Evaluation Of Program Effectiveness Research Articles

Inovasi Schotel Tape di Desa Banjarsari sebagai Strategi Pemberdayaan Masyarakat dan Penciptaan Alternatif Produk Turunan Industri Layak Hilirisasi

This article discusses the innovation of Schotel Tape in Banjarsari Village as a strategy for community empowerment and the creation of viable downstream industrial derivative products. This community service program aims to enhance the skills and knowledge of the community in processing tape into high-value-added products. The methodology includes training, mentoring, and program effectiveness evaluation. The results indicate that the Schotel Tape innovation successfully increases community income and creates new business opportunities. Additionally, the program facilitates collaboration among residents and raises awareness of the importance of product diversification. In conclusion, the Schotel Tape innovation provides a positive contribution to community economic empowerment and can serve as a model for the development of other derivative products.

Who's at the Table? A Scoping Review of Stakeholder Engagement in Medical Education Program Evaluation.

Program evaluation is essential for medical schools to demonstrate social accountability and identify areas for improvement in medical education (MEd). Although stakeholder engagement is crucial in program evaluation, no previous review has specifically examined the stakeholders involved in MEd program evaluation. This scoping review addresses this gap by identifying the stakeholders, their roles, and their levels of engagement in evaluating MEd programs, along with the facilitators and barriers to their participation. Through a systematic search across four databases, we identified 53 relevant studies out of 7206 screened. Our findings reveal seven primary stakeholder groups, with students and program directors being the most frequent participants. However, a significant gap exists in the representation of community members and patients, indicating a need for greater inclusion of these key stakeholders. Additionally, we found that stakeholders are primarily engaged as passive participants providing feedback rather than actively shaping the evaluation process. Facilitators and barriers to participation were identified from the participants' perspective, highlighting the need for further research to understand the viewpoints of active stakeholders, such as faculty and administrators. Future studies should also explore the impact of different evaluation approaches on stakeholder engagement to develop more inclusive and effective MEd program evaluations.

Pediatric Tracheostomy Education Program Structures, Barriers, and Support: A Nationwide Survey of Children's Hospitals.

Safe discharge for children with tracheostomies requires caregivers to be competent in tracheostomy management, including emergency interventions. Inpatient pediatric units are tasked with preparing families for discharge, yet variations exist in the standards of tracheostomy education across institutions. To address this gap, we aimed to describe the inpatient tracheostomy education programs in children's hospitals across the United States. This is a cross-sectional study conducted between May and July 2022. We distributed an online survey to a purposeful sample of representatives from participating children's hospitals. The 42-item survey evaluated various aspects of tracheostomy education, including teaching strategies, timing of education, operational support, and overall program structure. Descriptive statistics were generated, and researchers reviewed open-ended items to identify themes. Thirty-seven institutions participated, 26 of which were free-standing children's hospitals. All programs surveyed conducted bedside checkoffs, required a rooming-in period, and provided tracheostomy cardiopulmonary resuscitation and low-fidelity simulation for emergency teaching. Programs varied in the order of education and the type of support received. Many programs lacked a postdischarge follow-up structure and the majority evaluated program effectiveness with readmission rates. Lack of private-duty nursing was the primary barrier to discharge, followed by family availability and reluctance to participate in education. The program structure and support variations suggest that more investigation is needed in discharge education and postdischarge follow-up for children with tracheostomies. A national guideline for tracheostomy education and identification of standardized quality metrics for program evaluation would benefit current and emerging programs.

Women coaches leadership development programme: an evaluation study of programme effectiveness.

