Authors: Per Nilsen

BACKGROUND

Implementation science has progressed towards increased use of theoretical approaches to provide better understanding and explanation of how and why implementation succeeds or fails. The aim of this article is to propose a taxonomy that distinguishes between different categories of theories, models and frameworks in implementation science, to facilitate appropriate selection and application of relevant approaches in implementation research and practice and to foster cross-disciplinary dialogue among implementation researchers.

DISCUSSION

Theoretical approaches used in implementation science have three overarching aims: describing and/or guiding the process of translating research into practice (process models); understanding and/or explaining what influences implementation outcomes (determinant frameworks, classic theories, implementation theories); and evaluating implementation (evaluation frameworks). This article proposes five categories of theoretical approaches to achieve three overarching aims. These categories are not always recognized as separate types of approaches in the literature. While there is overlap between some of the theories, models and frameworks, awareness of the differences is important to facilitate the selection of relevant approaches. Most determinant frameworks provide limited "how-to" support for carrying out implementation endeavours since the determinants usually are too generic to provide sufficient detail for guiding an implementation process. And while the relevance of addressing barriers and enablers to translating research into practice is mentioned in many process models, these models do not identify or systematically structure specific determinants associated with implementation success. Furthermore, process models recognize a temporal sequence of implementation endeavours, whereas determinant frameworks do not explicitly take a process perspective of implementation.

Topics: Evidence-Based Medicine; Humans; Models, Organizational; Program Development; Translational Research, Biomedical

PubMed: 25895742
DOI: 10.1186/s13012-015-0242-0

Review

Authors: Melissa C Brouwers, Michelle E Kho, George P Browman...

Topics: Delivery of Health Care; Humans; Manuals as Topic; Practice Guidelines as Topic; Program Development

PubMed: 20603348
DOI: 10.1503/cmaj.090449

Authors: Enola K Proctor, Byron J Powell, J Curtis McMillen...

Implementation strategies have unparalleled importance in implementation science, as they constitute the 'how to' component of changing healthcare practice. Yet, implementation researchers and other stakeholders are not able to fully utilize the findings of studies focusing on implementation strategies because they are often inconsistently labelled and poorly described, are rarely justified theoretically, lack operational definitions or manuals to guide their use, and are part of 'packaged' approaches whose specific elements are poorly understood. We address the challenges of specifying and reporting implementation strategies encountered by researchers who design, conduct, and report research on implementation strategies. Specifically, we propose guidelines for naming, defining, and operationalizing implementation strategies in terms of seven dimensions: actor, the action, action targets, temporality, dose, implementation outcomes addressed, and theoretical justification. Ultimately, implementation strategies cannot be used in practice or tested in research without a full description of their components and how they should be used. As with all intervention research, their descriptions must be precise enough to enable measurement and 'reproducibility.' We propose these recommendations to improve the reporting of implementation strategies in research studies and to stimulate further identification of elements pertinent to implementation strategies that should be included in reporting guidelines for implementation strategies.

Topics: Delivery of Health Care; Diffusion of Innovation; Program Development; Research

PubMed: 24289295
DOI: 10.1186/1748-5908-8-139

Authors: Lisa M Richter, Elizabeth Monson, Katelyn Bye...

To design and assess the use of a pharmacy student-delivered preceptor development program. A student-delivered preceptor development program was developed to ensure all preceptors received documented preceptor development. A menu of discussion topics and associated teaching sheets were created by the school's office of experiential education. On each rotation, advanced pharmacy practice experience (APPE) students led discussions with their preceptors on a topic chosen by the preceptor and submitted documentation of the education. Preceptors answered a survey related to the amount of information and time required for the program, their preference for different formats of preceptor development, one important thing they learned through the program, and future development topics of interest. Students were interviewed regarding their perceptions and use of the program. A novel student-delivered preceptor development program resulted in documentation of preceptor development for all APPE rotations. Seventy-nine preceptors (31% response rate) participated in the survey. In their responses, preceptors generally agreed that they were able to customize their development and incorporate what they learned into practice, and that the program had a convenient format and was valuable for preparing students to be future preceptors. Students reported that the program improved their confidence in communicating with a supervisor and prepared them for precepting. A student-delivered preceptor development program improved documented preceptor development. The program allowed preceptors to customize development opportunities in a convenient format. It was perceived positively by preceptors who would recommend the program to other schools of pharmacy.

