Pub Date : 2025-12-19DOI: 10.1016/j.evalprogplan.2025.102746
Graciela Teruel-Belismelis , Jorge H. Maldonado , Marlene Peters-Castilla , Manuel Triano-Enríquez
The aim of this study is to identify systematic and generalizable strengths and weaknesses in the processes for implementing four graduation programs carried out in Colombia (2), Mexico, and Paraguay in 2015–17. The specific aims are to identify some of the key factors common to these processes and their contribution to the efficiency of program implementation, as well as to not others that may not appear in all these processes but may affect the implementation of programs and alter their results. The identification of these factors can provide empirical evidence for “lessons learned” that can facilitate their replication in other countries. The procedure is to analyze qualitative data which were collected during the process evaluation of each program from 2015 to 2018, by using the Consolidated Framework for Implementation Research (CFIR) to guide the analysis. Constructs that strongly influence implementation effectiveness were identified through a cross- case comparison of ratings. The categories of analysis are the domains: intervention characteristics, outer settings, inner settings, characteristics of individuals and process and these were used in a concrete study of three general processes: planning, preparation, and implementation. Among the lessons learned were the importance of marketing networks for the goods and services produced by beneficiaries; the importance of leadership engagement of the field team and a good learning climate for them; the need to consider differences in the educational level of beneficiaries, their ability to run a business, and their local micro contexts in the program design.
{"title":"Lessons learned in the implementation of graduation programs: The experience of Colombia, Mexico, and Paraguay","authors":"Graciela Teruel-Belismelis , Jorge H. Maldonado , Marlene Peters-Castilla , Manuel Triano-Enríquez","doi":"10.1016/j.evalprogplan.2025.102746","DOIUrl":"10.1016/j.evalprogplan.2025.102746","url":null,"abstract":"<div><div>The <strong>aim</strong> of this study is to identify systematic and generalizable strengths and weaknesses in the processes for implementing four graduation programs carried out in Colombia (2), Mexico, and Paraguay in 2015–17. The <strong>specific aims</strong> are to identify some of the key factors common to these processes and their contribution to the efficiency of program implementation, as well as to not others that may not appear in all these processes but may affect the implementation of programs and alter their results. The identification of these factors can provide empirical evidence for “lessons learned” that can facilitate their replication in other countries. The <strong>procedure</strong> is to analyze qualitative data which were collected during the process evaluation of each program from 2015 to 2018, by using the Consolidated Framework for Implementation Research (CFIR) to guide the analysis. Constructs that strongly influence implementation effectiveness were identified through a cross- case comparison of ratings. The categories of analysis are the domains: intervention characteristics, outer settings, inner settings, characteristics of individuals and process and these were used in a concrete study of three general processes: planning, preparation, and implementation. Among the <strong>lessons learned</strong> were the importance of marketing networks for the goods and services produced by beneficiaries; the importance of leadership engagement of the field team and a good learning climate for them; the need to consider differences in the educational level of beneficiaries, their ability to run a business, and their local micro contexts in the program design.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"115 ","pages":"Article 102746"},"PeriodicalIF":2.0,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145879242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-17DOI: 10.1016/j.evalprogplan.2025.102745
Katie Powell , Miranda Thurston , Daniel Bloyce
There is some consensus that better ways of evaluating complex public health programmes are needed as experimental methods are limited in explaining the 'how' and 'why' of change. Methods like 'theory-of-change,' 'realist evaluation,' and 'systems evaluation' try to give a more complete picture of change by looking at the context of the programme. However, when these methods are used to study programmes that aim to reduce health inequalities, they often miss a crucial issue: how power affects people's health and engagement with programmes. This paper addresses that gap by reporting an ethnographic study of a community health promotion programme that was informed by a social theory of power (figurational sociology). When looking at how power dynamics played out in the targeted community, we could see why residents often did not trust the people running the programme, and why local status was so important to them. When programme staff understood these power dynamics, they were better able to connect with residents and help them improve their wellbeing. We argue that combining this way of looking at power with our observational approach gives us a much clearer understanding of how complex public health programmes work and why they succeed or fail in their aims.
