Journal articles: 'Implementation science and evaluation'

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Ridde, Valéry, Dennis Pérez, and Emilie Robert. "Using implementation science theories and frameworks in global health." BMJ Global Health 5, no. 4 (April 2020): e002269. http://dx.doi.org/10.1136/bmjgh-2019-002269.

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In global health, researchers and decision makers, many of whom have medical, epidemiology or biostatistics background, are increasingly interested in evaluating the implementation of health interventions. Implementation science, particularly for the study of public policies, has existed since at least the 1930s. This science makes compelling use of explicit theories and analytic frameworks that ensure research quality and rigour. Our objective is to inform researchers and decision makers who are not familiar with this research branch about these theories and analytic frameworks. We define four models of causation used in implementation science: intervention theory, frameworks, middle-range theory and grand theory. We then explain how scientists apply these models for three main implementation studies: fidelity assessment, process evaluation and complex evaluation. For each study, we provide concrete examples from research in Cuba and Africa to better understand the implementation of health interventions in global health context. Global health researchers and decision makers with a quantitative background will not become implementation scientists after reading this article. However, we believe they will be more aware of the need for rigorous implementation evaluations of global health interventions, alongside impact evaluations, and in collaboration with social scientists.

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Eisman, Andria B., Amy M. Kilbourne, Alex R. Dopp, Lisa Saldana, and Daniel Eisenberg. "Economic evaluation in implementation science: Making the business case for implementation strategies." Psychiatry Research 283 (January 2020): 112433. http://dx.doi.org/10.1016/j.psychres.2019.06.008.

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Kainz, Kirsten, Allison Metz, and Noreen Yazejian. "Tools for Evaluating the Implementation of Complex Education Interventions." American Journal of Evaluation 42, no. 3 (July 9, 2021): 399–414. http://dx.doi.org/10.1177/1098214020958490.

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Large-scale education interventions aimed at diminishing disparities and generating equitable learning outcomes are often complex, involving multiple components and intended impacts. Evaluating implementation of complex interventions is challenging because of the interactive and emergent nature of intervention components. Methods that build from systems science have proven useful for addressing evaluation challenges in the complex intervention space. Complexity science shares some terminology with systems science, but the primary aims and methods of complexity science are different from those of systems science. In this paper we describe some of the language and ideas used in complexity science. We offer a set of priorities for evaluation of complex interventions based on language and ideas used in complexity science and methodologies aligned with the priorities.

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Sopandi, Evi, and Achmad Siswanto. "EVALUATION OF EDUCATION PROGRAM IMPLEMENTATION SCIENCE-BASED MADRASAH ALIYAH." Akademika 10, no. 01 (May 31, 2021): 249–60. http://dx.doi.org/10.34005/akademika.v10i01.1097.

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Abstract:This research aims to evaluate the SAIN-based Madrasah Aliyah (MA) education program in Brebes, Central Java. The education program aims to improve the competence of human resources in improving ability. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that madrasah sains education program has been running well in accordance with the educational program that has been compiled. However, in the implementation of Madrasah SAIN education, there are still some shortcomings both in the field of funding (low teacher incentives), facilities and infrastructure (there are no adequate laboratories) and about the development of low human resources competencies of teachers.

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Sarma, Haribondhu. "Implementation science in nutrition: a summary and synthesis." Public Health Nutrition 24, S1 (February 26, 2021): s1—s6. http://dx.doi.org/10.1017/s1368980021000884.

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AbstractObjective:This paper aimed to summarise and critically synthesise the key findings of the articles included in the supplement entitled ‘Nutrition Implementation Science: The Experience of a Large-Scale Home Fortification in Bangladesh’.Design:Commentary, summary and synthesis.Settings:Low- and middle-income country.Results:The supplement included six articles, including this summary paper. The second article presented an implementation science framework that facilitated conceptualising and evaluating the home-fortification programme in Bangladesh implemented by the Bangladesh Rural Advancement Committee (BRAC). The framework encompasses five components: identifying an ‘effective’ intervention; scaling-up and implementation fidelity; course corrections during implementation and assessing the implementation’s effectiveness; promoting sustainability of interventions and consideration of a concurrent evaluation to identify ‘effective’ interventions and to assess the process and outcome indicators of implementation. The other four articles in this supplement addressed the different components of the framework. For example, the third article addressed the implementation fidelity of a home-fortification programme, and the fourth article described the use of concurrent evaluation to course correct the implementation plan that resulted in improved implementation fidelity. The fifth article explained the outcome of course correction in the programme coverage, and the sixth article described the cost-effectiveness of the BRAC home-fortification programme.Conclusions:Overall, the supplement provides a comprehensive understanding of nutrition implementation science, which is very new in the field. The lessons learned in this supplement may enhance the capacity of researchers, policymakers and key stakeholders in the nutrition field to scale up new nutrition interventions and sustain them until malnutrition is alleviated.

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Savelyev, Yu. "IMPLEMENTATION OF EVALUATION AND QUALITY CONTROL OF SCIENTIFIC PUBLICATIONS IN UKRAINE." Bulletin of Taras Shevchenko National University of Kyiv. Sociology 8 (2017): 94–96. http://dx.doi.org/10.17721/2413-7979/8.17.

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In 2017 the Ministry of Education and Science of Ukraine (MON) proposed the Draft for public discussion "On Approval of the Procedure for the Formation of the List of Scientific Professional Publications of Ukraine". The article provides comments and suggestions on the quality control of scientific publications in the context of the problems of social sciences and humanities in Ukraine.

