Abstract

BackgroundPrevious research has reported that public-academic partnerships (PAPs) can effectively promote PAP leaders’ use of research evidence in improving youth outcomes. However, the existing literature has not yet clarified whether and how PAP leaders’ use of research evidence evolves along the PAP life cycle and whether PAP partners’ concordant perceptions of usefulness of their PAP has an impact on PAP leaders’ use of research evidence. Developing a conceptual framework that recognizes the PAP life cycle and empirically identifying contexts and mechanisms of PAPs that promote PAP leaders’ use of research evidence from the PAP life cycle perspective are imperative to guide researchers and policymakers to successfully lead PAPs and foster policymakers’ use of research evidence for improving youth outcomes.ObjectiveUtilizing an integrated framework of organizational life cycle perspective, a social partnership perspective, and a realist evaluation, this study examines the extent to which PAP development and PAP leaders’ use of research evidence can be characterized into life cycle stages and identifies PAP contexts and mechanisms that explain the progress of PAPs and PAP leaders’ use of research evidence through life cycle stages. MethodsRecruiting PAPs across the United States that aim to improve mental health and promote well-being of youth aged 12-25 years, the study conducts a document analysis and an online survey of PAPs to inform policymakers and academic researchers on the contexts and mechanisms to increase PAP sustainability and promote policymakers’ use of research evidence in improving youth outcomes. ResultsFifty-three PAPs that meet the recruitment criteria have been identified, and document review of PAPs and participant recruitment for the online survey of PAP experience have been conducted. ConclusionsThis paper will help policymakers and researchers gain a deeper knowledge of the contexts and mechanisms for each PAP life cycle stage in order to optimize PAP leaders’ use of research evidence in achieving positive youth outcomes.International Registered Report Identifier (IRRID)DERR1-10.2196/14382

Highlights

  • BackgroundThis proposed project aims to develop a conceptual framework to understand dynamic and complex public-academic partnerships (PAPs) and reveal contexts and mechanisms for each PAP life cycle stage in order to optimize PAP leaders’ use of research evidence in improving youth mental health and well-being

  • About 20% of US youths aged 13-16 years will experience a psychiatric disorder during their lifetime [2,3,4], and the rates are higher among youth served by the public care sector [5,6,7]

  • A critical means through which PAPs accomplish this aim is the use of research evidence

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Summary

Introduction

This proposed project aims to develop a conceptual framework to understand dynamic and complex public-academic partnerships (PAPs) and reveal contexts and mechanisms for each PAP life cycle stage in order to optimize PAP leaders’ use of research evidence in improving youth mental health and well-being. PAP leaders are policymakers who influence public identification of problems, design and implement programs, and make policy decisions as administrators and program directors This project focuses on PAPs that aim to improve mental health and promote well-being of youth aged 12-25 years. Methods: Recruiting PAPs across the United States that aim to improve mental health and promote well-being of youth aged 12-25 years, the study conducts a document analysis and an online survey of PAPs to inform policymakers and academic researchers on the contexts and mechanisms to increase PAP sustainability and promote policymakers’ use of research evidence in improving youth outcomes.

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