{"title":"Using theories of power and place to evaluate community health promotion","authors":"Katie Powell , Miranda Thurston , Daniel Bloyce","doi":"10.1016/j.evalprogplan.2025.102745","DOIUrl":"10.1016/j.evalprogplan.2025.102745","url":null,"abstract":"<div><div>There is some consensus that better ways of evaluating complex public health programmes are needed as experimental methods are limited in explaining the 'how' and 'why' of change. Methods like 'theory-of-change,' 'realist evaluation,' and 'systems evaluation' try to give a more complete picture of change by looking at the context of the programme. However, when these methods are used to study programmes that aim to reduce health inequalities, they often miss a crucial issue: how power affects people's health and engagement with programmes. This paper addresses that gap by reporting an ethnographic study of a community health promotion programme that was informed by a social theory of power (figurational sociology). When looking at how power dynamics played out in the targeted community, we could see why residents often did not trust the people running the programme, and why local status was so important to them. When programme staff understood these power dynamics, they were better able to connect with residents and help them improve their wellbeing. We argue that combining this way of looking at power with our observational approach gives us a much clearer understanding of how complex public health programmes work and why they succeed or fail in their aims.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"115 ","pages":"Article 102745"},"PeriodicalIF":2.0,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145828770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-03DOI: 10.1016/j.evalprogplan.2025.102735
Melanie Hwalek
{"title":"","authors":"Melanie Hwalek","doi":"10.1016/j.evalprogplan.2025.102735","DOIUrl":"10.1016/j.evalprogplan.2025.102735","url":null,"abstract":"","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"115 ","pages":"Article 102735"},"PeriodicalIF":2.0,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145685298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-29DOI: 10.1016/j.evalprogplan.2025.102734
Julie B. Raines
Family Treatment Courts (FTCs) accept parents in civil neglect cases where the parent is suffering from substance use and/or mental health issues. Modeled after adult drug treatment courts, FTCs coordinate substance use and mental health treatment, as well as other social support services for participants like housing and employment. Recently, one FTC in the United States began providing additional supervised and monitored visitation to participants within their FTC program, as well as one-on-one evidence-based parenting education. Called Enhanced Parenting Time (EPT), the goal of this innovative program is to motivate FTC participants with extra visitation while simultaneously improving parenting skills. As part of a program evaluation paid for by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), three separate instruments were used to determine the impact EPT had on its participants. Comparison data collected from the Quality-of-Life Scales (QOLS), Mental Health Continuum – Short Form (MHC-SF), and Rosenberg Self Esteem scale (RSE) yielded differences between EPT participants and non-EPT participants. This research focuses on the use of these instruments in an impact evaluation of a novel treatment court program in the United States and contributes to evaluation methodology frameworks for treatment court programs.
{"title":"Measuring the impact of a novel program in a Family Treatment Court: Quality of life, mental health, and self-esteem inventories in program evaluation","authors":"Julie B. Raines","doi":"10.1016/j.evalprogplan.2025.102734","DOIUrl":"10.1016/j.evalprogplan.2025.102734","url":null,"abstract":"<div><div>Family Treatment Courts (FTCs) accept parents in civil neglect cases where the parent is suffering from substance use and/or mental health issues. Modeled after adult drug treatment courts, FTCs coordinate substance use and mental health treatment, as well as other social support services for participants like housing and employment. Recently, one FTC in the United States began providing additional supervised and monitored visitation to participants within their FTC program, as well as one-on-one evidence-based parenting education. Called Enhanced Parenting Time (EPT), the goal of this innovative program is to motivate FTC participants with extra visitation while simultaneously improving parenting skills. As part of a program evaluation paid for by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), three separate instruments were used to determine the impact EPT had on its participants. Comparison data collected from the Quality-of-Life Scales (QOLS), Mental Health Continuum – Short Form (MHC-SF), and Rosenberg Self Esteem scale (RSE) yielded differences between EPT participants and non-EPT participants. This research focuses on the use of these instruments in an impact evaluation of a novel treatment court program in the United States and contributes to evaluation methodology frameworks for treatment court programs.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"115 ","pages":"Article 102734"},"PeriodicalIF":2.0,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145645881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Most studies examining the effectiveness of system-wide change initiatives in public universities rely heavily on simplistic models of technical rationality that emphasize planning, control, and monitoring. This perspective is known to ignore the contextual and relational interactions that shape the understanding of educational change. Alternatively, the present study makes a case for the adoption of a Critical co-constructive stance to allow context-based solutions that optimize the successful implementation of the initiatives. With this stance, the study identifies context-based drivers and propositions grounded in the views of change implementers. Using 15 key informant interviews and 6 focus group discussions, data were collected from teachers, and academic leaders selected through theoretical sampling. The data are analyzed using the constant comparison technique. The study found that profound change is a critically co-constructed phenomenon that evolves through ongoing meaning-making among implementers. Additionally, the study identified 16 interrelated drivers and their respective propositions that optimize the chance of successful educational change. The drivers represent multilevel interactions within and across implementing institutions. Practical policy and efficiency implications for the development and implementation of change initiatives are discussed.
