Resource Realities

Exploring the Foundations of Successful Implementation in School‐Based Drug Prevention

Datos Bibliográficos

ID21354376
AutoresAndria B Eisman (0000-0002-4100-6543, Division of Kinesiology, Health and Sport Studies, College of Education Wayne State University Detroit Michigan USA, autor de correspondencia), Jeffrey Martin (0000-0001-5070-7432, Center for Health and Community Impact Wayne State University Detroit Michigan USA), Jeffrey J Martin (0000-0003-3746-686X, Wayne State University), Rebecca E Hasson (0000-0003-4526-2656, School of Kinesiology University of Michigan Ann Arbor Michigan USA), Amy M Kilbourne (0000-0001-5815-6401, Department of Veterans Affairs Quality Enhancement Research Initiative (QUERI), Department of Learning Health Sciences University of Michigan Medical School Ann Arbor Michigan USA)
Año2024
Volumen94
Número12
Páginas1185-1195
Fecha de publicación2024-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of School Health (JOURNAL)
Identificadores de la revistaISSN: 0022-4391 • E-ISSN: 1746-1561
EditorialWiley (PUBLISHER • GB)
DOI10.1111/josh.13539
PMID39721940
OpenAlexW4405784454
IdiomaEN
Referencias citadas59

BACKGROUND: Comprehensive health education in schools can effectively prevent drug use and related outcomes, but successful implementation remains challenging. Contextual determinants, including intervention-setting compatibility, focus on the intervention, available resources, and leadership support, influence implementation success. This study investigates the impact of multilevel contextual determinants on Michigan Model for Health: (MMH) curriculum fidelity. METHODS: High school health teachers across Michigan (N = 171) participated in an MMH implementation survey. We used structural equation modeling to investigate the relative contributions of contextual determinants to implementation fidelity while also permitting the determinant factors to covary. RESULTS: = 51, df: 34, p = 0.03; RMSEA: 0.06, 95% CI: 0.02, 0.08; CFI: 0.98). Results indicate that the context latent factors individually were associated with fidelity. Examined together, we found significant covariance between the latent factors, but only resources predicted fidelity. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: School health policy and practice benefit from sufficient resources to support prevention curriculum implementation. Insufficient resources exacerbate existing barriers in low-resource communities, leading to unequal intervention implementation and widening health disparities. CONCLUSIONS: Our results indicate that while contextual determinants are interrelated, sufficient resources are foundational to successful implementation.

Context (archaeology) · Curriculum · Equity (law) · Fidelity · Health equity · Health promotion · Intervention (counseling) · Medical education · Pedagogy · Political science · Public health · Resource (disambiguation) · Structural equation modeling · Survey data collection · Applied Psychology · Community Health and Development · Computer Science · Health Policy Implementation Science · Medicine · Nursing · Psychology · School Health and Nursing Education