Women's sport has been experiencing continuous growth, yet the low levels of women coaches in the United Kingdom (UK) suggests that the sport is missing out on potential talent. Guided by empirical research, a women-only leadership development programme was designed and implemented by UK Sport to a cohort of 20 coaches from January to June 2021. The main characteristics of the programme included raising awareness of gender bias while at the same time focusing on women coaches' leadership purpose and skills within a safe environment that supports coaches to build their leader identity. Kirkpatrick's (1998) four-level model was employed to guide the evaluation of programme effectiveness: reactions, learnings, applications and results. Interviews were conducted with 17 participating coaches. Content analysis of the qualitative data revealed five general categories (a) evaluations were mainly positive highlighting the aspects of the programme they liked, enjoyed and made most impression onto them; (b) learnings that impacted their work directly and immediately emerged as was the importance of on-going development; and (c) the majority of the women desired progression and transitioning to senior coach leadership positions was felt within their grasp; nonetheless, (d) challenges emerged and were described as organisational (e.g., recruitment, remuneration) and personal (e.g., work-life balance, childcare). Overall, the effectiveness of the programme was captured in its capacity to raise awareness, develop knowledge, build connections, and inspire so much so that its effects translated to many of these women moving to more senior leadership positions post-programme. Practically, this evaluation highlights that investment in individual coaches is part of the systemic change required to bring about gender balance in the coach workforce.

Designing a resilience-based intervention program for children with cancer and their families: a study protocol.

Advances in pediatric oncology have significantly increased survival rates, yet have introduced challenges in managing long-term treatment side effects. This study process introduces an interdisciplinary clinical intervention program rooted in the family resilience framework, aimed at improving well-being across the cancer trajectory for children and their families, especially those in Canadian communities far from specialized oncology centers with limited access to resources. Employing an intervention mapping approach, this program collaboratively involves patients, families, professionals, and researchers. It aims to identify vulnerability factors, establish a logic model of change, and devise comprehensive strategies that include professional interventions alongside self-management tools. These strategies, tailored to address biopsychosocial and spiritual challenges, are adapted to the unique contexts of communities distant from specialized cancer treatment centers. A mixed-methods approach will evaluate program effectiveness. Anticipated outcomes include the empowerment of families with self-management tools and professional support, designed to mitigate biopsychosocial and spiritual complications. By addressing the specific needs and limitations of these communities, the program strives to improve the overall health and well-being of both undergoing treatment and survivorship phases. By focusing on comprehensive care that includes both professional interventions and self-management, this initiative marks a significant shift toward a holistic, family-centered approach in pediatric oncology care for remote communities. It underlines the necessity of accessible interventions that confront immediate and long-term challenges, aiming to elevate the standard of care by emphasizing resilience, professional support, and family empowerment in underserved areas.

Reintroduction of spring‐run Chinook salmon in the San Joaquin River: Evaluating genetic and phenotypic effects of captive breeding

AbstractCaptive‐breeding programs are increasingly implemented to curb population declines but can have unintended negative effects on genetic diversity and phenotypes. Through an analysis of ~10 years of genetic monitoring, pedigree information, and phenotypic data, we evaluated a captive‐breeding program that uses adaptive management to reduce inbreeding and improve captive broodstock performance. A captive‐breeding program was established in 2012 to reintroduce spring‐run Chinook salmon to the southern edge of their range in California's San Joaquin River (SJR), using fish produced each year at the nearby Feather River Hatchery (FRH). We found that the SJR program adequately captured the genetic diversity of the FRH source population and that mate pairings guided by genetic relatedness reduced inbreeding. However, the SJR broodstock reared in captivity had smaller body size at maturity in comparison to the FRH source broodstock which matures at sea, but this effect disappeared when SJR juveniles were released from captivity to mature at sea. Phenotypic traits of SJR female parents also influenced reproductive performance; older mothers and those with smaller eggs had offspring with lower survival. These findings demonstrate that adaptive genetic monitoring and pedigree information can be powerful tools for reducing risks of captive breeding and evaluating program effectiveness.

Rental subsidies and take‐up barriers in an era of expensive rents: An extended version of the theory of planned behaviour

AbstractDespite increasing rent price burdens throughout Europe, many eligible households for rental subsidies do not use them. Understanding determinants of low take‐up is crucial for evaluating program effectiveness and anticipating fiscal implications. To identify those determinants, we built an extended version of the theory of planned behaviour, incorporating dimensions from the claiming costs scale. In an online survey, participants comprising renting households likely eligible for the housing subsidy from Germany (n = 862) and Spain (n = 1032) completed measures of behavioural intention, rental cost burdens, theory of planned behaviour constructs (attitudes, subjective norms, perceived behavioural control, and past behaviour), and claiming costs constructs (information costs, process costs, and stigma). Results supported a multi‐group model, showing different paths for Germany and Spain. Several similar paths were identified for both countries, such as the indirect association of stigma with intention to apply for rental subsidies via attitude, the positive and strong association of subjective norms, and the positive association between perceived behavioural control and intention. The indirect relationship involving information costs was observed for Spain but not Germany, and rental cost burdens operated differently as well. These findings suggest that multiple dimensions, both psychological and policy‐related, should be considered when investigating claiming behaviours for rental subsidies, while emphasizing the need to acknowledge the unique characteristics of each country. This evidence is also relevant to policymakers, offering insights into leveraging established policy tools. Please refer to the Supplementary Material Section to find this article's Community and Social Impact Statement.