{"title":"Drivers of change effectiveness in public universities in the State of Amhara: Toward developing promising propositions through a critical co-constructive perspective","authors":"Bekalu Tadesse Moges , Getnet Tizazu Fetene , Getu Shiferaw Wolle","doi":"10.1016/j.evalprogplan.2025.102733","DOIUrl":"10.1016/j.evalprogplan.2025.102733","url":null,"abstract":"<div><div>Most studies examining the effectiveness of system-wide change initiatives in public universities rely heavily on simplistic models of technical rationality that emphasize planning, control, and monitoring. This perspective is known to ignore the contextual and relational interactions that shape the understanding of educational change. Alternatively, the present study makes a case for the adoption of a Critical co-constructive stance to allow context-based solutions that optimize the successful implementation of the initiatives. With this stance, the study identifies context-based drivers and propositions grounded in the views of change implementers. Using 15 key informant interviews and 6 focus group discussions, data were collected from teachers, and academic leaders selected through theoretical sampling. The data are analyzed using the constant comparison technique. The study found that profound change is a critically co-constructed phenomenon that evolves through ongoing meaning-making among implementers. Additionally, the study identified 16 interrelated drivers and their respective propositions that optimize the chance of successful educational change. The drivers represent multilevel interactions within and across implementing institutions. Practical policy and efficiency implications for the development and implementation of change initiatives are discussed.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102733"},"PeriodicalIF":2.0,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145605982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-15DOI: 10.1016/j.evalprogplan.2025.102732
Junjie Zhao , Ye Ding , Shangren Qin
The equity of rural medical health services and their coordination with the rural economy needs to be clarified. This article reports on the coupling coordination development of rural medical health services and the economy in China. We used panel data for 29 provincial-level administrative regions in China from 2009 to 2019 to analyze the development level and coupling coordination degree of rural medical health services and rural economy from a spatial and temporal perspective. Using a spatial autocorrelation test, the correlation of the coupling coordination degree of each administrative region and the spatial clustering characteristics of the coupling coordination degree of the east, central, west, and northeast regions was analyzed. Results showed that the level of development of the two subsystems turned from 2014. The rural economy was gradually catching up with medical and health services, yet rural health services had always been important in the development of the system, coupling coordination degree. Spatially, the development level and coupling coordination of the subsystem showed a “high eastern” distribution pattern, while the inequity among provincial-level administrative regions in the east was more significant. The subsystems of 29 provincial-level administrative regions exhibited both spatial-temporal differences and positive spatial correlation. The phenomenon of regional differentiation and imbalance still exists in rural China. It indicates that neighboring regions influence each other and produce a spillover effect, so promoting regional linkage can better promote balanced regional development. These findings will help the government to implement targeted policies to improve health quality and health equity in rural areas.
