INTRODUCTION - Global Health Workshop: Methods for implementation science in global health

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Introduction by Valéry Ridde (Université de Montréal) to the Global Health Workshop: Methods For Implementation Science in Global Health (2017, April 20th). http://www.equitesante.org/implementation-science-methods-in-global-health/

Healthcare

INTRODUCTION
Global Health Workshop: Methods For
Implementation Science in Global Health
April, 20th. 2017
McGill University
Workshop co-organised by REALISME Chair and McGill of Global Health Programs
Valéry Ridde
@equitesante
@valeryridde

Definitions of implementation science in HIV/AIDS Odeny, Thomas A et al. The Lancet HIV , Volume 2 , Issue 5 , e178 - e180
69 articles 96-2013
73 definitions

DEFINITIONS
 Scientific investigation of factors associated with effective
implementation(Franks and Schroder, 2013)
 implementation = process of putting an intervention into use -
either evidence-based or theory-based – in a setting(Damschroder et al., 2009;
Nash et al., 2006; Thompson et al., 2003)

BLACK BOX AND TYPE 3 ERROR
INTERVENTION
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C
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P
A
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Acceptability
Adoption
Appropriateness
Feasibility
Fidelity
Cost
Penetration
Sustainability
IMPLEMENTATION OUTCOMES
Enola Proctor et al, 2010

Harald Saetren The Policy Studies Journal, Vol. 33, No. 4, 2005

WHAT
EVERYONE
SHOULD KNOW
1. Quality Implementation Is the Sine Qua Non of
Effective Programs
2. Monitoring Implementation Is an Essential Component
3. It Is Extremely Costly to Ignore Implementation
4. Implementation Is a Multidimensional Concept
5. Implementation Exists along a Continuum
6. Adaptations Are Common and May Improve Program
Outcomes
7. Effective Professional Development Services Are
Essential
8. Multiple Factors Affect Implementation
9. at Least 14 Related Steps to Achieving Quality
Implementation
10. Quality Implementation Requires Collaboration among
Multiple Stakeholders
11. The Same Factors That Influence Quality of
Implementation Also Influence Sustainability
Durlak, 2015; pp. 395–405

HP AND POLICY SCIENCE : 1986-2006
E. Breton and E. de Leeuw, 2010
● 7% of HP articles are PP studies
● 18% are referring to a theoretical framework
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“We are not even close to a well-developed theory of
policy implementation’” Saetren’s (2005, p. 573)
« The theoretical base for implementation is
relatively new and needs to be tested and
operationalized in real-world settings. » Franks & Schroeder (2013, p.12)

Let’s discuss together!
Meet the experts
Thank you for your attention

Recruitment and hiring of new graduate nurses is seen as a potential strategy to mitigate the problem of nurse shortage. However, previous studies disclosed that new graduate nurses are inadequately prepared to enter practice and experience transition difficulties. This study aimed to determine the perceived competence and transition experience of new graduate Filipino nurses. Seventy-nine conveniently chosen new graduate nurses were surveyed in this descriptive cross-sectional research. Self-administered instruments were used to gather data. Descriptive statistics, Mann–Whitney U test, and Kruskal–Wallis test were the statistical tools employed. Results indicated that new graduate nurses had a high level of self-reported fundamental nursing skills (M= 7.99) and core competence (M= 8.16), although areas needing improvement were identified. There were no significant differences in the perceived competence based on the length of experience, year graduated, area of assignment, sex, type of school graduated, CPD participation, and hospital bed capacity (p> .05). The major difficulty experienced by new graduates during their transition was related to changes in role expectations (72.2%). Majority expressed the need for increased support during their transition (83.5%). The most satisfying aspects of their working environment were ongoing learning (81%) and peer support (74.7%), while the least satisfying was the negative nursing work environment (55.7%). New graduate nurses are equipped with the necessary nursing skills and core competencies. However, there are still gaps and areas needing improvement that should be addressed and supported to assist them in their transition to the world of professional nursing practice. Follow up, feedback, mentoring, and preceptorship are beneficial to enhance the competencies of new graduate nurses and facilitate their successful transition into the nursing workforce.