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Øvretveit, John, and Mikael Ohrling. "Implementation Science for Managers and Healthcare Organizations Responding to Emergencies." Global Implementation Research and Applications 1, no. 4 (October 21, 2021): 291–303. http://dx.doi.org/10.1007/s43477-021-00025-0.

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Abstract The purpose of the article is to illustrate how implementation science concepts and methods can be applied by researchers and implementers to understand and assist emergency management in a large primary and community healthcare organization. The article refers to a single-case implementation action evaluation of an emergency management system in a healthcare organization. It describes the methods used in this study and findings to explain how a joint healthcare and university research team were able to use the science and methods both to help implementation and contribute to science. We report two sets of findings. First, findings about implementation of emergency management to illustrate how the investigation adapted implementation science and concepts to achieve the objectives evaluation. We discovered that implementation science provides useful concepts to understand contextual factors and adds to knowledge about organizational change and emergency management in the uncertain and evolving situation we encountered. The second set of findings are the strengths and limitations of both implementation science and the action evaluation methods we used to achieve the dual objectives of practical help with implementation and to contribute to science. The article uses the first implementation action evaluation study of the response of large public primary and community healthcare organization to a pandemic to illustrate how implementation science can be applied. This type of study was able to improve implementation of the response as well as contribute to scientific knowledge about emergency healthcare management and organization.

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Jones, Lorelei. "The art and science of non-evaluation evaluation." Journal of Health Services Research & Policy 23, no. 4 (September 20, 2018): 262–67. http://dx.doi.org/10.1177/1355819618779614.

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This essay considers some limitations of programme theory evaluation in relation to healthcare policies. This approach, which seeks to surface ‘programme theories’ or construct ‘logic models’, is often unable to account for empirical observations of policy implementation in real-world contexts. I argue that this failure stems from insufficient theoretical elaboration of the social, cultural and political dimensions of healthcare policies. Drawing from institutional theory, critical theory and discourse theory, I set out an alternative agenda for policy research. I illustrate the issues with respect to programme theory evaluation with examples from my experience of research on large-scale strategic change in the English NHS.

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Kawanaka, Takashi. "Implementation and Evaluation of "Tsukuba Science City Lot Control Ordinance"." Journal of the City Planning Institute of Japan 20 (October 25, 1985): 493–98. http://dx.doi.org/10.11361/journalcpij.20.493.

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Bashith, Abdul. "EVALUASI PROGRAM PRAKTIK KERJA LAPANGAN DALAM PEMBERLAKUAN MAGANG PADA KURIKULUM JURUSAN PENDIDIKAN ILMU PENGETAHUAN SOSIAL BERBASIS KKNI." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 3, no. 2 (June 30, 2017): 112. http://dx.doi.org/10.18860/jpips.v3i2.6859.

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Department of Social Sciences Education Faculty of Tarbiyah and Teacher Training (FITK) conducts Field Work Practice (PKL) for students at leading schools / madrasahs in East Java. On an ongoing basis the activities are developed with an internship pattern following the provisions in the framework of Indonesian national qualification (KKNI). The purpose of this study focuses on the evaluation of the implementation of field work practices in applying internships to the curriculum of social science education based on KKNI. This research uses qualitative approach, especially using evaluation research. From the results of the discussion can be concluded: (1) The results of monitoring and supervision of the implementation of field work practices conducted by using standardized statement instrument sheet, (2) Responses and evaluations regarding the implementation of field work practices showed good results in terms of administration, This internship program is an integral part for students of IPS FITK UIN Maulana Malik Ibrahim Malang. Suggestions that can be recommended from the results of this study are: (1) Implementation of a good street vendors can be continuously improved and updated in technical implementation with electronic electronic systems based online, (2) Evaluation of the good about street vendors continue to be maintained and improved by establishing More intensive communication between the parties concerned, (3) Enrollment of apprenticeship in the curriculum of social science education based on KKNI that has been designed and set out to be a special marker character must be maintained and guarded in its implementation and constantly evaluated periodically and continuously in the improvementKeywords: Evaluation of PKL, Enforcement of Internship, Curriculum of Education of Social Sciences Based KKNI.

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Kurniawati, Atik. "Science Process Skills and Its Implementation in the Process of Science Learning Evaluation in Schools." Journal of Science Education Research 5, no. 2 (October 9, 2021): 16–20. http://dx.doi.org/10.21831/jser.v5i2.44269.

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The study aimed to find out the science process skills and its implementation in the process of science learning evaluation in the schools. The studied aspects in the study consisted of the nature of science process skills, types of science process skills, assessment techniques for science process skills, and the assessment implementation of science process skills in learning in the schools. The research used a literature study containing relevant theories and further elaborated and its implementation in science learning in the schools. The study emphasized that science process skills were closely related to science learning and prioritize the overall assessment following the nature of science, such as product, process, and attitude dimensions. Those were covered in basic and integrated process skills. The most possible evaluation technique in measuring the science process skills was by observation or performance and written questions following the indicators of science process skills.

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Rog, Debra J., and Gary T. Henry. "An Implementation Evaluation of Community Corrections." Evaluation Review 11, no. 3 (June 1987): 337–54. http://dx.doi.org/10.1177/0193841x8701100305.