Topics: Humans; Education, Pharmacy; Students, Pharmacy; Preceptorship; Problem-Based Learning; Curriculum; Program Development

PubMed: 35078766
DOI: 10.5688/ajpe8939

Authors: Geoffrey M Currie, Catherine J Thomas

Program development and review are a central part of institutional and industry quality assurance. Traditional approaches, although well established, present several barriers that could undermine the integrity of the process and the quality of outcomes. Here, a new approach to program development and design is explored with the goal of enhancing outcomes for students and institutions.

Topics: Accreditation; Program Development

PubMed: 29724798
DOI: 10.2967/jnmt.118.208272

Review

Authors: Lianping Ti, Despina Tzemis, Jane A Buxton...

Health policies and programs are increasingly being driven by people from the community to more effectively address their needs. While a large body of evidence supports peer engagement in the context of policy and program development for various populations, little is known about this form of engagement among people who use drugs (PWUD). Therefore, a narrative literature review was undertaken to provide an overview of this topic. Searches of PubMed and Academic Search Premier databases covering 1995-2010 were conducted to identify articles assessing peer engagement in policy and program development. In total, 19 articles were included for review. Our findings indicate that PWUD face many challenges that restrict their ability to engage with public health professionals and policy makers, including the high levels of stigma and discrimination that persist among this population. Although the literature shows that many international organizations are recommending the involvement of PWUD in policy and program development, our findings revealed a lack of published data on the implementation of these efforts. Gaps in the current evidence highlight the need for additional research to explore and document the engagement of PWUD in the areas of policy and program development. Further, efforts to minimize stigmatizing barriers associated with illicit drug use are urgently needed to improve the engagement of PWUD in decision making processes.

Topics: Drug Users; Health Policy; Humans; Policy Making; Program Development; United States

PubMed: 23176382
DOI: 10.1186/1747-597X-7-47

Authors: Michiko Saito, Kumi Mikuni

BACKGROUND

Multidrug-resistant organisms (MDROs) are transmitted through the hands of healthcare workers who touch the environments of patients with MDROs. Patients identified as being infected with MDROs are subjected to contact precautions and isolated in a single room. Nurses need to have the correct knowledge of infection prevention and be interested in the psychological conditions of isolated patients with MDROs.

AIM

To develop and evaluation of an education program for nurses to emphasize the psychological care of isolated patients with MDROs.

DESIGN

To evaluate the effectiveness of the educational program, this study employed a quasi-experimental design.

PARTICIPANTS AND SETTING

Seventy-eight nurses working in inpatient wards at four medical facilities were assigned to the program participant group (N = 25) and the non-participant group (N = 53).

METHODS

This experimental study utilized the five steps of the ADDIE instructional model (analysis, design, development, implementation, and evaluation) to design an educational program. The first step was to identify educational needs. The next steps were to design the program and develop educational materials. In the fourth step, training on infection control measures for MDROs and psychological care for patients with MDROs in isolation was conducted. Finally, in the fifth step, the effectiveness of the educational program was evaluated by scoring on expected behaviors to improve the psychological state of patients in isolation.

RESULTS

The program participants group exhibited behavioral changes and attitudes that observed physiological and psychological responses related to patient anxiety and depression (p < .05).

CONCLUSIONS

The education program increased the understanding of the psychological state of patients with MDROs and the observation of physiological and psychological reactions. This suggests that an education program based on ID is likely to have the potential to change nurses' behavior to improve the quality of care for patients with isolated infections.