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Implementing Intervention Research into Public Policy—the BI3-Approach^ Christiane Spiel1 & Barbara Schober1 & Dagmar Strohmeier2 Published online: 27 February 2016 # The Author(s) 2016. This article is published with open access at Springerlink.com Abstract Evidence-based intervention programs have become highly important in recent years, especially in educational contexts. However, transferring these programs into practice and into the wider field of public policy often fails. As a consequence, the field of implementation research has emerged, several implementation frameworks have been developed, and implementation studies conducted. However, intervention research and implementation research have not yet been connected systematically and different traditions and research groups are involved. Implementation researchers are mostly given mandates by politicians to take on the implementation of already existing interventions. This might be one of the key reasons why there are still many problems in translating programs into widespread community practice. In this paper, we argue for a systematic integration of intervention and implementation research (BI3-Approach^) and recom- mend a six-step procedure (PASCIT). This requires researchers to design and develop intervention programs using a field-oriented and participative approach. In particular, the perspective of policymakers has to be included as well as an analysis of which factors support or hinder evidence-based policy in contrast to opinion-based policy. How this systematic connection between intervention and implementation research can be realized, is illustrated by means of the development and implementation of the ViSC school program, which intends to reduce aggressive behavior and bullying and to foster social and intercultural competencies. Keywords Intervention research . Implementation science . Public policy . Integrative approach Implementing Intervention Research into Public Policy Evidence-based intervention programs in educational contexts have become highly important in recent years. However, transferring these programs into practice and into the wider field of public policy often fails (Fixsen et al. 2013). As a consequence, the field of implementation research has emerged (Rossi and Wright 1984; Ogden and Fixsen 2014). In recent years, a growing body of implementation research has indicated that an active, long-term, multilevel implementation approach is far more effective than passive forms of dissemination (Ogden and Fixsen 2014). Within the field of implementation research, several theoretical bases and models—implementation frameworks—have been developed (Meyers et al. 2012). However, intervention research and implementation research have not yet been systematically connected and different tradit ions and research groups are involved. Implementation researchers are mostly given mandates by politicians to take on the implementation of ...

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INTRODUCTION - Global Health Workshop: Methods for implementation science in global health

1. INTRODUCTION Global Health Workshop: Methods For Implementation Science in Global Health April, 20th. 2017 McGill University Workshop co-organised by REALISME Chair and McGill of Global Health Programs Valéry Ridde @equitesante @valeryridde

4. Definitions of implementation science in HIV/AIDS Odeny, Thomas A et al. The Lancet HIV , Volume 2 , Issue 5 , e178 - e180 69 articles 96-2013 73 definitions

5. IMPLEMENTATION SCIENCE RESEARCH STUDIES

6. DEFINITIONS  Scientific investigation of factors associated with effective implementation(Franks and Schroder, 2013)  implementation = process of putting an intervention into use - either evidence-based or theory-based – in a setting(Damschroder et al., 2009; Nash et al., 2006; Thompson et al., 2003)

9. BLACK BOX AND TYPE 3 ERROR INTERVENTION R E S S O U R C E S I M P A C T S

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12. Acceptability Adoption Appropriateness Feasibility Fidelity Cost Penetration Sustainability IMPLEMENTATION OUTCOMES Enola Proctor et al, 2010

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14. Harald Saetren The Policy Studies Journal, Vol. 33, No. 4, 2005

15. Saetren, 2005- Articles 1933-2003

16. WHAT EVERYONE SHOULD KNOW 1. Quality Implementation Is the Sine Qua Non of Effective Programs 2. Monitoring Implementation Is an Essential Component 3. It Is Extremely Costly to Ignore Implementation 4. Implementation Is a Multidimensional Concept 5. Implementation Exists along a Continuum 6. Adaptations Are Common and May Improve Program Outcomes 7. Effective Professional Development Services Are Essential 8. Multiple Factors Affect Implementation 9. at Least 14 Related Steps to Achieving Quality Implementation 10. Quality Implementation Requires Collaboration among Multiple Stakeholders 11. The Same Factors That Influence Quality of Implementation Also Influence Sustainability Durlak, 2015; pp. 395–405

17. HP AND POLICY SCIENCE : 1986-2006 E. Breton and E. de Leeuw, 2010 ● 7% of HP articles are PP studies ● 18% are referring to a theoretical framework 0 0 1 0 0 3 1 1 6 0 1 7 0 12 8 9 10 16 15 26 3 0 5 10 15 20 25

18. “We are not even close to a well-developed theory of policy implementation’” Saetren’s (2005, p. 573) « The theoretical base for implementation is relatively new and needs to be tested and operationalized in real-world settings. » Franks & Schroeder (2013, p.12)

19. Robert et Ridde, 2015 Perez et al, 2016

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21. Let’s discuss together! Meet the experts Thank you for your attention

INTRODUCTION - Global Health Workshop: Methods for implementation science in global health

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