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This article describes an evaluation of the implementation of a community diversion program for nonviolent offenders in Virginia. The evaluation used a unique application of logit analysis to focus on the extent to which the program was serving the intended population, in this case, offenders who would have otherwise been incarcerated. Results indicate that at least 46% of the divertees would have been incarcerated if the program had not been available. Usefulness of a statistical technique for evaluating implementation and providing concrete results to policymakers is discussed.

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Sadler, Euan, Jane Sandall, Nick Sevdalis, and Dan Wilson. "The contribution of implementation science to improving the design and evaluation of integrated care programmes for older people with frailty." Journal of Integrated Care 27, no. 3 (June 20, 2019): 232–40. http://dx.doi.org/10.1108/jica-07-2018-0048.

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Purpose The purpose of this paper is to discuss three potential contributions from implementation science that can help clinicians and researchers to design and evaluate more effective integrated care programmes for older people with frailty. Design/methodology/approach This viewpoint paper focuses on three contributions: stakeholder engagement, using implementation science frameworks, and assessment of implementation strategies and outcomes. Findings Stakeholder engagement enhances the acceptability of interventions to recipients and providers and improves reach and sustainability. Implementation science frameworks assess provider, recipient and wider context factors enabling and hindering implementation, and guide selection and tailoring of appropriate implementation strategies. The assessment of implementation strategies and outcomes enables the evaluation of the effectiveness and implementation of integrated care programmes for this population. Research limitations/implications Implementation science provides a systematic way to think about why integrated care programmes for older people with frailty are not implemented successfully. The field has an evidence base, including how to tailor implementation science strategies to the local setting, and assess implementation outcomes to provide clinicians and researchers with an understanding of how their programme is working. The authors draw out implications for policy, practice and future research. Originality/value Different models to deliver integrated care to support older people with frailty exist, but it is not known which is most effective, for which individuals and in which clinical or psychosocial circumstances. Implementation science can play a valuable role in designing and evaluating more effective integrated care programmes for this population.

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Yoon, Jean. "Including Economic Evaluations in Implementation Science." Journal of General Internal Medicine 35, no. 4 (January 28, 2020): 985–87. http://dx.doi.org/10.1007/s11606-020-05649-w.

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Parycek, Peter, Johann Höchtl, and Michael Ginner. "Open Government Data Implementation Evaluation." Journal of theoretical and applied electronic commerce research 9, no. 2 (August 2014): 13–14. http://dx.doi.org/10.4067/s0718-18762014000200007.

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Pellegrini, Giuseppe. "The right weight: good practice in evaluating science communication." Journal of Science Communication 13, no. 01 (March 13, 2014): C03. http://dx.doi.org/10.22323/2.13010303.

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Evaluations of science communication activities before, during and after their implementation can provide findings that are useful in planning further activities. As some selected examples show, designing such evaluation is complex: they may involve assessment at various points, a mix of quantitative and qualitative methods, and show that impacts differ when seen from different perspectives.

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Astiti, Kadek Ayu, and Andam Surianty. "Training on integrated science learning for science teachers in Nekamese District." Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat 5, no. 2 (January 5, 2022): 95–101. http://dx.doi.org/10.12928/jpm.v5i2.2967.

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PKM activities are carried out in partner schools in the form of training for Mathematics and Natural Sciences teachers to overcome the problems they are facing. Some of the obstacles that are being faced are that science teachers still have difficulty applying integrated science learning according to the demands of the 2013 curriculum. The targets to be achieved in the implementation of this PKM program include increasing the professional competence of teachers in implementing integrated science learning. Activities are designed in several stages, namely 1) coordinating with partner schools for implementation time, 2) providing material related to integrated science learning, 3) Mentoring for Natural Sciences teachers in designing integrated science material and 4) program evaluation. This activity was not only attended by Natural Sciences teachers in partner schools but several Natural Sciences teachers in schools around partner schools were also joined. Participants in the activity were Natural Sciences teachers from SMP N 1 Nekamese, SMP N 2 Nekamese, SMP N 4 Nekamese, and SMP N 5 Nekamese. The participants were quite enthusiastic in participating in this activity, seen from the enthusiasm for joining the activity and dynamic discussions

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Budiastra, A. A. Ketut, Iwan Wicaksono, and Nia Erlina. "The Effect of Science Kit and Supervision Models on The Implementation and Implications on The Evaluation of Science Practicum Distance Learning." Jurnal Penelitian Pendidikan IPA 8, no. 5 (November 30, 2022): 2443–50. http://dx.doi.org/10.29303/jppipa.v8i5.1610.

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The implementation of science practicum is one of the challenges in the open distance education system. The purpose of this research is to examine the effect of the Kit IPA variable and the pattern of guidance on the implementation and evaluation of Science Practicum activities in Distance Learning. The type of research in this study is an explanatory research with a quantitative approach involving a number of 306 students who have taken the Science Practicum course in the Elementary School Teacher Education program. Respondents' responses were analyzed using a Likert scale and data analysis using the Structural Equation Model (SEM). The results of the data have met the Model Suitability Test (Goodness of Fit Test) which includes: Science Kit and Guidance Patterns have a significant effect on Practicum Implementation. Guidance pattern has a significant effect on practicum evaluation, but Kit IPA and practicum implementation have no significant effect on practicum evaluation. The implication of this research is that it provides the potential for improvement in the implementation of science practicum in distance education due to the needs of the educational community.

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Bentley, Yongmei, and Steve Clarke. "Evaluation of Information Strategy Implementation." Journal of Organizational and End User Computing 23, no. 1 (January 2011): 1–17. http://dx.doi.org/10.4018/joeuc.2011010101.

