Online Program

Evaluating the implementation of evidence-based programs that promote adolescent sexual health: Lessons learned from New York state

Monday, November 4, 2013 : 8:45 a.m. - 9:00 a.m.

Jane Powers, Ph.D., Bronfenbrenner Center for Translation al Research, Cornell University, Ithaca, NY
Christine Heib, BA, Bronfenbrenner Center for Translational Research, Cornell University, Ithaca, NY
Amanda Purington, MS, BCTR, Cornell University, Ithaca, NY
Mary Maley, MS, Bronfenbrenner Center for Translational Research, Cornell University, Ithaca, NY
Background: Consistent with the New York State Department of Health's promotion of evidence-based practice and the large body of research on adolescent sexual health, 58 community-based providers were funded to implement evidence-based programs (EBPs) that promote positive sexual health outcomes and reduce risky sexual behaviors, as part of a five year pregnancy prevention initiative, begun in 2011. We report evaluation findings and describe our support for quality implementation with fidelity. Methods: For each EBP cycle, grantees complete an Evaluation Packet comprised of an attendance record and fidelity checklist, documenting participant characteristics (demographics, etc.), cycle characteristics (setting, # of sessions, etc.), attendance, and implementation adaptations, successes and challenges. Cycle-level quantitative indicators are calculated (which can be aggregated at multiple levels) and qualitative descriptions of adaptations are coded. Results: Following the pilot phase, data from cycles completed during a 6-month period (January-June 2012), indicate that grantees implemented 726 cycles of 13 different EBPs, reaching 12,877 youth from diverse populations across NYS. Most cycles were conducted in school settings. On average, participants attend 80% of sessions, with 71% of participants attending at least ¾ of the cycle. Most adaptations result from setting constraints, largely time and site policy. Conclusion: Initial findings clearly demonstrate challenges of full-scale EBP implementation in community settings (including constraints associated with instructional settings, time allotments, and special populations), and the importance of feeding evaluation data to program providers. Evaluation of challenges and EBP fidelity can improve implementation and significantly contribute to the fields of implementation science and translational research.

Learning Areas:

Administer health education strategies, interventions and programs
Conduct evaluation related to programs, research, and other areas of practice
Implementation of health education strategies, interventions and programs

Learning Objectives:
Describe how fidelity and quality are being monitored in order to evaluate the large-scale replication, in community settings, of evidence-based programs through a statewide adolescent sexual health initiative. Demonstrate how the initiative is documenting reach, program dosage, program fidelity, and adaptation. Explain how evaluation data are used to promote learning and quality improvement to strengthen the implementation of evidence based programs.

Keyword(s): Evaluation, Evidence Based Practice

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have been responsible for collecting, coding, and analyzing the data for this project and have written reports to the NYS Department of Health and made numerous presentation on the findings to practitioners, policy makers, and researchers.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.