Outcome Evaluation of a Health System Clinical Nurse Specialist Fellowship Program.

Healthcare is a complex adaptive system, requiring agile, innovative leaders to transform care. Clinical nurse specialists (CNSs) are uniquely positioned to influence change and achieve high-quality outcomes. Nurse leaders need strategies to onboard and retain CNSs considering high demand across the nation. The purpose of this program evaluation was to describe the core components and outcomes of CNS fellowship programs. This program evaluation used the Kirkpatrick Model as a framework to assess learning and knowledge translation. The study was conducted within 3 Indiana healthcare organizations. Clinical nurse specialist leaders from each organization identified fellowship core components and analyzed team composition (ie, percentage of CNS team that was current/past fellows). Current and past CNS fellows were invited to participate in a survey evaluating program effectiveness, impact on role transition, project leadership, and outcomes achieved. Overlap was identified among 85% (17/20) of the core components, team composition was 71% (25/35) past/current fellows, and retention was 100% (12/12). Of the 23 invited, 18 (78%) participated in the program evaluation. Program effectiveness was evaluated as very/extremely effective by 94% (17/18) of participants. Themes salient to independent practice transition were applying learning, achieving influence, and developing relationally, contributing to incremental gain of the CNS perspective (ie, CNS values and guiding principles influencing critical thinking and behavior). Nurse leaders should consider fellowship implementation to recruit and retain CNS talent within organizations.

Researching By Design: Methodologies to Explore Design-Based Instruction for Youth Resilience to Environmental Challenges

Abstract Environmental education is not aligning with the sustainability and educational needs of the 21st century. Design-based learning emerges as a viable solution, fostering problem-solving and experiential learning in the environment. With its constructivist approach, it has the potential to improve environmental literacy across diverse social contexts. This research explores the use of research by design and design-based learning to develop extracurricular programs in schools in Brazil and Hungary. The analytical framework is developed through a literature review and systematic case analysis. The program’s objective is to engage the school community in redesigning their environment, following the design-based instruction framework, and incorporating the community’s context and landscape architecture and design principles. Program efficacy will be assessed through participant production, outcome analysis, observation, surveys, and performance on the design activities. The findings will contribute to understanding and evaluating program effectiveness in improving environmental education.

Implementation Analysis of the Youth Posyandu Program in Pekalongan City

This research aims to analyze the implementation of the Youth Posyandu/Integrated Health Post program in Pekalongan city. The research design used qualitative with in-depth interview techniques and data triangulation. The informants consisted of relevant officials, Posyandu cadres, and stakeholders. The results indicate that strategies for increasing youth participation include intensifying education, involving community leaders, creating a youth-friendly atmosphere, and strengthening the role of cadres. The barriers to participation can be resolved through a creative and collaborative approach. Adolescents' health awareness is increased through understanding their needs. Health information was delivered using an attractive digital platform according to teenagers' interests. Overcoming access barriers required stigma-free educational campaigns, supportive environments, and active youth involvement. The positive role of parents and the social environment creates norms that support adolescent participation. A youth-friendly environment was created through participatory design, adequate facilities, and organizing activities by teenagers. Moreover, evaluation of program effectiveness involved measurable performance indicators, comprehensive data analysis, and ongoing feedback to optimize impact on youth knowledge, behavior, and well-being.

The Johns Hopkins Physician-Scientist Training Program to Enhance Institutional Retention and Entry Into Academic Positions: An Evaluation of Program Effectiveness and Outcomes.