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Information strategy is often relegated to an information technology element of corporate strategy, or worse, ignored in favour of IT operational planning. This research, conducted over a five-year period, stresses the correct framing of an information strategy and its implementation. The authors propose a framework that assists in the evaluation of such strategies, primarily those at higher education institutions, but also in a wider range of organisations seeking to improve the understanding and implementation of their information strategy.

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DeGroff, Amy, and Margaret Cargo. "Policy implementation: Implications for evaluation." New Directions for Evaluation 2009, no. 124 (September 2009): 47–60. http://dx.doi.org/10.1002/ev.313.

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Prusaczyk, Beth, and Julie Bobitt. "Implementation Science: A Critical Tool for Research Utilization and Policy Evaluation." Public Policy & Aging Report 32, no. 1 (January 1, 2022): 4–5. http://dx.doi.org/10.1093/ppar/prab035.

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Khan, Emdad H., and Anil K. Sharma. "Implementation and evaluation of computer science in an Indian secondary school." Computers & Education 14, no. 4 (January 1990): 343–55. http://dx.doi.org/10.1016/0360-1315(90)90046-a.

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Goodman, Melody S., and Vetta L. Sanders Thompson. "The science of stakeholder engagement in research: classification, implementation, and evaluation." Translational Behavioral Medicine 7, no. 3 (April 10, 2017): 486–91. http://dx.doi.org/10.1007/s13142-017-0495-z.

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Scholtz, Jean, Catherine Plaisant, Mark Whiting, and Georges Grinstein. "Evaluation of visual analytics environments: The road to the Visual Analytics Science and Technology challenge evaluation methodology." Information Visualization 13, no. 4 (June 11, 2013): 326–35. http://dx.doi.org/10.1177/1473871613490290.

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Evaluation of software can take many forms ranging from algorithm correctness and performance to evaluations that focus on the value to the end user. This article presents a discussion of the development of an evaluation methodology for visual analytics environments. The Visual Analytics Science and Technology Challenge was created as a community evaluation resource. This resource is available to researchers and developers of visual analytics environments and allows them to test out their designs and visualization and compare the results with the solution and the entries prepared by others. Sharing results allows the community to learn from each other and to hopefully advance more quickly. In this article, we discuss the original challenge and its evolution during the 7 years since its inception. While the Visual Analytics Science and Technology Challenge is the focus of this article, there are lessons for many involved in setting up a community evaluation program, including the need to understand the purpose of the evaluation, decide upon the right metrics to use, and the appropriate implementation of those metrics including datasets and evaluators. For ongoing evaluations, it is also necessary to track the evolution and to ensure that the evaluation methodologies are keeping pace with the science being evaluated. The discussions on the Visual Analytics Science and Technology Challenge on these topics should be pertinent to many interested in community evaluations.

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Sorrentino, Maddalena, and Katia Passerini. "Evaluating Public Programs Implementation." International Journal of Electronic Government Research 6, no. 3 (July 2010): 1–13. http://dx.doi.org/10.4018/jegr.2010070101.

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This paper discusses the importance of evaluating the implementation of public programs as an integral component of organizational actions performed by public administrations. Drawing on contributions from policy studies and organization theory, the authors assign a dual role to evaluation: valuable cognitive resource and accountability tool for the policymakers. This exploratory case study contributes to the literature on implementation evaluation by providing an encompassing theory-grounded perspective on a recent e-government project by the City of Milan. The authors’ preliminary findings confirm the heuristic potential of an evaluation approach where interdisciplinary inputs can enlighten not only the results, but also the process of design, adoption and the use of e-services.

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Ramadani, Marina, Supahar Supahar, and Dadan Rosana. "Validity of evaluation instrument on the implementation of performance assessment to measure science process skills." Jurnal Inovasi Pendidikan IPA 3, no. 2 (October 8, 2017): 180. http://dx.doi.org/10.21831/jipi.v3i2.15534.

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This study aims to develop an evaluation instrument CIPP (context, input, process, product) model that suitable at implementation of performance assessment instrument to measure students' science process skills of junior high school. Methods in this study are research and development (R & D) which is adopted by model Borg & Gall model. This evaluation instrument used one of evaluation CIPP model with context, input, process, and product components. The evaluation instrument is used to determine the implementation of performance assessment instrument to measure junior high school students' science process skills in excretion system topic. This development study involves some experts to give validation of the development of feasibility products. Experts involved, they are two lecturers of evaluation expert, two junior high school science teachers, and four peers. The validity of evaluation instruments was analyzed using V'aiken formula. The results of this study are evaluation instrument of CIPP model of the implementation of performance assessment to measure junior high school students' science process skills of grade VIII in excretion system topic. The results of the validity of this product indicates that this evaluation instruments are eligible in using with V'eiken coefficient of 0.86. It indicates that the evaluation instruments are valid in substance, construction, and language aspects.

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Bamberg, John, Amaryll Perlesz, Peter McKenzie, and Sharon Read. "Utilising implementation science in building research and evaluation capacity in community health." Australian Journal of Primary Health 16, no. 4 (2010): 276. http://dx.doi.org/10.1071/py10027.

