多级学校， 并为课程制定一个全面的、以社区为基础的国际会计准则行动计划。这将是 通过三个具体目标来实现。目标1(评估环境需求，第1年)是开发和 验证与Ho‘ouna Pono有关的实施、采用和可持续性清单，该清单将 从理论上了解实施研究综合框架(CFIR；Damschroder& Hagedorn，2011；Powell，Proctor，&Glass，2014)。清单将由描述障碍或 在夏威夷成功采用、实施和/或可持续性Ho‘ouna Pono面临的挑战 小岛。目标2(答复列举，第2年)是系统地引出实施战略(或 解决方案)解决公立学校课程国际会计制度中最有问题和/或最困难的障碍 夏威夷岛，并根据它们解决或克服每个问题的能力对这些解决方案排序 国际会计准则的障碍。目标3(行动计划，第3年)是创建一个基于社区的、经过验证的行动计划 基于目标1和目标2的结果，这些结果将在未来的NIDA R01赠款提案中进行评估，重点是 关于卫生领域的传播和实施研究。

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.