The Johns Hopkins Physician-Scientist Training Program (PSTP) was implemented to overcome well-documented challenges in training and retaining physician-scientists by providing physician-scientist pathway training for residents and clinical fellows. The program's core tenets include monthly seminars, individualized feedback on project proposals, access to mentors, and institutional funding opportunities. This study evaluated the effectiveness and outcomes of the PTSP and provides a framework for replication. A query of institutional demographic data and bibliometric variables of the PSTP participants (2017-2020) at a single academic medical center was conducted in 2021. In addition, a voluntary survey collected personal and program evaluation information. Of 145 PSTP scholars, 59 (41%) were women, and 41 (31%), 8 (6%), and 6 (5%) of scholars self-identified as Asian, Hispanic, and Black, respectively. Thirty-three (23%) scholars received PSTP research support or career development microgrants. Of 66 PSTP graduates, 29 (44%) remained at Johns Hopkins as clinical fellows or faculty. Of 48 PSTP graduates in a post-training position, 42 (88%) were in academia, with the majority, 29 (76%), holding the rank of assistant professor. Fifty-nine of 140 available participants responded to the survey (42% response rate). The top-cited reason for joining the PSTP was exposure to mentors and administration (50/58 respondents, 86%), followed by seeking scholarly opportunities (37/58 respondents, 64%). Most scholars intended to continue a career as a physician-scientist. The PSTP provides internal research support and institutional oversight. Although establishing close mentor-mentee relationships requires individualized approaches, the PSTP provided structured academic pathways that enhanced participating scholars' ability to apply for grants and jobs. The vast majority continued their careers as physician-scientists after training. In light of the national evidence of a "leaky physician-scientist pipeline," programs such as the PSTP can be critical to entry into early academic career positions and institutional retention.

Differentiated impacts of environmental contexts on residents' environmental attitudes towards ecological restoration programs of China's drylands

Residents' environmental attitudes (EAs) towards ecological restoration programs are vital for evaluating program effectiveness and promoting environmental management. However, most local studies have neglected the indirect environmental contextual influences on residents' EAs, and have omitted the regional variations in the environmental contextual influences. To investigate the multilevel factors affecting residents' EAs, we conducted a transect survey that included the eastern, middle, and western regions in northern China's drylands, where have experienced ecological restoration. Multilevel linear models (MLMs) were applied to analyse the direct and indirect impacts of environmental contexts and individual characteristics on rural residents' EAs. The results showed the environmental context can indirectly impact EAs by amplifying the influence of individual characteristics such as family structure and income on EAs. The EAs are influenced by different local environmental contexts among the east, middle and west of China's drylands. The humidity attitude was influenced by precipitation only in the highly arid western and middle regions, while precipitation attitude is strongly influenced by land surface temperature and humidity in eastern China's drylands. These findings hold important implications for understanding the cross-scale impact of environmental contexts on EAs in drylands.

The development of creativity of foreign language teachers as a factor in their subjective well-being

This study explored the level of creativity among 208 foreign language teachers in Ukraine. Results showed insufficient levels across value, cognitive and behavioural components of creativity. A training program was proposed to develop teacher creativity through 5 sessions targeting these components and psychological/organisational factors. Developing teacher creativity can support subjective well-being and success in creative teaching activities. The program contains informational, diagnostic, developmental and creative stages to enhance creativity and motivation. Further research could expand the criteria and methods for evaluating program effectiveness.

Starter Steps as to the Importance of Keeping an Accurate Training Log

ABSTRACT Despite advances in strength and conditioning science, a gap exists in the optimal utilization of training logs for athlete monitoring. Accurate logs serve as a critical interface for player development, offering real-time evaluation and enabling long-term data analysis. This article addresses the reluctance among professionals to transition from traditional paper-based methods to digital platforms, citing this as a hindrance to correlating workout data with performance metrics. It emphasizes the individualized nature of training adaptation and the necessity of advanced technologies and software skills for effective program evaluation. The article also details critical variables to be captured in workout logs, both quantitative and qualitative, and underscores their role in decision-making, workout efficacy, and athlete safety. By embracing digital advancements, professionals can elevate the quality of strength and conditioning programs, ensuring they are executed as designed and achieve desired outcomes.

Exploring the long-term sustainability of school-based nutrition and food programs: What works, where and why?