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It is becoming increasingly important for the community health sector to provide evidence of practice and program effectiveness. Unfortunately many community health centres do not have the capacity to provide such evidence and require the implementation of innovative changes within their organisation to develop their capacity to conduct research and evaluation. In this paper we present our project in which we utilised Donald Ely’s model to build research and evaluation capacity in a community health centre. We utilised a qualitative research method that incorporated a co-operative inquiry action research design. Qualitative research methods incorporated data from semi-structured interviews, observations and the recording of relevant meetings. The data were analysed by means of thematic analysis. We found that to successfully build research and evaluation capacity entails the application of a model that is capable of not only addressing significant issues in implementation but that can also identify the conditions within an organisation that are important to achieve change. Ely’s Conditions for Change model was most appropriate to implement the necessary changes.

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Hanifah, Maria, and Alfred Irambona. "Authentic assessment: Evaluation and its application in science learning." Psychology, Evaluation, and Technology in Educational Research 1, no. 2 (August 9, 2019): 81. http://dx.doi.org/10.33292/petier.v1i2.4.

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The research aims to reveal: (1) the suitability of the implementation of science authentic assessment in Kulonprogo Regency, and (2) the forms of science authentic assessment applied. The study was used the CIPP Stufflebeam evaluation model. The quantitative data were analyzed with T-score, while the qualitative data were analyzed by using Miles & Hubermen. The results of this research are as follows. (1) The implementation of science authentic assessment is wholly fairly effective be seen from T-score analysis 52.44 from the score extent 20-80. (2) The forms of science authentic assessment are practice, portfolio, teacher transcript journal, and daily test, whereas project activity, self assessment, and peer assessment are not done for the heat matter and its movement with T-score 45.14 wholly fairly effective from the score extent 20-80.

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Puspasari, Afrin, Indah Susilowati, Lilis Kurniawati, Resiana Ridha Utami, Indra Gunawan, and Ika Candra Sayekti. "Implementasi Etnosains dalam Pembelajaran IPA di SD Muhammadiyah Alam Surya Mentari Surakarta (Implementation of Ethnoscience in Science Learning at Elementary School of Muhammadiyah Alam Surya Mentari Surakarta)." SEJ (Science Education Journal) 3, no. 1 (February 17, 2020): 25. http://dx.doi.org/10.21070/sej.v3i1.2426.

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The swift flow of globalization has led to increasingly eroded Indonesian local culturalvalues. This has caused a shift in neglected cultural values and local wisdom. Therefore,an approach is needed, namely ethnoscience in the learning process. This studypurposed to determine whether The Elementary School of Muhammadiyah Alam SuryaMentari has applied ethnoscience in science learning and describe the implementationof ethnoscience based on science learning in The Elementary School of MuhammadiyahAlam Surya Mentari.The method used was descriptive qualitative research design. Theresults of the study showed that the planning of science learning based on ethnoscienceapproach in This School was still unplanned, but the school had unconsciously implementedethnoscience approach. The implementation of science based on ethnosciencelearning was by integrating between the material with the environment, culture, and socialin the environment. Evaluation of the implementation of ethnoscience based on sciencelearning included cognitive, affective, and psychomotor evaluation in accordance withevaluation standards in the 2013 curriculum.

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Garrett-Ruffin, Sherona, and Donna S. Martsolf. "DEVELOPMENT, IMPLEMENTATION, AND EVALUATION OF A SCIENCE LEARNING COMMUNITY FOR UNDERREPRESENTED STUDENTS." Journal of Women and Minorities in Science and Engineering 11, no. 2 (2005): 197–208. http://dx.doi.org/10.1615/jwomenminorscieneng.v11.i2.50.

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Salomon, Joshua A. "Integrating Economic Evaluation and Implementation Science to Advance the Global HIV Response." JAIDS Journal of Acquired Immune Deficiency Syndromes 82 (December 2019): S314—S321. http://dx.doi.org/10.1097/qai.0000000000002219.

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Seker, Burcu Sezginsoy. "An Evaluation on Science-Art Center Implementation Through the Bilsem Teachers’ Opinion." Procedia - Social and Behavioral Sciences 46 (2012): 1628–32. http://dx.doi.org/10.1016/j.sbspro.2012.05.351.

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Wee, Eng Hoe, and Ngien Siong Chin. "Evaluation of the implementation of sport science programme in Malaysian secondary schools." SHS Web of Conferences 26 (2016): 01004. http://dx.doi.org/10.1051/shsconf/20162601004.

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Rapport, Frances, James Smith, Tracey A. O’Brien, Vanessa J. Tyrrell, Emily VA Mould, Janet C. Long, Hossai Gul, and Jeffrey Braithwaite. "Development of an implementation and evaluation strategy for the Australian ‘Zero Childhood Cancer’ (Zero) Program: a study protocol." BMJ Open 10, no. 6 (June 2020): e034522. http://dx.doi.org/10.1136/bmjopen-2019-034522.