{"title":"The coupling coordination development of rural medical health service and rural economy: Evidence from China","authors":"Junjie Zhao , Ye Ding , Shangren Qin","doi":"10.1016/j.evalprogplan.2025.102732","DOIUrl":"10.1016/j.evalprogplan.2025.102732","url":null,"abstract":"<div><div>The equity of rural medical health services and their coordination with the rural economy needs to be clarified. This article reports on the coupling coordination development of rural medical health services and the economy in China. We used panel data for 29 provincial-level administrative regions in China from 2009 to 2019 to analyze the development level and coupling coordination degree of rural medical health services and rural economy from a spatial and temporal perspective. Using a spatial autocorrelation test, the correlation of the coupling coordination degree of each administrative region and the spatial clustering characteristics of the coupling coordination degree of the east, central, west, and northeast regions was analyzed. Results showed that the level of development of the two subsystems turned from 2014. The rural economy was gradually catching up with medical and health services, yet rural health services had always been important in the development of the system, coupling coordination degree. Spatially, the development level and coupling coordination of the subsystem showed a “high eastern” distribution pattern, while the inequity among provincial-level administrative regions in the east was more significant. The subsystems of 29 provincial-level administrative regions exhibited both spatial-temporal differences and positive spatial correlation. The phenomenon of regional differentiation and imbalance still exists in rural China. It indicates that neighboring regions influence each other and produce a spillover effect, so promoting regional linkage can better promote balanced regional development. These findings will help the government to implement targeted policies to improve health quality and health equity in rural areas.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102732"},"PeriodicalIF":2.0,"publicationDate":"2025-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145551537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Approximately 15 % of adolescents experience test anxiety in school settings. This type of anxiety, characterized by worries and physiological reactions to school assessments, can lead to significant academic and psychological difficulties. In response to the lack of effective school-based interventions, the Pastel workshops were developed. This targeted group intervention, which combines a cognitive-behavioral approach with study skills training, has demonstrated significant effects in reducing test anxiety in at-risk adolescents.
Objectives
This study aims to: 1) determine whether the training provided by Boscoville to program facilitators was properly implemented, 2) evaluate the implementation of the Pastel workshops, and 3) explore the facilitators and barriers encountered in supporting facilitators and implementing the workshops.
Methodology
The sample includes 24 students aged 14–17 in grades 10 and 11 from five schools who participated in the workshops, and nine professionals who facilitated them. Fidelity, delivered dosage, quality of delivery, and attendance and homework completion were measured to evaluate the implementation, while semi-structured interviews with the youth and facilitators were conducted to assess the implementation context.
Results
Findings show an overall score of 84 % for the evaluation of the training implementation and an average adherence score of 79 % for the workshop implementation. The context evaluation identified enablers and challenges based on Domitrovich’s multilevel framework, across societal, environmental, intervention-specific, and support system levels. Key enablers included the involvement of a third-party organization, the group-based format, strong motivation among facilitators, the relevance of the strategies presented, and the quality of the training. However, challenges emerged at multiple levels, including limited engagement for some participants, issues related to the organization of the workshop content, suboptimal quality of some implementation materials, and time constraints related to preparation and facilitation.
Conclusion
This study highlights that successful implementation of school-based psychosocial programs relies on thorough planning that integrates both core components and contextual factors. When combined with strong facilitator support, such planning fosters high fidelity, quality delivery, and sustained participant engagement.