Most food and nutrition programs cease within 2 years. Understanding the determinants of program sustainability is crucial to maximise output from funding, whilst allowing sufficient time for program benefits to be achieved. This study applied the Consolidated Framework for Implementation Research (CFIR) to map the barriers and enablers of successful long-term implementation of school-based nutrition and food programs. Qualitative methods with purposive and snowball sampling were used to recruit experts who were identified as being influential in implementing and sustaining long-term (>2 years) school-based food and nutrition programs. Semi-structured interviews with global experts were conducted, transcribed verbatim and coded deductively (by applying the CFIR constructs) and inductively when required. Thematic analysis informed the development of themes. Interviews were conducted with 11 experts including researchers, government employees, and a consultant of an international agency, from seven countries. Forty-eight deductive codes and eight inductive codes identified six main themes: (1) funding and integrity of its source; (2) political landscape; (3) nutrition policies and their monitoring; (4) involvement of community actors; (5) adaptability of the program and (6) effective program evaluation. Themes related mainly to the 'outer setting' domain of the CFIR. The CFIR highlighted pertinent factors that influence the successful long-term implementation of school-based food and nutrition programs. SO WHAT?: The findings suggest that to sustain program implementation beyond its initial funding, relationships across government departments, local organisations and communities, need to be nurtured and prioritised from the outset.

Preliminary Development of a Program ABSITE Dashboard (PAD) to Guide Curriculum Innovation

Medical Knowledge for general surgery residents' is assessed by the American Board of Surgery In- Training Examination (ABSITE). ASBITE score reports contain many metrics residency directors can utilize to assess resident progress and perform program evaluation. The purpose of this study was to develop a framework to evaluate program effectiveness in teaching specific subtest and subtopic areas of the ABSITE, using ABSITE score reports as an indicator. The aim is to demonstrate the identification of topic areas of weakness in program-wide performance on the ABSITE to guide proposed modification of the general surgery residency program curriculum, and to initiate development of a data visualizing dashboard to communicate these metrics. A single institution retrospective study was performed utilizing ABSITE score reports from general surgery residents at a large academic training program from 2017 to 2020. ABSITE performance metrics from 320 unique records were entered into a database; statistical analysis for linear trends and variance were conducted for standard scores, subtest standard scores, and incorrect subtest topics. Deviation from national average scores were calculated by subtracting the national average score from each subtest score for each trainee. Data were displayed as medians or proportions and are displayed to optimize visualization as a proof-of-concept for the development of a program dashboard. Trends and variance in general surgery program and cohort performance on various elements of the ABSITE were visualized using figures and tables that represent a prototype for a program dashboard. Figure A1 demonstrates one example, in which a heatmap displays the median deviation from national average scores for each subtest by program year. Boxplots show the distribution of the deviation from national average, range for national average scores, and the recorded scores for each subtest by program year. Trends in median deviation from the national average scores are displayed for each program year paneled by subtest or for each exam year paneled by cohort. Median change in overall test scores from one program year to another in a cohort is visualized as a table. Bar graphs show the most often missed topics across all program years and heatmaps were generated showing the proportion of times each topic was missed for each subtest and exam year. We demonstrate use of ABSITE reports to identify specific thematic areas of opportunities for curriculum modification and innovation as an element of program evaluation. In this study we demonstrate, through data analysis and visualization, feasibility for the creation of a Program ABSITE Dashboard (PAD) that enhances the use of ABSITE reports for formative program evaluation and can guide modifications to surgery program curriculum and educational practices.

A Randomized Controlled Trial of the Effectiveness and Mechanisms of Change in a School-Based Intervention Combining Universal and Indicated Prevention for Preschoolers’ Behavior Problems

ABSTRACT The Social-Emotional Prevention Program (SEP) is a multi-focused intervention combining universal and indicated intervention strategies delivered face-to-face and through the use of technology. The study’s objectives were to assess comparatively SEP effectiveness as a function of preschoolers’ baseline risk of externalizing problems and to evaluate its hypothesized mechanisms of action. A randomized controlled trial (RCT) was conducted with five schools assigned to either the intervention or to a comparison condition (wait-list control). Structural equation models (SEM) and complier average causal effects (CACE) were conducted to evaluate program effectiveness and mechanisms of change. Research Findings: SEP participation was associated with improved social-emotional competence irrespective of baseline risk and at-risk preschoolers were more likely to exhibit reductions in externalizing problems. However, perceptions about which risk group benefited more varied as a function of rater. Patterns for SEP mechanisms of action suggest that these were similar across risk status with both child emotion regulation and parental emotion socialization practices emerging as paths to improved social-emotional competencies. Practice and Policy: The present findings add to the extant evidence suggesting that multi-focused programs combining universal and indicated prevention strategies could be successfully delivered in schools to promote social-emotional learning.

