So now we've picked an evidence-based program, what's next? Perspectives of service providers and administrators.

Asgary-Eden, Veronica; Lee, Catherine M.

doi:10.1037/a0022745

Cited by 31 publications

(19 citation statements)

References 35 publications

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“…To our knowledge not many implementation studies report utilization rate and pace of implementation. However, the utilization-rate of 67% found in the current study is similar to another community-based intervention; the rate in this Positive Parenting Program (TripleP) was 63 and 70% [17, 33, 34]. The mean pace at which SMW professionals realized first use of the SMW group intervention was 7.5 months.…”

Section: Discussionsupporting

confidence: 69%

Pace and determinants of implementation of the self-management of well-being group intervention: a multilevel observational study

Kuiper

Steverink

Stewart

et al. 2019

BMC Health Serv Res

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BackgroundWhen implementing an empirically supported intervention (ESI) arrays of influencing factors operate on the professional and organizational level, but so far dependency between these levels has often been ignored. The aim of this study is to describe the pace and identify determinants of implementation of the Self-Management of Well-being (SMW) group intervention while taking the dependency between professionals and organizations into account.MethodsPace of implementation was measured as the time between training of professionals and first use of the SMW intervention in months. Determinants of first use were derived from the Fleuren framework and assessed using web-based questionnaires and telephone interviews. First, univariate analyses, Fisher’s exact tests and t-tests, were performed to identify determinants of first use of the SMW intervention on the individual professional and the organizational level independently. Second, multilevel analyses were performed to correct for the dependency between professionals and organizations. Simple multilevel logistic regression analyses were performed with determinants found significant in the univariate analyses as independent variables, first use as dependent variable, professionals entered in the first level, and organizations in the second level.ResultsForty-eight professionals from 18 organizations were trained to execute the SMW intervention. Thirty-two professionals achieved first use, at a mean pace of 7.5 months ± 4.2. Determinants on the professional level were ‘ownership’, ‘relative advantage’, ‘support from colleagues’ and ‘compatibility’. Determinants on the organizational level were ‘organizational size’ and ‘innovation-task orientation fit’. Multilevel analysis showed that ‘compatibility’, a factor on the professional level, was the only significant determinant contributing to first use in the multilevel model.ConclusionsThis implementation study revealed a strong dependency between professionals and organizations. Results showed that a majority of professionals used the SMW intervention in about 8 months. When the dependency between professionals and organization was taken into account, the professionals’ perception of compatibility was the only remaining determinant of implementation on the professional level. Organizational size and managers’ perception of ‘innovation-task orientation fit’ were determinants of implementation on the organizational level. It is advisable to discuss the compatibility between new and current tasks among managers and professionals before adopting a new intervention.Electronic supplementary materialThe online version of this article (10.1186/s12913-019-3891-x) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 69%

Pace and determinants of implementation of the self-management of well-being group intervention: a multilevel observational study

Kuiper

Steverink

Stewart

et al. 2019

BMC Health Serv Res

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“…Developing a robust evidence-base for specific implementation strategies and learning more about how they interact with contextual elements of the settings in which they are deployed will give implementers the tools they need to improve the quality of care in social service settings. In other words, the testing of implementation strategies will attempt to answer the question set forth by Asgary-Eden and Lee (2011): “So now we've picked an evidence-based program, what's next?” (p. 169).…”

Section: Implementation Of Evidence-based Parent Training Interventionsmentioning

confidence: 99%

Cultural adaptation and implementation of evidence-based parent-training: A systematic review and critique of guiding evidence

Baumann

Powell

Kohl

et al. 2015

Children and Youth Services Review

197

156

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With advances in knowledge regarding efficacious evidence-based interventions, there have been significant attempts to culturally adapt, implement, and disseminate parent training interventions broadly, especially across ethnic and cultural groups. We sought to examine the extent to which researchers and developers of evidence-based parent training programs have used cultural adaptation models, tested implementation strategies, and evaluated implementation outcomes when integrating the interventions into routine care by conducting a systematic review of the literature for four evidence-based parent training interventions: Parent-Child Interaction Therapy (PCIT), The Incredible Years (IY), Parent Management Training-Oregon Model (PMTO™), and the Positive Parenting Program (Triple P). A total of 610 articles across the four programs were identified. Of those, only eight documented a rigorous cultural adaptation process, and only two sought to test the effectiveness of implementation strategies by using rigorous research designs. Our findings suggest that there is much work to be done to move parent-training intervention research towards a more rigorous examination of cultural adaptation and implementation practices.

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“…Even among mental health providers who have successfully completed EBP training and consultation, many still do not make use of these programs (e.g., Asgary-Eden & Lee, 2011; Sanders, Prinz, & Shapiro 2009). In light of these outcomes, multiple studies have explored barriers and facilitators to the uptake of new practices following a course of training across a variety of programs and contexts.…”

Section: Introductionmentioning

confidence: 99%

“If It’s Worth My Time, I will Make the Time”: School-Based Providers’ Decision-Making About Participating in an Evidence-Based Psychotherapy Consultation Program

Lyon

Ludwig

Romano

et al. 2013

Adm Policy Ment Health

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This study evaluated influences on school-based clinicians’ decision-making surrounding participation in a modular psychotherapy training and consultation program lasting one academic year. Clinicians were recruited from three participation groups: those who never engaged, those who engaged and then discontinued, and those who participated fully. Qualitative interviews explored influences on initial and continued participation, as well as differences in decision-making by participation group, knowledge about evidence-based practices, and attitudes toward evidence-based practices. Eight major themes were identified: time, practice utility, intervention/training content, training process, attitudes toward training, social influences, commitment to training, and expectations. Some themes were discussed universally across all comparison groups, while others varied in frequency or content. Recommendations for increasing participation are presented, based on the findings.

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So now we've picked an evidence-based program, what's next? Perspectives of service providers and administrators.

Cited by 31 publications

References 35 publications

Pace and determinants of implementation of the self-management of well-being group intervention: a multilevel observational study

Pace and determinants of implementation of the self-management of well-being group intervention: a multilevel observational study

Cultural adaptation and implementation of evidence-based parent-training: A systematic review and critique of guiding evidence

“If It’s Worth My Time, I will Make the Time”: School-Based Providers’ Decision-Making About Participating in an Evidence-Based Psychotherapy Consultation Program

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