Topics: Humans; Female; Adult; Male; Program Evaluation; Infection Control; Program Development; Surveys and Questionnaires; Middle Aged

PubMed: 39489892
DOI: 10.1016/j.nedt.2024.106461

Authors: Daniel J Scanderbeg, Catheryn Yashar, Zoubir Ouhib...

Developing any new radiation oncology program requires planning and analysis of the current state of the facility and its capacity to take on another program. Staff must consider a large number of factors to establish a feasible, safe, and sustainable program. We present a simple and generic outline that lays out the process for developing and implementing a new HDR brachytherapy program in any setting, but with particular emphasis on challenges associated with starting the program in a limited resource setting. The sections include feasibility of a program, starting cases, machine and equipment selection, and quality and safety.

Topics: Brachytherapy; Humans; Program Development; Quality Assurance, Health Care; Radiation Oncology; Radiotherapy Dosage; Safety Management

PubMed: 32950407
DOI: 10.1016/j.brachy.2020.08.018

Review

Authors: Anna Ratka, Joseph A Zorek, Susan M Meyer...

To describe characteristics of faculty development programs designed to facilitate interprofessional education, and to compile recommendations for development, delivery, and assessment of such faculty development programs. MEDLINE, CINAHL, ERIC, and Web of Science databases were searched using three keywords: faculty development, interprofessional education, and health professions. Articles meeting inclusion criteria were analyzed for emergent themes, including program design, delivery, participants, resources, and assessment. Seventeen articles were identified for inclusion, yielding five characteristics of a successful program: institutional support; objectives and outcomes based on interprofessional competencies; focus on consensus-building and group facilitation skills; flexibility based on institution- and participant-specific characteristics; and incorporation of an assessment strategy. The themes and characteristics identified in this literature overview may support development of faculty development programs for interprofessional education. An advanced evidence base for interprofessional education faculty development programs is needed.

Topics: Education, Pharmacy; Faculty; Health Occupations; Humans; Interdisciplinary Studies; Interprofessional Relations; Program Development

PubMed: 28720924
DOI: 10.5688/ajpe81596

Randomized Controlled Trial

Authors: Eun-Joo Choi, Yun-Jung Choi

BACKGROUND

Considering the importance of psychological first aid, which is the first priority when a disaster occurs, developing a web-based simulation training program for nurses and confirming its effectiveness is necessary.

AIM

This study aimed to develop an interactive simulated education program as a psychological first aid program for nurses and verify its effectiveness. . Nurses working in hospitals and the community who had not participated in psychological first aid training in the last year were recruited.

METHODS

A web-based interactive simulated educational program for psychological first aid was developed. To verify its effectiveness, a randomized controlled trial design was used. The experimental group participated in a web-based educational program, while the control group was provided self-learning data in the form of e-books. The program's effects on disaster response core competencies, problem-solving abilities, and self-leadership capacity were measured. We used descriptive statistics to analyze the general characteristics, and independent -tests were used to analyze the differences before and after the intervention.

RESULTS

The core competencies for disaster response ( = -2.239, < 0.05, Cohen's  = 0.59), problem-solving abilities ( = -2.753, < 0.01, Cohen's  = 0.72), and self-leadership capacity ( = -2.073, < 0.05, Cohen's  = 0.54) showed a statistically significant difference between groups.

CONCLUSIONS

The web-based simulation education program for psychological first aid training developed in this study effectively enhanced nurses' ability to respond to disasters and improved their problem-solving abilities and self-leadership capacity. Thus, nurses can use the educational program as a tool to learn psychological first aid. This trial is registered with KCT0008965.

Topics: Humans; Female; Male; Adult; Simulation Training; First Aid; Middle Aged; Surveys and Questionnaires; Program Development

PubMed: 40224798
DOI: 10.1155/2024/8806047