{"title":"Implementation evaluation of an intervention aimed at reducing test anxiety in adolescents","authors":"Gabriela Campeau , Gabrielle Yale-Soulière , Lyse Turgeon , Kassandra Berniqué , Kim Archambault","doi":"10.1016/j.evalprogplan.2025.102731","DOIUrl":"10.1016/j.evalprogplan.2025.102731","url":null,"abstract":"<div><h3>Introduction</h3><div>Approximately 15 % of adolescents experience test anxiety in school settings. This type of anxiety, characterized by worries and physiological reactions to school assessments, can lead to significant academic and psychological difficulties. In response to the lack of effective school-based interventions, the <em>Pastel</em> workshops were developed. This targeted group intervention, which combines a cognitive-behavioral approach with study skills training, has demonstrated significant effects in reducing test anxiety in at-risk adolescents.</div></div><div><h3>Objectives</h3><div>This study aims to: 1) determine whether the training provided by Boscoville to program facilitators was properly implemented, 2) evaluate the implementation of the Pastel workshops, and 3) explore the facilitators and barriers encountered in supporting facilitators and implementing the workshops.</div></div><div><h3>Methodology</h3><div>The sample includes 24 students aged 14–17 in grades 10 and 11 from five schools who participated in the workshops, and nine professionals who facilitated them. Fidelity, delivered dosage, quality of delivery, and attendance and homework completion were measured to evaluate the implementation, while semi-structured interviews with the youth and facilitators were conducted to assess the implementation context.</div></div><div><h3>Results</h3><div>Findings show an overall score of 84 % for the evaluation of the training implementation and an average adherence score of 79 % for the workshop implementation. The context evaluation identified enablers and challenges based on Domitrovich’s multilevel framework, across societal, environmental, intervention-specific, and support system levels. Key enablers included the involvement of a third-party organization, the group-based format, strong motivation among facilitators, the relevance of the strategies presented, and the quality of the training. However, challenges emerged at multiple levels, including limited engagement for some participants, issues related to the organization of the workshop content, suboptimal quality of some implementation materials, and time constraints related to preparation and facilitation.</div></div><div><h3>Conclusion</h3><div>This study highlights that successful implementation of school-based psychosocial programs relies on thorough planning that integrates both core components and contextual factors. When combined with strong facilitator support, such planning fosters high fidelity, quality delivery, and sustained participant engagement.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102731"},"PeriodicalIF":2.0,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145558249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-11DOI: 10.1016/j.evalprogplan.2025.102730
Jennifer Sukalski , Grace Ryan , Susan C. McKernan , Emily A. Janio , Rebecca Bucklin , Natoshia Askelson
Introduction
Iowa has the highest incidence of oropharyngeal cancer (OPC) in the US, and human papillomavirus (HPV) is the most common cause of that disease. An HPV vaccine is approved for OPC prevention, but its uptake is low. We identified dental offices as novel settings in which the HPV vaccine can be recommended to patients, and we describe our use of the Intervention Mapping (IM) framework to develop an intervention that prepares dental providers to recommend the vaccine to parents of patients aged 9–17.
Methods
Our planning group used IM to engage in (1) needs assessment, which involved surveying dental hygienists (n = 470) and interviewing dental hygienists (n = 19) and dentists (n = 20); (2) method and (3) theory identification; and (4) intervention development, (5) implementation, and (6) evaluation, resulting in our “Educate, Recommend, Refer” intervention.
Results
The needs assessment showed dental providers were willing to learn more about the HPV vaccine but needed training to confidently recommend it. We chose training methods that increase self-efficacy, in accordance with behavior change theory. Multiple health behavior theories and frameworks also prompted our development of supporting materials, that encouraged participants to engage in vaccine promotion, as well as an evaluation plan.
Conclusion
IM guided our integration of theory, existing evidence, and stakeholder input to create an intervention that comprehensively addressed the needs of our target audience and overcame limitations of other similar interventions. Presenting intervention development in accordance with the IM framework also gives practitioners clear information for its replication or adoption.
{"title":"Using intervention mapping to develop training for US dental providers to recommend the HPV vaccine","authors":"Jennifer Sukalski , Grace Ryan , Susan C. McKernan , Emily A. Janio , Rebecca Bucklin , Natoshia Askelson","doi":"10.1016/j.evalprogplan.2025.102730","DOIUrl":"10.1016/j.evalprogplan.2025.102730","url":null,"abstract":"<div><h3>Introduction</h3><div>Iowa has the highest incidence of oropharyngeal cancer (OPC) in the US, and human papillomavirus (HPV) is the most common cause of that disease. An HPV vaccine is approved for OPC prevention, but its uptake is low. We identified dental offices as novel settings in which the HPV vaccine can be recommended to patients, and we describe our use of the Intervention Mapping (IM) framework to develop an intervention that prepares dental providers to recommend the vaccine to parents of patients aged 9–17.</div></div><div><h3>Methods</h3><div>Our planning group used IM to engage in (1) needs assessment, which involved surveying dental hygienists (n = 470) and interviewing dental hygienists (n = 19) and dentists (n = 20); (2) method and (3) theory identification; and (4) intervention development, (5) implementation, and (6) evaluation, resulting in our “Educate, Recommend, Refer” intervention.