Plan, Do, Study, Act

Roberts, Sharon E.; Keane, Jodie; Ward, C.R.; Restrick, LJ

doi:10.1016/s0031-9406(05)60736-5

Cited by 11 publications

(5 citation statements)

References 4 publications

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“…The tool serves as an evaluation framework and comprises six key areas: Legal (policy meets legal mandates), Research Base (derived from evidence of effective outcomes for all students), Responsive to Context (district needs, marginalized populations), Efficient (use of time and resources), Educative (informs stakeholders of purpose), and Accountable (specifies responsibilities). The tool allows educators and education leadership to engage in a plan-do-study-act [ 40 ] exercise which may bring them closer to implementing policies that disrupt inequitable education practices and outcomes for marginalized youth.…”

Section: The Policy Equity Analysis Toolmentioning

confidence: 99%

Mending the gap: Measurement needs to address policy implementation through a health equity lens

McLoughlin,

Kumanyika,

et al. 2024

Translational Behavioral Medicine

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Policies represent a key opportunity to improve the health outcomes of populations, and if implemented well, can reduce disparities affecting marginalized populations. Many policies are only evaluated on whether they elicit their intended health outcome. However, a lack of understanding regarding if and how they are implemented may hinder the intended impact overall and on addressing health disparities. Implementation science offers an array of frameworks and methodological approaches for assessing policy delivery, yet few examples exist that meaningfully include health equity as a core focus. This commentary describes the importance of equity-informed implementation measurement by providing case examples and implications for assessment. In addition, we highlight examples of emerging work in policy implementation grounded in health equity with suggested steps for moving the field forward. The ultimate goal is to move toward open-access measurement approaches that can be adapted to study implementation of a variety of policies at different stages of implementation, driven by input from marginalized populations and implementation practitioners, to move the needle on addressing health disparities.

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Section: The Policy Equity Analysis Toolmentioning

confidence: 99%

Mending the gap: Measurement needs to address policy implementation through a health equity lens

McLoughlin,

Kumanyika,

et al. 2024

Translational Behavioral Medicine

View full text Add to dashboard Cite

show abstract

“…Demographic information for these schools is shown in Table 1. The cyclical training (fall) and implementation (spring) process of SWITCH across the academic year facilitates a continuous quality improvement process (31), whereby feedback from schools and implementation outcome data drive modi cations to the program each year. More information about the training process can be found in Additional File 1, our previously published article (11), and the program website (https://www.iowaswitch.org/).…”

Section: Participants and Proceduresmentioning

confidence: 99%

Evaluation of a Large-Scale School Wellness Intervention Through the Consolidated Framework for Implementation Research (CFIR): Implications for Dissemination and Sustainability

McLoughlin

Sweeney

Liechty

et al. 2021

Preprint

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BackgroundThe need for sustainable and scalable comprehensive school wellness interventions is evident, and the lack of attention toward capacity-building models warrants investigation. Furthermore, there is a dearth of understanding regarding implementation determinants grounded in dissemination and implementation (D&I) frameworks. This study sought to address: 1) implementation determinants of adoption, fidelity, and penetration for school-wide wellness programming; and 2) nuanced determinants between schools with prior experience and those new to the program, to enhance tailored implementation support and sustainability.MethodsThe School Wellness Integration Targeting Child Health (SWITCH®) capacity-building intervention was adopted in 52 elementary and middle (22 new; 30 experienced) schools across Iowa, United States in the 2019–2020 academic year. Mixed methods data collection and analysis procedures followed the Consolidated Framework for Implementation Research (CFIR) protocols, adapted to school settings. Implementation outcomes included: 1) fidelity/compliance to established quality elements; 2) adoption of best practices in multiple settings; and 3) penetration of behavior change practices across classrooms and grade levels. Assessed determinants comprised organizational readiness/capacity and CFIR constructs via interviews and surveys. Interview data were scored using a systematic process; each CFIR domain was assigned a score (ranging between -2 and +2) to denote either a positive or negative influence on implementation. Independent t-tests were conducted to capture potential differences between new and experienced schools, followed by Pearson bivariate correlation analyses to determine relationships between CFIR determinants and implementation outcomes. ResultsExperienced schools reported insignificantly higher fidelity (t=-1.86 p=.07) and higher rates of adoption (t=-2.03 p=.04) compared to new schools. Correlation analyses revealed positive relationships between implementation outcomes and CFIR determinants including innovation source, culture and relative priority, and leadership engagement. Negative relationships were observed in tension for change and networks and communications. Specific negative relationships for new schools between determinants and outcomes included relative advantage, engaging key stakeholders, and reflecting/evaluating, among others. ConclusionsFindings highlight the specific relationships between implementation outcomes and determinants; nuanced challenges for new schools highlight the need for a more tailored approach to implementation support and offer insights for sustainability. Adapted CFIR protocols provide opportunities for replication in other school-and community-based projects.