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IntroductionEffective implementation of a research Program requires an actionable plan to guide execution. To assess the actionability and success of that plan, both scientific and implementation elements must be taken into account. The aim of this study is to assess the ‘Zero Childhood Cancer Personalised Medicine Program’ (the Zero Program), an Australian first-ever and most comprehensive personalised medicine programme for children with high-risk or relapsed cancer, in terms of its structure, process and implementational effect.Methods and analysisWe will assess Program delivery mechanisms. The development of the implementation and evaluation strategy will concentrate on the work of the Zero Program as a complex whole. This includes the structure of collaborative links across stakeholder groups involved in Program development and delivery, changes to collaborative relationships over time and the impact of group working on Program outcomes. We are applying a mixed-methods design including: a rapid ethnography (observations of stakeholder interactions and informal conversations), Program professionals’ completion of a rapid health implementation proforma and a social network analysis. Formative evaluations of the implementation science effects, applying feedback techniques, for example, Formative Evaluation Feedback Loops and the Zero Program professionals’ feedback, will determine where Program tailoring may be needed. A repeat of the social network analysis downstream will examine network changes over time, followed by an expert panel using the expert recommendations for implementing change to assess the integration of implementation strategies into the Program structure. A summative evaluation of the Program will bring the research elements together, leading to comprehensive data triangulation and determining the sustainability and implementational effects of Program delivery.Ethics and disseminationEthical approval for this study has been granted by Hunter New England Research Ethics Committee, New South Wales, Australia (approval ref: 2019/ETH12025). Knowledge translation will be achieved through publications, reports and conference presentations to healthcare professionals, patients, families and researchers.Trial RegistrationNCT03336931; Pre-results.

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Goodale, Timothy A. "Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers." Journal of Education for Sustainable Development 14, no. 1 (March 2020): 5–19. http://dx.doi.org/10.1177/0973408220934645.

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The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.

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Terem, Peter, Peter Čajka, and Lucia Rýsová. "Europe 2020 Strategy: evaluation, implementation, and prognoses for the Slovak Republic." ECONOMICS & SOCIOLOGY 8, no. 2 (September 20, 2015): 154–71. http://dx.doi.org/10.14254/2071-789x.2015/8-2/12.

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McLean, Kenneth A., Stephen R. Knight, Thomas M. Diehl, Syed Nabeel Zafar, Matt Bouamrane, and Ewen M. Harrison. "Development stage of novel digital health interventions for postoperative monitoring: protocol of a systematic review." BMJ Surgery, Interventions, & Health Technologies 4, no. 1 (March 2022): e000104. http://dx.doi.org/10.1136/bmjsit-2021-000104.

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IntroductionThe postoperative period represents a time where patients are at a high-risk of morbidity, which warrants effective surveillance. While digital health interventions (DHIs) for postoperative monitoring are promising, a coordinated, standardized and evidence-based approach regarding their implementation and evaluation is currently lacking. This study aimed to identify DHIs implemented and evaluated in postoperative care to highlight research gaps and assess the readiness for routine implementation.MethodsA systematic review will be conducted in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines to identify studies describing the implementation and evaluation of DHIs for postoperative monitoring published since 2000 (PROSPERO ID: CRD42021264289). This will encompass the Embase, Cumulative Index to Nursing and Allied Health Literature, Cochrane Library, Web of Science and ClinicalTrials.gov databases, and manual search of bibliographies for relevant studies and gray literature. Methodological reporting quality will be evaluated using the Idea, Development, Exploration, Assessment and Long-term Follow-up (IDEAL) reporting guideline relevant to the IDEAL stage of the study, and risk of bias will be assessed using the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) framework. Data will be extracted according to the WHO framework for monitoring and evaluating DHIs, and a narrative synthesis will be performed.DiscussionThis review will assess the readiness for implementation of DHIs for routine postoperative monitoring and will include studies describing best practice from service changes already being piloted out of necessity during the COVID-19 pandemic. This will identify interventions with sufficient evidence to progress to the next IDEAL stage, and promote standardized and comprehensive evaluation of future implementational studies.

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Bennett, Nancy M., Elissa Orlando, and Paul Meissner. "Linking dissemination and implementation science to Learning Health Systems: Opportunities for Clinical and Translational Science Award institutions." Journal of Clinical and Translational Science 4, no. 3 (February 26, 2020): 176–79. http://dx.doi.org/10.1017/cts.2020.15.

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AbstractLearning Health Systems (LHS) iteratively implement and evaluate health improvement projects. Dissemination and implementation (D&I) science is the study of evidence-based practices in real-world settings, a critical tool for LHS. This paper explores intersections between LHS and D&I science in Clinical and Translational Science Awards (CTSAs) institutions and identifies critical components of collaboration. We conducted website scans of 34 CTSAs and their home institutions that had Dissemination, Implementation, and Knowledge Translation (DIKT) Workgroup members. We identified linkages between CTSAs and their institutions’ LHS. We interviewed six CTSA leaders experienced in LHS and D&I sciences. Nearly half of CTSAs identified an LHS structure on their websites, but only one-third indicates CTSA involvement in these efforts. Interviewees identified key components for successful integration of LHS and D&I sciences: leadership, infrastructure, balance between rigor and efficiency, and aligned incentives. The need for research integration in LHS, to improve evaluation and increase knowledge, is an emerging opportunity for D&I scientists and CTSAs. CTSAs that are engaged in D&I science can introduce and/or expand the role of D&I science in LHS. Collaboration between CTSAs and clinical leaders could result in strengthened relationships between clinical and research enterprises, effective and efficient health care delivery, and improved health.

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Amira, Teimzit, Mahnane Lamia, and Mohamed Hafidi. "Implementation and Evaluation of Flipped Algorithmic Class." International Journal of Information and Communication Technology Education 15, no. 1 (January 2019): 1–12. http://dx.doi.org/10.4018/ijicte.2019010101.

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Recent years have brought the need for new pedagogical approaches that appeal to the involvement and participation of learners in the learning process. One of these approaches is the flipped classroom, which gives to learners the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. Many studies merely replace in-class instructions by videos and use class time for group discussions. Nevertheless, what instructional design framework should we use in planning the overall flipped classroom approach? This article answers this question through exploratory studies conducted at Algeria University. In this work, the authors have used a flipped classroom concept for an algorithmic course like java programming, based on learner's learning style and learner's skill level.

