Addressing health and social care during and beyond COVID-19: the importance of implementation science

Skouteris, Helen

doi:10.17061/phrp3112103

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…Implementation science focuses on translating evidence into practice, understanding practice implementation, and facilitating positive outcomes for young children and their caregivers (Skouteris, 2021). Implementation science helps inform research by illustrating the successful use of an efficacious method in a real-world setting (e.g., the home or an early childhood classroom) by real-world implementers (e.g., parents, teachers, or other caregivers; Durlak, 2010; Odom, 2009; Romano & Schnurr, 2022).…”

Section: Conceptual Framework: Three Key Factorsmentioning

confidence: 99%

Evidence-Based Practices Via Remote Service Delivery for Early Intervention in Rural Communities

Howe,

Riggleman,

Passmore

2023

Rural Special Education Quarterly

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The COVID-19 pandemic increased the use of remote service delivery in early childhood intervention (EI), and this increased use is promising for young children with disabilities living in rural communities. However, the increase in remote service delivery requires a greater understanding of using evidence-based practices (EBP) delivered by EI providers via this mode. Remote service delivery adds a new context to EI services requiring study to identify (a) what works for whom and under what conditions, (b) how an evidence-based practice delivered remotely results in positive outcomes for young children and caregivers, and (c) the independent variables that influence those outcomes. This position paper explains the importance of remote service delivery for improving access to EBP for young children with disabilities and their families in rural communities using a conceptual framework. The conceptual framework includes three essential factors described in depth in this article. First, the conceptual framework can support researchers in designing rigorous studies to deliver evidence-based practices remotely. Second, the conceptual framework can support EI programs and providers in identifying EBP for service delivery for young children and families in rural communities.

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Section: Conceptual Framework: Three Key Factorsmentioning

confidence: 99%

Evidence-Based Practices Via Remote Service Delivery for Early Intervention in Rural Communities

Howe,

Riggleman,

Passmore

2023

Rural Special Education Quarterly

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“…Kislov et al ( 2019 ) call for theoretically informative implementation research ‐ that is, a shift of perspective from ‘theories’ as finished products to ‘theorising’ as an iterative process of advancing knowledge. Theorising, defined as processes that aim to use empirical data actively in developing, validating, modifying, and advancing conceptual knowledge, is critical to the advancement of implementation science and hence to any endeavour to implement a developmental nurturing care framework with success at scale (Skouteris, 2021 ). Theorising occurs by working with the stakeholders across a system who are or should be involved in co‐creating implementation strategies.…”

Section: Moving Beyond the “What” To The “How”: The Role Of Implement...mentioning

confidence: 99%

Nurturing children's development through healthy eating and active living: Time for policies to support effective interventions in the context of responsive emotional support and early learning

Skouteris

Green

Chung

et al. 2022

Health Social Care Comm

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Fostering the growth, development, health, and wellbeing of children is a global priority. The early childhood period presents a critical window to influence lifelong trajectories, however urgent multisectoral action is needed to ensure that families are adequately supported to nurture their children's growth and development. With a shared vision to give every child the best start in life, thus helping them reach their full developmental potential, we have formed the International Healthy Eating Active Living Matters (HEALing Matters) Alliance. Together, we form a global network of academics and practitioners working across child health and development, and who are dedicated to improving health equity for children and their families. Our goal is to ensure that all families are free from structural inequality and oppression and are empowered to nurture their children's growth and development through healthy eating and physical activity within the context of responsive emotional support, safety and security, and opportunities for early learning. To date, there have been disparate approaches to promoting these objectives across the health, community service, and education sectors. The crucial importance of our collective work is to bring these priorities for early childhood together through multisectoral interventions, and in so doing tackle head on siloed approaches. In this Policy paper, we draw upon extensive research and call for collective action to promote equity and foster positive developmental trajectories for all children. We call for the delivery of evidence-based programs, policies, and services that are co-designed to meet the needs of all children and

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“…2. determinant theories that reveal the moderators of implementation outcomes, that is, what influences the implementation outcomes; and 3. evaluation theories that guide how to assess the process of implementation to improve the chance of a programme/intervention working in the "real world" (Skouteris, 2021).…”

Section: Innovation In Health-care Settingsmentioning

confidence: 99%

“…Robust theories to inform this innovation and implementation journey are therefore needed; the field that focuses on “how” to do this is known as implementation science (Nilsen, 2015). Implementation science is linked to three classes of theories: process theories that inform and guide the mechanisms of change and the process of implementation; determinant theories that reveal the moderators of implementation outcomes, that is, what influences the implementation outcomes; and evaluation theories that guide how to assess the process of implementation to improve the chance of a programme/intervention working in the “real world” (Skouteris, 2021). …”

Section: Innovation In Children’s Social Care: From Conceptualisation To Improved Outcomes?mentioning

confidence: 99%

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Guest editorial

Munro

Skouteris

Newlands

et al. 2021

JCS

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Innovation in children's social care: from conceptualisation to improved outcomes? [. . .] the scale of change needed requires more than incremental improvements and cost reductionsit requires new approaches to practice and service delivery (Children's Social Care Innovation Programme, 2016, p. 3).However, despite the success of some of these innovations, they have not impacted significantly across the system, and the overall number and the rate of children in care and

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Addressing health and social care during and beyond COVID-19: the importance of implementation science

Cited by 4 publications

References 12 publications

Evidence-Based Practices Via Remote Service Delivery for Early Intervention in Rural Communities

Evidence-Based Practices Via Remote Service Delivery for Early Intervention in Rural Communities

Nurturing children's development through healthy eating and active living: Time for policies to support effective interventions in the context of responsive emotional support and early learning

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