ArticleImplementation science : IS2017
Multi-year school-based implementation and student outcomes of an evidence-based risk reduction intervention.
Article in Implementation science : IS, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 2 of them syntheses that pooled it.
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Who cites it
14 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Fidelity of Interventions to Reduce or Prevent Stress and/or Anxiety from Pregnancy up to Two Years Postpartum: A Systematic Review.Maternal and child health journal · 2021Pooled it
- Condom application skills and self-efficacy in youth: A systematic review and meta-analysis.PloS one · 2021Pooled it
- Teachers' Perceptions of the Impact of the COVID-19 Pandemic and Their Implementation of an Evidence-based HIV Prevention Program in the Bahamas.AIDS and behavior · 2024Article
- Maintaining Program Fidelity in a Changing World: National Implementation of a School-Based HIV Prevention Program.Prevention science : the official journal of the Society for Prevention Research · 2024Article
- Implementing a school-based HIV prevention program during public health emergencies: lessons learned in The Bahamas.Implementation science : IS · 2022Article
- Influence of Classroom-Level Factors on Implementation Fidelity During Scale-up of Evidence-Based Interventions.Prevention science : the official journal of the Society for Prevention Research · 2022Article
- Understanding key implementation determinants for a school-based universal prevention intervention: a qualitative study.Translational behavioral medicine · 2022Article
- Does Training Modality Predict Fidelity of an Evidence-based Intervention Delivered in Schools?Prevention science : the official journal of the Society for Prevention Research · 2021Article
- Process evaluation of a pre-adolescent transdisciplinary health intervention for inter-generational outcomes.PloS one · 2021Article
- Evaluating the implementation of the SWITCH® school wellness intervention and capacity-building process through multiple methods.The international journal of behavioral nutrition and physical activity · 2020Article
- Using ADAPT-ITT to Modify a Telephone-Based HIV Prevention Intervention for SMS Delivery: Formative Study.JMIR formative research · 2020Article
- Article
- Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting.JMIR research protocols · 2020Article
- Minimizing Health-Compromising Behaviors via School-Based Programs: An Optimization Approach.The journal of primary prevention · 2020Article
Corrections and comments
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Authors and funding
10 authors.
Funding
Abstract
backgroundIntervention effects observed in efficacy trials are rarely replicated when the interventions are broadly disseminated, underscoring the need for more information about factors influencing real-life implementation and program impact. Using data from the ongoing national implementation of an evidence-based HIV prevention program [Focus on Youth in The Caribbean (FOYC)] in The Bahamas, this study examines factors influencing teachers' patterns of implementation, the impact of teachers' initial implementation of FOYC, and subsequent delivery of the booster sessions on students' outcomes.
methodsData were collected from the 80 government elementary and 34 middle schools between 2011 and 2014, involving 208 grade 6, 75 grade 7, and 58 grade 8 teachers and 4411 students initially in grade 6 and followed for 3 years. Student outcomes include HIV/AIDS knowledge, reproductive health skills, self-efficacy, and intention to use protection. Data from teachers includes implementation and modification of the curriculum, attitudes towards the prevention program, comfort level with the curriculum, and attendance at training workshops. Structural equation modeling and mixed-effect modeling analyses were applied to examine the impact of teachers' implementation.
resultsTeachers' attitudes towards and comfort with the intervention curriculum, and attendance at the curriculum training workshop had a direct effect on teachers' patterns of implementation, which had a direct effect on student outcomes. Teachers' attitudes had a direct positive effect on student outcomes. Teachers' training in interactive teaching methods and longer duration as teachers were positively associated with teachers' comfort with the curriculum. High-quality implementation in grade 6 was significantly related to student outcomes in grades 6 and 7 post-implementation. Level of implementation of the booster sessions in grades 7 and 8 were likewise significantly related to subsequent student outcomes in both grades.
conclusionsHigh-quality initial implementation of a prevention program is significantly related to better program outcomes. Poor subsequent delivery of booster sessions can undermine the positive effects from the initial implementation while strong subsequent delivery of booster sessions can partially overcome poor initial implementation.
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