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Jia, Wang, and Dai Yong Cao. "Empirical Research on the Science and Technology Project Ex-Post Evaluation Index System." Advanced Materials Research 712-715 (June 2013): 3144–48. http://dx.doi.org/10.4028/www.scientific.net/amr.712-715.3144.

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Ex-post evaluation is the important part of science and technology project management,promoting the science and technology projects management to scientific and standardized, improning the quality and efficiency of project implementation. This paper through the practice of project ex-post evaluation, analyzed to factors of the science and technology project acceptance check and performance evaluation,focus on researching the methods, indexes and weights of the science and technology projects ex-post evaluation by practice.

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Ina, Apolonia Antonilda, and Natalia Ratna Yulianti. "PELATIHAN IMPLEMENTASI SCIENCE AND TECHNOLOGY INDEX (SINTA)." Jurnal Berdaya Mandiri 2, no. 1 (February 28, 2020): 285–94. http://dx.doi.org/10.31316/jbm.v2i1.376.

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Developing knowledge through research is one of academic staff tasks. This such productivity is now able to identified in SINTA, an indexation application used in Indonesia. All Indonesian researchers have to have account in SINTA, yet academic staff of St. Elisabeth School of Health had not had the account. Therefore, a training on SINTA implementation is critical to do. This activity aims to increase the knowledge of lecturers in registration at the SINTA portal, improve the skills of lecturers in registering at the SINTA portal and improve lecturer performance in publications. The method used in this activity is planning, action, evaluation and reflection. Planning is carried out for the preparation of activities and preparation of facilities. The action taken was SINTA implementation training. Evaluation Evaluation is done by monitoring the implementation of lecturer self-registration at the SINTA portal. Reflection to find out the weaknesses or strengths of the activities that have been carried out in order to establish recommendations for the continuation or development of the next activity. The results of the training are that lecturers have knowledge related to SINTA, lecturers can have a SINTA account, lecturers can update on a SINTA account based on performance that has been done, and lecturers increasingly have the motivation to make a publication.

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Rocha, Hermano Alexandre Lima, Irene Dankwa-Mullan, Pedro Meneleu, Caio Figueiredo Juaçaba, Metasebya Solomon, Debora Boni, Silvia Helena de Souza Lopes, et al. "Using implementation science to examine impact of a social responsibility agenda on addressing cancer health disparities in Ceará, Brazil." Journal of Clinical Oncology 38, no. 15_suppl (May 20, 2020): e19071-e19071. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.e19071.

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e19071 Background: Programs to address disparities in cancer care outcomes in resource-limited settings require attention to social determinants of health (SDoH) to achieve successful clinical care implementation. The Instituto de Câncer do Ceará, the largest cancer center in northeastern Brazil, has implemented a Social Responsibility Agenda (SRA) to guide equitable cancer care delivery. This goal of this study was to develop a framework for an implementation science (IS) study evaluating the longitudinal impact of the SRA on cancer outcomes. Methods: We outlined a mixed-methods and participatory study incorporating a process model, the Consolidated Framework for Implementation Research (CFIR) and the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) evaluation framework. A list of constructs and links to measurement tools associated with IS models were identified to guide the study phases. Results: We established a logic model to guide in evaluating the health and economic impact of the SRA. We identified >30 constructs and measures across domains of IS models. The table shows a driver diagram to inform the framework. Conclusions: Understanding determinants, key drivers and change concepts are important initial steps in an ongoing evaluation of the impact of evidence based SDoH interventions to address cancer disparities. [Table: see text]

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Guastaferro, Kate, and Linda M. Collins. "Optimization Methods and Implementation Science: An Opportunity for Behavioral and Biobehavioral Interventions." Implementation Research and Practice 2 (January 2021): 263348952110543. http://dx.doi.org/10.1177/26334895211054363.

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This editorial introduces the multiphase optimization strategy (MOST), a principled framework for the development, optimization and evaluation of multicomponent interventions, to the field of implementation science. We suggest that MOST may be integrated with implementation science to advance the field, moving closer towards the ultimate goal of disseminating effective interventions to those in need. We offer three potential ways MOST may advance implementation science: (1) development of an effective and immediately scalable intervention; (2) adaptation of interventions to local contexts; and (3) optimization of the implementation of an intervention itself. Our goal is to inspire the integration of MOST with implementation science across a number of public health contexts.

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Amiruddin, Ahmad, Moch Imam Machfudi, and Muhammad Haidlor. "The Implementation of Quranic Sciences Curriculum at an Islamic Boarding School in Bondowoso, East Java." IJIE: International Journal of Islamic Education 1, no. 1 (May 16, 2022): 1–22. http://dx.doi.org/10.35719/ijie.v1i1.1445.

