Taking a Broad Approach to Public Health Program Adaptation: Adapting a Family-Based Diabetes Education Program

Reinschmidt, Kerstin M.; Teufel-Shone, Nicolette I.; Bradford, Gail; Drummond, Rebecca; Torres, Emma; Redondo, Floribella; Elenes, Jo Jean; Sanders, Alicia; Gastelum, Sylvia; Moore-Monroy, Martha; Barajas, Salvador; Fernandez, Lourdes; Alvidrez, Rosy; Zapien, Jill Guernsey de; Staten, Lisa K.

doi:10.1007/s10935-010-0208-6

Cited by 12 publications

(8 citation statements)

References 35 publications

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“…These process elements become potential categories of transferability factors. A second group of authors [40,45] examined not the intervention process, but the adaptation process. Unlike dose intervention, which modulates the intervention without fundamentally changing it, program adaptation is defined [46] by a process of change to reduce the dissonance between the characteristics and the new setting in which the program is implemented.…”

Section: Resultsmentioning

confidence: 99%

“…Unlike dose intervention, which modulates the intervention without fundamentally changing it, program adaptation is defined [46] by a process of change to reduce the dissonance between the characteristics and the new setting in which the program is implemented. This concept refers to the definition of adaptation criteria [40] and to the stages of this adaptation process that some authors have modeled [46]. These criteria or adaptation factors could, again, be categories or potential transferability factors.…”

Section: Resultsmentioning

confidence: 99%

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Transferability of interventions in health education: a review

Cambon

Minary

Ridde³

et al. 2012

BMC Public Health

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BackgroundHealth education interventions are generally complex. Their outcomes result from both the intervention itself and the context for which they are developed. Thus, when an intervention carried out in one context is reproduced in another, its transferability can be questionable. We performed a literature review to analyze the concept of transferability in the health education field.MethodsArticles included were published between 2000 and 2010 that addressed the notion of transferability of interventions in health education. Articles were analyzed using a standardized grid based on four items: 1) terminology used; 2) factors that influenced transferability; 3) capacity of the research and evaluation designs to assess transferability; and 4) tools and criteria available to assess transferability.Results43 articles met the inclusion criteria. Only 13 of them used the exact term “transferability” and one article gave an explicit definition: the extent to which the measured effectiveness of an applicable intervention could be achieved in another setting. Moreover, this concept was neither clearly used nor distinguished from others, such as applicability. We highlight the levels of influence of transferability and their associated factors, as well as the limitations of research methods in their ability to produce transferable conclusions.ConclusionsWe have tried to clarify the concept by defining it along three lines that may constitute areas for future research: factors influencing transferability, research methods to produce transferable data, and development of criteria to assess transferability. We conclude this review with three propositions: 1) a conceptual clarification of transferability, especially with reference to other terms used; 2) avenues for developing knowledge on this concept and analyzing the transferability of interventions; and 3) in relation to research, avenues for developing better evaluation methods for assessing the transferability of interventions.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Transferability of interventions in health education: a review

Cambon

Minary

Ridde³

et al. 2012

BMC Public Health

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“…CHWs also recruited programme participants in four of the studies where they led the interventions [ 21 , 32 , 39 , 49 ] and provided follow-up support between the intervention programme/sessions in three studies [ 30 , 35 , 49 ]. Other CHW tasks included data collection [ 39 ] and entry [ 14 , 17 ], and recording attendance [ 18 , 49 ] and interactions between participants and project staff [ 23 ].…”

Section: Community Health Worker Trainingmentioning

confidence: 99%

Roles, responsibilities and characteristics of lay community health workers involved in diabetes prevention programmes: A systematic review

et al. 2017

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AimTo examine the characteristics of community health workers (CHWs) involved in diabetes prevention programmes (DPPs) and their contributions to expected outcomes.MethodsElectronic databases including PubMed-MEDLINE, EBSCOHost, and SCOPUS/EMBASE were searched for studies published between January 2000 and March 2016. All studies that used CHWs to implement DPP in ≥18-year-old participants without diabetes but at high risk for developing the condition, irrespective of the study design, setting or outcomes measured, were included. Results were synthesized narratively.ResultsForty papers of 30 studies were identified. Studies were mainly community-based and conducted in minority populations in USA. Sample sizes ranged from 20 participants in a single community to 2369 participants in 46 communities. Although CHWs were generally from the local community, their qualifications, work experience and training received differed across studies. Overall the training was culturally sensitive and/or appropriate, covering topics such as the importance of good nutrition and the benefits of increased physical activity, communication and leadership. CHWs delivered a variety of interventions and also screened or recruited participants. The shared culture and language between CHWs and participants likely contributed to better programme implementation and successful outcomes.ConclusionsThe complexity of DPPs and the diverse CHW roles preclude attributing specific outcomes to CHW involvement. Nevertheless, documenting potential CHW roles and the relevant training required may optimise CHW contributions and facilitate their involvement in DPPs in the future.

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“…Adaptations of evidenced‐based programs should be systematic and include target‐program recipients, program experts, and individuals with the appropriate technological expertise (Reinschmidt et al., ). A strength of this project was engaging three key advisory groups in a systematic and iterative approach for the development of the e CPP.…”

Section: Discussionmentioning

confidence: 99%