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“…Demographic information for these schools is shown in Table 1. The cyclical training (fall) and implementation (spring) process of SWITCH across the academic year facilitates a continuous quality improvement process (32), whereby feedback from schools and implementation outcome data drive modi cations to the program each year. More information about the training process can be found in Additional File 1, our previously published article (11), and the program website (https://www.iowaswitch.org/).…”

Section: Participants and Proceduresmentioning

confidence: 99%

Evaluation of a Large-Scale School Wellness Intervention Through the Consolidated Framework for Implementation Research (CFIR): Implications for Dissemination and Sustainability

McLoughlin

Sweeney

Liechty

et al. 2021

Preprint

View full text Add to dashboard Cite

BackgroundAlthough comprehensive approaches to student health promotion through wellness policy implementation show potential for scale-up, scant empirical research has been conducted to meaningfully integrate dissemination and implementation (D&I) in evaluation procedures. Such application is necessary to understand how and why interventions are sustained over time. The aims of this study were to investigate: 1) implementation determinants of adoption, fidelity, and penetration for school-wide wellness programming; and 2) nuanced determinants between schools with prior experience and those new to the program, to enhance tailored implementation support and sustainability.MethodsThe School Wellness Integration Targeting Child Health (SWITCH®) capacity-building intervention was adopted in 52 elementary and middle (22 new; 30 experienced) schools across Iowa, United States in the 2019–2020 academic year. The Consolidated Framework for Implementation Research (CFIR) guided development of mixed methods data collection and analysis protocols, adapted to school settings. Determinants from CFIR were linked to three key implementation outcomes: 1) fidelity/compliance to established quality elements; 2) adoption of best practices in multiple settings; and 3) penetration of behavior change practices across classrooms and grade levels. Organizational readiness/capacity was also assessed at baseline. Interview data were scored using a systematic process; each CFIR domain was assigned a score (ranging between -2 and +2) to denote either a positive or negative influence on implementation. Independent t-tests were conducted to capture potential differences between new and experienced schools, followed by Pearson bivariate correlation analyses to determine relationships between CFIR determinants and implementation outcomes. ResultsIn experienced schools, fidelity/compliance (t=-1.86 p=.07) and adoption (t=-2.03 p=.04) were slightly higher than new schools. The CFIR determinants of innovation source, culture and relative priority, and leadership engagement were positively related to implementation outcomes, whereas tension for change and networks and communications were observed negative determinants. Unique negative determinants for new schools comprised relative advantage, engaging key stakeholders, and reflecting/evaluating, among others. ConclusionsFindings provide specific areas of need where implementation support may be most valuable, especially for new schools undertaking a comprehensive program such as SWITCH. Tailoring implementation support to both new and existing settings will ultimately enhance dissemination and sustainability of evidence-based interventions.

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Plan, Do, Study, Act

Cited by 11 publications

References 4 publications

Mending the gap: Measurement needs to address policy implementation through a health equity lens

Mending the gap: Measurement needs to address policy implementation through a health equity lens

Evaluation of a Large-Scale School Wellness Intervention Through the Consolidated Framework for Implementation Research (CFIR): Implications for Dissemination and Sustainability

Evaluation of a Large-Scale School Wellness Intervention Through the Consolidated Framework for Implementation Research (CFIR): Implications for Dissemination and Sustainability

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