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This research examined the implementation of Quranic sciences Curriculum in Nurul Burhan Islamic Boarding School in Badean Bondowoso, East Java. This research employed qualitative research case study design which intended : (1) to describe the material or content standard of the implementation of Quranic Sciences curriculum (2) to describe the processing standard of the implementation of Quranic Sciences curriculum, and (3) to describe the evaluation standard of the implementation of Quranic Sciences curriculum. In presenting the data, this research explored specific phenomena (cases) in a given time and activity (program, event, process, institution or social group) and gather detailed and in-depth information using various data collection procedures over a certain period. The researchers used the third type of case study that was intrinsic case study. Intrinsic case study is focused on the case itself. The result and data analysis revealed that the implementation of the Quranic sciences curriculum included: First, the materials used in learning are connected with other materials, essentially all existing materials have been included in the Quranic sciences. Second, the learning process showed that Nurul Burhan has implemented the Islamic principle as stated in Islamic classic book (kitab kuning), especially in terms of students’ interaction with teachers and the learning methods used. Third, Nurul Burhan Islamic Boarding School uses three types of evaluation to keep the sustainability of the learning process in accordance with Quranic science curriculum.

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Wood, Christopher A. "Implementation and Evaluation of the Water Budget." Fisheries 18, no. 11 (November 1993): 6–17. http://dx.doi.org/10.1577/1548-8446(1993)018<0006:iaeotw>2.0.co;2.

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Reid, Margaret F. "Linking Implementation and Evaluation through Program Monitoring." Journal of Urban Affairs 12, no. 3 (October 1990): 253–66. http://dx.doi.org/10.1111/j.1467-9906.1990.tb00217.x.

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Hordern, Jim. "Evaluation and implementation: two regeneration programmes." International Journal of Public Sector Management 26, no. 4 (May 24, 2013): 298–308. http://dx.doi.org/10.1108/ijpsm-03-2012-0026.

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Ahmed, Mohamed Jasim, and Subhi R. M. Zeebaree. "Design and Implementation an e-Hospital System at Kurdistan." Kurdistan Journal of Applied Research 2, no. 3 (August 27, 2017): 80–86. http://dx.doi.org/10.24017/science.2017.3.32.

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The utilization of Information and Communication Technologies (ICT) have developed quickly. Traditional Healthcare (TH) which designates paper-predicated system is expeditious giving way to e-health system in most developed countries. Virtually all hospitals in the Kurdistan Region (KR) are utilizing TH. This paper deals with designing and implementing a web based electronic hospital system (WBEHS) in Shorsh General Hospital (SGH) in Slemani city. The system solves traditional style quandaries by transmuting the traditional paper-based healthcare system into a fully electronic system containing multi modules such as (Physician, X-Ray, Pharmacy, Laboratories, Ultrasound). The staff of SGH participated in the implementation and obtaining the results which have been evaluated by utilizing System Usability Scale (SUS). The overall evaluation score of the questionnaire was (79. 459%) which can be considered as a good result.

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Cueva, Katie, Andrea Fenaughty, Jessica Aulasa Liendo, and Samantha Hyde-Rolland. "Evaluating Chronic Disease Surveillance Systems: Lessons Learned From Applying a Framework to Assess the Alaska Behavioral Risk Factor Surveillance System." American Journal of Evaluation 41, no. 3 (March 17, 2020): 420–31. http://dx.doi.org/10.1177/1098214019887228.

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Chronic diseases with behavioral risk factors are now the leading causes of death in the United States. A national Behavioral Risk Factor Surveillance System (BRFSS) monitors those risk factors; however, there is a need for national and state evaluations of chronic disease surveillance systems. The Department of Health and Human Services/Centers for Disease Control and Prevention (CDC) has developed a framework on evaluating noncommunicable disease–related surveillance systems; however, no implementation of this framework has yet been published. This article describes the process of, and offers lessons learned from, implementing the evaluation framework to assess the Alaska BRFSS. This implementation evaluation may inform assessments of other state and regional chronic disease surveillance systems and offers insight on the positive potential to consult key stakeholders to guide evaluation priorities.

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Trinkley, Katy E., Michael G. Kahn, Tellen D. Bennett, Russell E. Glasgow, Heather Haugen, David P. Kao, Miranda E. Kroehl, Chen-Tan Lin, Daniel C. Malone, and Daniel D. Matlock. "Integrating the Practical Robust Implementation and Sustainability Model With Best Practices in Clinical Decision Support Design: Implementation Science Approach." Journal of Medical Internet Research 22, no. 10 (October 29, 2020): e19676. http://dx.doi.org/10.2196/19676.

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Background Clinical decision support (CDS) design best practices are intended to provide a narrative representation of factors that influence the success of CDS tools. However, they provide incomplete direction on evidence-based implementation principles. Objective This study aims to describe an integrated approach toward applying an existing implementation science (IS) framework with CDS design best practices to improve the effectiveness, sustainability, and reproducibility of CDS implementations. Methods We selected the Practical Robust Implementation and Sustainability Model (PRISM) IS framework. We identified areas where PRISM and CDS design best practices complemented each other and defined methods to address each. Lessons learned from applying these methods were then used to further refine the integrated approach. Results Our integrated approach to applying PRISM with CDS design best practices consists of 5 key phases that iteratively interact and inform each other: multilevel stakeholder engagement, designing the CDS, design and usability testing, thoughtful deployment, and performance evaluation and maintenance. The approach is led by a dedicated implementation team that includes clinical informatics and analyst builder expertise. Conclusions Integrating PRISM with CDS design best practices extends user-centered design and accounts for the multilevel, interacting, and dynamic factors that influence CDS implementation in health care. Integrating PRISM with CDS design best practices synthesizes the many known contextual factors that can influence the success of CDS tools, thereby enhancing the reproducibility and sustainability of CDS implementations. Others can adapt this approach to their situation to maximize and sustain CDS implementation success.

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Journal articles on the topic 'Implementation science and evaluation'

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