Exploring long-term follow-up of effective implementation trials in schools
A secondary review
Dados Bibliográficos
Background: To reduce chronic diseases, evidence-based health promotion interventions (EBIs) must be effectively implemented and sustained in settings such as schools. This review assessed the extent to which EBIs sustained their effects following the completion of an effective implementation trial. It also explored the use of recommended sustainment practices in follow-up studies. Materials and methods: A Cochrane systematic review served as the basis for identifying school health promotion EBIs with demonstrated implementation effectiveness. Eligible studies were controlled trials in elementary or secondary schools that evaluated an implementation intervention and reported a statistically significant implementation effect. Forward citation searches were conducted across three electronic databases and two trial registration databases to identify relevant follow-up studies. To be included, follow-up studies needed to report comparable quantitative data (i.e., similar samples and outcome measures) to the original trial and to have been collected at least 6 months after the intervention ended. Two independent reviewers screened studies and extracted data using a predetermined template, with input from a third reviewer as needed. The included papers were assessed against sustainment-promoting practices, including whether they planned for, defined, or used a sustainment framework. The percentage of the original implementation effect sustained at follow-up was calculated. Results: = 1). Four studies reported implementation outcomes, and two reassessed behavioral outcomes. The percentage of the implementation effect sustained ranged from 51 to 122%, with a median of 76% (IQ1 = 56%, IQ3 = 107%). Conclusion: To the best of our knowledge, this is the first review to quantify the sustainment of EBIs in schools following an effective implementation trial and to assess the extent to which best-practice sustainment principles were applied. Few studies described sustainment planning or used comparable follow-up measures. Improving long-term outcome measurement and integrating sustainment frameworks into planning and implementation could help sustain effective school health promotion EBIs
Best practice · Program evaluation · Radiation treatment planning · Health Policy Implementation Science · Health, psychology, and well-being · School Health and Nursing Education
The sustainability of new programs and innovations
The updated Consolidated Framework for Implementation Research based on user feedback
The Cochrane Collaboration's tool for assessing risk of bias in randomised trials
Evidence-based intervention sustainability strategies
The sustainability of public health interventions in schools
Developing a comprehensive definition of sustainability
Barriers and facilitators to the implementation of physical activity policies in schools
Panethnic Differences in Blood Pressure in Europe
Systematic review of the Exploration, Preparation, Implementation, Sustainment (Epis) framework
The Sustainability of Evidence-Based Interventions and Practices in Public Health and Health Care
RE-AIM Planning and Evaluation Framework
The dynamic sustainability framework
Research electronic data capture (Redcap)—A metadata-driven methodology and workflow process for providing translational research informatics support
An Extension of RE-AIM to Enhance Sustainability
Barriers and facilitators to the adoption of physical activity policies in elementary schools from the perspective of principals
Effectiveness of a multi-strategy intervention in increasing the implementation of vegetable and fruit breaks by Australian primary schools
Non-communicable diseases among adolescents
Is Sustainability Possible? A Review and Commentary on Empirical Studies of Program Sustainability
Effects of a Tobacco Control Intervention for Teachers in India
An Agenda for Research on the Sustainability of Public Health Programs
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |