Evaluation and Program Planning最新文献

{"title":"Evaluation of an online study group on trauma and dissociation for psychotherapists in India","authors":"Adithy Adithy ,&nbsp;Emma Emily de Wit ,&nbsp;Gayitri Bhatt ,&nbsp;J.G.F. Bunders-Aelen","doi":"10.1016/j.evalprogplan.2025.102659","DOIUrl":"10.1016/j.evalprogplan.2025.102659","url":null,"abstract":"<div><h3>Background</h3><div>Mental health professionals (MHP<span><span>¹</span></span>s) in India are generally not adequately educated in the treatment of trauma. Educational programs can help to disseminate knowledge and skills about effective treatment for trauma, to ensure mental health care for clients. This study aimed to evaluate the usefulness of an educational program on trauma and dissociation (T&amp;D<span><span>²</span></span>) for psychotherapists in India.</div></div><div><h3>Methods</h3><div>An online study group for psychotherapists was led by a psychotherapist, experienced in trauma. The program included didactic presentations, discussions and case presentations, with topics including definitions and types of T&amp;D, assessments, best practices, models and therapeutic methods. Three questionnaires, 14 semi-structured interviews, and a follow-up FGD, were used to evaluate the program.</div></div><div><h3>Findings</h3><div>The online study group was found to be beneficial for psychotherapists to learn about T&amp;D. Evaluation using participants’ reports revealed that they learned to understand clients’ symptoms and conceptualize treatment with a lens of T&amp;D, and they became more confident in working with clients. These reports also indicated that the clients were benefiting.</div></div><div><h3>Conclusions</h3><div>An online study group for psychotherapists, which also formed a supportive learning community, was effective for learning about T&amp;D for participants from varied backgrounds. Such programs could bridge the knowledge gap about treatment for T&amp;D among MHPs, especially in low- and middle-income countries (LMICs).</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102659"},"PeriodicalIF":1.5,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714183","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}

{"title":"Framing and implementing evidence-based research in research groups and institutions to put knowledge to action","authors":"Birgitte Nørgaard ,&nbsp;Carolina S. Romero ,&nbsp;Malgorzata Bala ,&nbsp;Hans Lund ,&nbsp;Jane Andreasen","doi":"10.1016/j.evalprogplan.2025.102660","DOIUrl":"10.1016/j.evalprogplan.2025.102660","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to identify a comprehensive and applicable implementation framework that describes how evidence-based research (EBR) can come systematically into action.</div></div><div><h3>Study design and setting</h3><div>This is a non-empirical study in which the process leading to the criteria-based choice of framework is depicted. The implementation of EBR using the framework is systematically described, and potential implementation challenges are addressed.</div></div><div><h3>Results</h3><div>Based on five explicit criteria, the Theory, Model, and Framework Comparison and Selection Tool (T-CaST), the Knowledge to Action Framework was superior to alternative models. EBR was applied to the framework and discussed regarding the two overarching components, knowledge creation and the action cycle, as well as their single phases.</div></div><div><h3>Conclusion</h3><div>Recommendations for implementing EBR should integrate both scientific rigour and social engagement. The process should be carried out by a multidisciplinary team that involves as many relevant stakeholders as possible. It is considered a core issue that one size does not fit all; attention should be given to the culture of the research group or organisation, which might be obstructive to the aim of a specific implementation process.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102660"},"PeriodicalIF":1.5,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702616","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}

{"title":"Group concept mapping with patients, parents, clinicians, and researchers to understand the perception of engagement and value in a learning network: A mixed methods study","authors":"Stephanie G. Bennett ,&nbsp;Lisa M. Vaughn ,&nbsp;Carolyn R. Smith ,&nbsp;Tracy J. Pritchard ,&nbsp;Denise K. Gormley ,&nbsp;Karen Bankston","doi":"10.1016/j.evalprogplan.2025.102656","DOIUrl":"10.1016/j.evalprogplan.2025.102656","url":null,"abstract":"<div><h3>Purpose</h3><div>The purpose of the study was to explicate the motivations of patients, parents, clinicians, and researchers engaging in a local learning network. Additionally, researchers investigated the perception of value among this group of participants. The goal was to prioritize strategies to address recruitment and engagement issues and then use the results to support program and strategic planning.</div></div><div><h3>Method</h3><div>Group concept mapping methodology, requiring qualitative and quantitative research steps, was used to explore participant’s motivations to engage and investigate their perception of value.</div></div><div><h3>Principal results</h3><div>A seven-cluster group concept map emerged after analyzing ideas generated by participants. However, ladder graphs indicated a divergence in ideas perceived to be important among the groups of participants. Go-zone plots revealed priority focus areas to direct program and strategic planning. The action planning session allowed participants to interpret the maps and graphs and determine how to implement recruitment and engagement strategies. Barriers to implementation were discussed.</div></div><div><h3>Major conclusions</h3><div>Group concept maps and graphs allowed a multi-stakeholder group to collaborate in one study to determine how to improve recruitment and engagement strategies in the local learning network.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102656"},"PeriodicalIF":2.0,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721941","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}

{"title":"Cross-border e-commerce business environment evaluation for Chinese provinces using a combined Entropy-TOPSIS approach","authors":"Huan Zhou ,&nbsp;Yilin Guo ,&nbsp;Yu Li","doi":"10.1016/j.evalprogplan.2025.102658","DOIUrl":"10.1016/j.evalprogplan.2025.102658","url":null,"abstract":"<div><div>The good business environment of cross-border e-commerce (CBEC) can promote economic development and corporate innovation. Improving the business environment of CBEC has a favorable influence on the digital economy development. To improve the business environment targeted at cross-border e-commerce, we propose a combined approach of Entropy-TOPSIS to evaluate the business environment of CBEC. We construct an evaluation index system containing four dimensions and 12 first-level and 33 s-level indicators. The panel data of 31 provinces in China from 2013 to 2020 are collected to evaluate the business environment of CBEC. The results show that Guangdong has the highest comprehensive score for the CBEC business environment and the business environment of CBEC is uneven among provinces. The economic and market environment dimension, human resource dimension, and technology and innovation environment dimension of 31 provinces are highly coupled with the comprehensive performance. The three dimensions are the key factors constraining the construction of the business environment for CBEC. The relationship between the results of the business environment assessment and the actual situation are analyzed in further discussion, demonstrating the validity of the evaluation results. Finally, recommendations are proposed for improving the business environment of cross-border e-commerce.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102658"},"PeriodicalIF":1.5,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665569","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}

{"title":"Engaging in a Research-Practice Partnership: Insights from a North Carolina state agency","authors":"Aneika Bullock ,&nbsp;Emily J. Smail","doi":"10.1016/j.evalprogplan.2025.102653","DOIUrl":"10.1016/j.evalprogplan.2025.102653","url":null,"abstract":"<div><div>Research-Practice Partnerships (RPPs) have recently grown in popularity as they provide a formal framework for collaborative research between researchers and practitioners. Moreover, there is a plethora of guidance for executing effective RPPs. However, there is a continuing question of whether partnerships are practical and useful; thus, our study poses the following research question: Does a grant-based RPP evaluating educational outcomes, with constituents of various governmental entities, facilitate positive outcomes for practitioners? Researchers performed an inductive thematic analysis using data from a sample of five individuals at a state agency. The researchers then used deductive methods to align themes with Henrick’s Five Dimensions of Effectiveness and, in this paper, described the three deemed most relevant to practitioner knowledge and capacity building to answer the proposed question. Findings suggest that positive benefits of participation to practitioners include programmatic insights, dissemination tools, and increased comfort with research. However, the findings also highlighted challenges to practitioners, such as using the findings to inform policy and practice and meeting added time demands of this partnership. Results of this analysis can inform other educational institutions and state agencies looking to build effective RPPs.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102653"},"PeriodicalIF":1.5,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144670250","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}

{"title":"Barriers and facilitators to implementing prevent-teach-reinforce for young children in community-based early intervention services for autism","authors":"Mélina Rivard ,&nbsp;Catherine Mello ,&nbsp;Carlos Sanchez ,&nbsp;Justine Grenier-Martin ,&nbsp;Christine Lefebvre ,&nbsp;Jacques Forget ,&nbsp;Zakaria Mestari ,&nbsp;Diane Morin","doi":"10.1016/j.evalprogplan.2025.102657","DOIUrl":"10.1016/j.evalprogplan.2025.102657","url":null,"abstract":"<div><div>The present study examined barriers and facilitators to the implementation of evidence-based practices to manage challenging behavior under real-world conditions within community-based autism services. Parents, early intervention practitioners, and administrators at a public agency who participated in Prevent-Teach-Reinforce for Young Children (PTR-YC), an intervention based on positive behavior support principles, shared their perspectives on the factors that helped or hindered the implementation of the program. Barriers and facilitators were identified at the macrosystemic (community), services (organization and program), and case (parent, family, child, practitioner) levels. Of note, the governmental response and lockdown measures of the Covid-19 pandemic highlighted both challenges and opportunities for the planned large-scale deployment of the intervention. While the program itself includes built-in facilitating elements (e.g., peer support, flexibility, efficiency), results also underscored the importance of robust change management practices, administrative support, responsive clinical supervision, and organizational commitment to professional development. Parents and practitioners, the core members of the intervention team, bring to bear many positive personal qualities but benefit from support in adopting the new approach and its procedures.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102657"},"PeriodicalIF":1.5,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665570","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}

{"title":"The role of pre-service education and school climate on teacher identity: Evidence from a developing country","authors":"Fadile Aydın ,&nbsp;Mecit Aslan","doi":"10.1016/j.evalprogplan.2025.102649","DOIUrl":"10.1016/j.evalprogplan.2025.102649","url":null,"abstract":"<div><div>Teacher identity is shaped through an ongoing, dynamic process that integrates personal and professional dimensions over time and within specific contexts. In this context, teacher education and school climate can be regarded as two key factors influencing the development of teacher identity. This study aimed to investigate the effects of pre-service education and school climate on the formation of teacher identity. Data were collected from 875 teachers working in Türkiye, a developing country. The research employed three measurement tools: the Teacher Identity Scale, the Teacher Perceptions Scale for Competency of Pre-Service Education and the School Climate Scale. Structural equation modeling (SEM) and Pearson product-moment correlation coefficient (PPMCC) analyses were conducted to examine the data. The findings revealed that both pre-service education and school climate play a significant role in shaping teacher identity and are meaningful predictors of it. Additionally, a moderate and positive correlation was found between teachers’ perceptions of pre-service education, school climate and their sense of teacher identity.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102649"},"PeriodicalIF":1.5,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654516","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}

{"title":"Exploring the critical risk factors in COVID-19 vaccination clinics aimed uncertainty: Insight from Pakistan","authors":"Hafiz Waqar Abbas ,&nbsp;Neelum Khalid ,&nbsp;Razia Anjum ,&nbsp;Rashed Nawaz ,&nbsp;Zhongliang Zhou ,&nbsp;Shaoqing Gong","doi":"10.1016/j.evalprogplan.2025.102651","DOIUrl":"10.1016/j.evalprogplan.2025.102651","url":null,"abstract":"<div><h3>Background</h3><div>One of the key lessons emerging from the COVID-19 pandemic is the necessity of assessing and strengthening the operational capacity of COVID-19 vaccination clinics (CVCs) to ensure effective response and service delivery during current and future pandemics. Countries with more robust and resilient CVC infrastructure were better equipped to manage mass vaccination efforts compared to those with constrained capacities. This study focuses on Pakistan, a lower-middle-income country, where mass vaccination campaigns across five regions encountered substantial operational challenges due to limited CVC capacity. Therefore, the main objective of this study is to develop a decision support framework and identify CVCs critical capacity factor criteria for regional risk ranking. Secondly, to analyse the negative impact of one most critical factor's weight change on other factors in each capacity domain and the ranking of five different regions under the uncertainty of the COVID-19 pandemic.</div></div><div><h3>Methods</h3><div>CVC's capacity domains and associated risk factors are identified from the literature, and a decision support framework is constructed based on the consensus of expert opinion through the Delphi technique. Further, secondary data is extracted from Pakistan’s national COVID-19 vaccination database. Overall, CVC's capacity risk evaluation process is comprised of the entropy weight method, grey rational analysis (GRA), and the new weight change method. The Shannon entropy weight method was used to determine the criteria weight. The GRA was based on the grey system theory. It was adopted for regional risk ranking and the sequential process. The new weight change method was selected for the sensitivity analysis.</div></div><div><h3>Results</h3><div>The study identified nine critical factor criteria for evaluating CVCs capacity: Operational status, Monitoring of CVCs, Standee/charts providing basic COVID-19 information, Availability of smart devices for data entry and reporting, Minimum number (0–50) of vaccinations per shift, Staff trained in cold chain management, Vaccine administration checklist, Staff trained to identify Adverse Events Following Immunization (AEFI), and Display of Healthcare Waste Management (HCWM) guidelines. The regional risk ranking revealed that Sindh and Khyber Pakhtunkhwa (KPK) were categorized as high-risk regions, while Baluchistan was assessed as moderate risk. In contrast, Punjab and other composite regional areas exhibited low risk, indicating relatively stronger preparedness and operational performance.</div></div><div><h3>Conclusions</h3><div>This research provides a comprehensive CVC capacity risk assessment. Findings from this research may provide key information that can be helpful in countries where health systems are facing severe CVC capacity constraints.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102651"},"PeriodicalIF":1.5,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144633330","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}

{"title":"Teaching diversity, inspiring change: Evaluating Anti-Bias Education training program in preschoolers","authors":"Çağla Banko-Bal ,&nbsp;Berrin Akman","doi":"10.1016/j.evalprogplan.2025.102655","DOIUrl":"10.1016/j.evalprogplan.2025.102655","url":null,"abstract":"<div><div>This study aims to evaluate the outcomes of the ABE (Anti-Bias Education) Training Program for early childhood educators by examining its impact on teachers' attitudes, self-awareness, and children's attitudes. A training program for preschool teachers was developed and implemented. Educators were informed about ABE and instructed to do ABE-related activities in their classrooms to evaluate children’s attitudes. The study used a nested mixed design and involved 129 preschoolers and 12 preschool teachers for experimental groups and 43 preschoolers and 5 teachers for control group. ABE Attitude Scale and ABE Self-Awareness Scale were used to examine teachers’ data while Respect for Differences Attitude Scale was used for children. The results demonstrated that the ABE Training Program was effective for both teachers and children at experimental group. The program improved teachers' perspectives and self-awareness on ABE. Moreover, children's appreciation for diversity was heightened after the activities implemented by the educators. The proposal is to expand this training program to all preschools to improve the positive attitudes of teachers and children regarding diversity.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102655"},"PeriodicalIF":1.5,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144634030","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}

{"title":"Leadership for the common good. Design and validation of a measurement tool for university students (COMPLIZ).","authors":"María Fernanda Gambarini ,&nbsp;Jose Manuel García Ramos","doi":"10.1016/j.evalprogplan.2025.102650","DOIUrl":"10.1016/j.evalprogplan.2025.102650","url":null,"abstract":"<div><div>It is essential that universities foster the development of leadership competences among students oriented towards social responsibility in their future professions, enabling them to make a positive contribution to the fulfilment of others and the betterment of society. Based on research into the principal competences associated with leadership, the construct <em>leadership for the common good</em> was developed consisting of a series of personal competences revealed in action and exemplifying the best of oneself, influencing and inspiring others to similar actions and behaviours. This article describes the design and validation process of an instrument to measure the acquisition of these competences among university students, with the aim of facilitating the development of effective teaching strategies and programs. The results indicate that the COMPLIZ questionnaire, with a unitary, bidimensional structure, is an effective and valid instrument for the measurement of competences associated with <em>leadership for the common good</em>.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102650"},"PeriodicalIF":1.5,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702617","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}