</div></div><div><h3>Results</h3><div>The needs assessment showed dental providers were willing to learn more about the HPV vaccine but needed training to confidently recommend it. We chose training methods that increase self-efficacy, in accordance with behavior change theory. Multiple health behavior theories and frameworks also prompted our development of supporting materials, that encouraged participants to engage in vaccine promotion, as well as an evaluation plan.</div></div><div><h3>Conclusion</h3><div>IM guided our integration of theory, existing evidence, and stakeholder input to create an intervention that comprehensively addressed the needs of our target audience and overcame limitations of other similar interventions. Presenting intervention development in accordance with the IM framework also gives practitioners clear information for its replication or adoption.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102730"},"PeriodicalIF":2.0,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-03DOI: 10.1016/j.evalprogplan.2025.102729
Miguel A. Alonso García , Aitana González Ortiz de Zárate , Irene Aliagas , Ma Ángeles Gómez-Flechoso
Mentoring programs are essential in supporting first-year university students by reducing dropout rates and enhancing grades. However, the optimal number of meetings has not been extensively explored. This article examines how the number of meetings influences outcomes across disciplines and demographics. Using a quasi-experimental approach with 9063 students (4 + meetings, n = 3074; ≤3 meetings, n = 2958; 0 meetings, n = 3031), who belonged to different areas of study, we analyzed dropout rates and grades through chi-square tests, phi statistics, ANOVA, and Bonferroni adjustments. Results indicate that more meetings generally lead to lower dropout rates and higher grades. However, exceptions exist in Science and Engineering, ≤ 3 meetings were as effective as 4 + meetings at reducing dropouts; while in Arts, Humanities, Social, and Legal Sciences, they were equally effective at improving grades. These findings suggest institutions can optimize mentoring strategies by tailoring programs to specific student needs, improving educational outcomes and fostering success.
{"title":"Does mentoring frequency matter? Effects on dropout rates and average grades among university students","authors":"Miguel A. Alonso García , Aitana González Ortiz de Zárate , Irene Aliagas , Ma Ángeles Gómez-Flechoso","doi":"10.1016/j.evalprogplan.2025.102729","DOIUrl":"10.1016/j.evalprogplan.2025.102729","url":null,"abstract":"<div><div>Mentoring programs are essential in supporting first-year university students by reducing dropout rates and enhancing grades. However, the optimal number of meetings has not been extensively explored. This article examines how the number of meetings influences outcomes across disciplines and demographics. Using a quasi-experimental approach with 9063 students (4 + meetings, <em>n</em> = 3074; ≤3 meetings, <em>n</em> = 2958; 0 meetings, <em>n</em> = 3031), who belonged to different areas of study, we analyzed dropout rates and grades through chi-square tests, phi statistics, ANOVA, and Bonferroni adjustments. Results indicate that more meetings generally lead to lower dropout rates and higher grades. However, exceptions exist in Science and Engineering, ≤ 3 meetings were as effective as 4 + meetings at reducing dropouts; while in Arts, Humanities, Social, and Legal Sciences, they were equally effective at improving grades. These findings suggest institutions can optimize mentoring strategies by tailoring programs to specific student needs, improving educational outcomes and fostering success.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102729"},"PeriodicalIF":2.0,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145460315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-02DOI: 10.1016/j.evalprogplan.2025.102728
Sebastian Lemire , Brian Freeman , Allan Porowski
Bridging the gap between evidence and practice continues to be a challenge. To support educators in applying research findings, the What Works Clearinghouse™ (WWC) has developed practice guides over the past two decades that translate evidence into actionable recommendations. Practice guides are perhaps best described as participatory evidence reviews where researchers collaborate with practitioners through every stage of the evidence review—from initial framing to final dissemination. This Method Note describes the development of a practice guide on teacher-delivered behavioral interventions in grades K-5, awarding particular attention to the important role of practitioners in developing the practice guide. A description of the structure and main features of a practice guide is also provided. In closing, the Method Note reflects on the limitations and future directions of participatory evidence reviews to better bridge the gap between evidence and practice.
弥合证据与实践之间的差距仍然是一项挑战。为了支持教育工作者应用研究成果，What Works Clearinghouse™（WWC）在过去二十年中制定了实践指南，将证据转化为可操作的建议。实践指南也许最好被描述为参与式证据审查，研究人员与从业人员在证据审查的每个阶段合作-从最初的框架到最终的传播。本方法说明描述了K-5年级教师提供的行为干预实践指南的开发，特别关注实践者在开发实践指南中的重要作用。还提供了对练习指南的结构和主要特征的描述。最后，方法说明反映了参与式证据审查的局限性和未来方向，以更好地弥合证据与实践之间的差距。
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