How to ensure fidelity in implementing an evidence based teen pregnancy prevention curriculum

Barbee, Anita P.; Antle, Becky F.; Langley, Cheri; Cunningham, Michael R.; Whiteside, Danielle; Sar, Bibhuti K.; Archuleta, Adrian J.; Karam, Eli A.; Borders, Kevin

doi:10.1016/j.childyouth.2021.106175

Cited by 6 publications

(4 citation statements)

References 29 publications

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“…It is critical to the success of educational interventions given that it enables the fidelity of implementation of the intervention's essential elements [137]. When the facilitator follows the A-SEI model, favorable implementation outcomes are achieved [138]. Therefore, good results are produced when the training includes modeling and feedback in a supporting climate, as was seen in some of the interventions in this review [136].…”

Section: Discussionmentioning

confidence: 93%

Shared Components of Worldwide Successful Sexuality Education Interventions for Adolescents: A Systematic Review of Randomized Trials

Torres-Cortés

Leiva

Canenguez

et al. 2023

IJERPH

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A crucial aspect of human development is sexuality which has implications for health, particularly in adolescence, since unfavorable sexual experiences may result in physical and mental problems. Sexuality education interventions (SEI) are one of the most used actions to promote sexual health in adolescents. Nevertheless, there is variability across their components; therefore, key elements for an effective SEI targeted at adolescents (A-SEI) are not well known. Based on this background, this study aims to identify the shared components of successful A-SEI through a systematic review of randomized controlled trials (RCT). This study followed the preferred reporting items for systematic reviews and meta-analyses statement. A search was conducted in CINAHL, PsycInfo, PubMed, and Web of Science between November and December 2021. A total of 21 studies passed the inclusion test after the review of 8318 reports. A total of 18 A-SEIs were identified in these studies. The components analyzed were the intervention’s approach, dose, type of intervention, theoretical framework, facilitators’ training, and intervention methodology. The results established that components that should be present in the design of an effective A-SEI are behavior change theoretical models, the use of participatory methodology, be targeted at mixed-sex groups, facilitators’ training, and at least ten hours of weekly intervention.

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Section: Discussionmentioning

confidence: 93%

Shared Components of Worldwide Successful Sexuality Education Interventions for Adolescents: A Systematic Review of Randomized Trials

Torres-Cortés

Leiva

Canenguez

et al. 2023

IJERPH

View full text Add to dashboard Cite

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“…These four support components are the foundation of a continuous quality improvement process with the aim of capacity building. The EBSIS (4) has since been used to provide support to implement evidence-based programs (5)(6)(7). Proactive implementation support and TA can provide targeted support to community and project leaders by connecting them to expertise and resources that can address complex challenges (8)(9)(10).…”

Section: Technical Assistancementioning

confidence: 99%

Using technical assistance to bridge the gap between policy, research, and implementation

Ealy,

Tyler-Mackey,

Ashurst

et al. 2024

Front. Public Health

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This case study on the Children, Youth, and Families At-Risk (CYFAR) Professional Development and Technical Assistance (PDTA) Center highlights a government-funded entity’s efforts to provide technical assistance to federal grantees of the CYFAR Sustainable Community Projects (SCP) grant program. The PDTA Center aligns with and supports components of an evidence-based system for innovation support. Through these components, the system provides targeted tools, training for CYFAR SCP grantees, dedicated technical assistance in the form of coaching, and quality improvement support through the evaluation of available program data.

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“…Program fidelity, i.e., the extent to which the intervention is executed as intended, can affect the degree to which desired program outcomes are achieved. Barbee et al ( 2021 ) summarized five constructs that contribute to fidelity: adherence to the program as designed, the dosage or amount of a program experienced by participants, the quality of intervention delivery, participants’ responsiveness and engagement with program activities, and differentiation from treatment as usual. Poor fidelity with any of these components may affect the expected EBI outcomes, such as participants’ gains in knowledge and skills, which wastes time and resources (Barbee et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Maintaining Program Fidelity in a Changing World: National Implementation of a School-Based HIV Prevention Program

Schieber,

Deveaux,

Cotrell

et al. 2023

Prev Sci

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Large-scale, evidence-based interventions face challenges to program fidelity of implementation. We developed implementation strategies to support teachers implementing an evidence-based HIV prevention program in schools, Focus on Youth in The Caribbean (FOYC) and Caribbean Informed Parents and Children Together (CImPACT) in The Bahamas. We examined the effects of these implementation strategies on teachers’ implementation in the subsequent year after the initial implementation during the COVID-19 pandemic. Data were collected from 79 Grade 6 teachers in 24 government elementary schools. Teachers completed training workshops and a pre-implementation questionnaire to record their characteristics and perceptions that might affect their program fidelity. School coordinators and peer mentors provided teachers with monitoring, feedback, and mentoring. In Year 1, teachers on average taught 79.3% of the sessions and 80.8% of core activities; teachers in Year 2 covered 84.2% of sessions and 72.9% of the core activities. Teachers with “good” or “excellent” school coordinators in the second year taught significantly more sessions on average (7.8 vs. 7.0, t = 2.04, P < 0.05) and more core activities (26.3 vs. 23.0, t = 2.41, P < 0.05) than teachers with “satisfactory” coordinators. Teachers who had a “good” or “satisfactory” mentor taught more sessions than teachers who did not have a mentor (7.9 vs. 7.3; t = 2.22; P = 0.03). Two-level mixed-effects model analysis indicated that teachers’ program fidelity in Year 1, confidence in the execution of core activities, and school coordinators’ performance were significantly associated with Year 2 implementation dose. Implementation of FOYC + CImPACT was significantly associated with improved student outcomes. Teachers maintained high fidelity to a comprehensive HIV prevention program over 2 years during the COVID-19 pandemic. Future program implementers should consider additional implementation support to improve the implementation of school-based programs.

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How to ensure fidelity in implementing an evidence based teen pregnancy prevention curriculum

Cited by 6 publications

References 29 publications

Shared Components of Worldwide Successful Sexuality Education Interventions for Adolescents: A Systematic Review of Randomized Trials

Shared Components of Worldwide Successful Sexuality Education Interventions for Adolescents: A Systematic Review of Randomized Trials

Using technical assistance to bridge the gap between policy, research, and implementation

Maintaining Program Fidelity in a Changing World: National Implementation of a School-Based HIV Prevention Program

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