뇌 기반 학습의 국내 연구 동향 분석

Objectives The study aims to analyze the trends of research in brain-based learning in the domestic context and to provide implications for future research tasks and direction.
 Methods 97 papers with the keywords “brain education” and “brain learning” published in education journals listed in the Korean Citation Index (KCI) journals from 2003 to April 2023 were collected. Among them, 66 papers that were appropriate for the research purpose were selected as the final analysis target. The analysis criteria were research year, research purpose and content, research method and data collection method, and research subject. Content analysis was conducted.
 Results First, the results of the study showed that research on brain-based learning has been actively studied since the mid-2010s. Second, the results of the study showed that the highest proportion of research on brain- based learning (43.9%) was related to understanding. Third, the trends in research methods showed that qual-itative research methods (47.0%) and quantitative research methods (43.9%) were used in similar proportions, and mixed research methods were used in the lowest proportion of 6 (9.1%). The most common data collection method was documents with 28 (42.4%). Finally, in terms of research trends by research subject, there were many studies on infants and young children, and adult teachers also had a lot of research on infant teachers.
 Conclusions This study suggests that detailed policy support and educational discussions are needed to promote the activation of brain-based learning research. Furthermore, future research should involve the active use of ad-vanced devices such as EEG or fMRI to directly validate the brain's learning processes, moving beyond the evalua-tion of program effectiveness.

Update and validation of the Canadian Behavior, Attitude and Nutrition Knowledge Survey (C-BANKS 2.0).

Understanding knowledge, attitudes and behaviors related to nutrition is crucial in developing effective intervention strategies to promote healthy eating habits. This study revised and updated the Canadian Behavior, Attitude and Nutrition Knowledge Survey (C-BANKS) to align with the current Canada's Food Guide and dietary guidance and report on its reliability and validity with a new population. Data from 167 early childhood educators were recruited to test the revised C-BANKS' reliability and validity. Reliability, as measured by internal consistency, was assessed using Cronbach's alpha, while concurrent validity was determined by correlating the C-BANKS 2.0 scores with the CHEERS (Creating Healthy Eating and Active Environments Survey) and Mindful Eating Questionnaire (MEQ). Responsiveness was assessed by comparing a baseline C-BANKS 2.0 score to a post-test score after completing an online healthy eating and physical activity educational intervention. The adapted C-BANKS 2.0 questionnaire demonstrated good internal consistency (Cronbach's alpha >0.70) and construct validity with related measures CHEERS and MEQ (p < 0.05). The C-BANKS 2.0 demonstrated strong responsiveness. Specifically, C-BANKS 2.0 scores increased after the nutrition education intervention (p < 0.001). Additionally, there were no signs of floor or ceiling effects. The adapted C-BANKS 2.0 demonstrated satisfactory internal consistency, construct validity, and responsiveness to measure of nutrition knowledge, attitudes, and behaviors in an early childhood educator population. The revised C-BANKS 2.0 provides insight into the key factors that influence dietary habits thereby informing the design and evaluation of effective nutrition community intervention programs.

대학의 일통합 학습모형 적용에 관한 탐색적 연구

This study was conducted to develop a work-integrated learning model to intentionally link and integrate students' work experiences in future job sites and university curriculum, and to propose application plans focusing on real estate and tourism majors. To achieve this research purpose, theoretical and practical prior studies and domestic and foreign cases of work-integrated learning were reviewed, and based on this, a work-integrated learning model consisting of four types: a full-course integrated model, a specific area advanced model, a specific topic-oriented model, and a multi-process diversification model was proposed. Due to the nature of the major as a specific integrated learning application plan, the real estate major was presented as a specific topic-oriented model, and the tourism major was presented as a full-course integrated model. The implication of this study is that it presented a work-integrated learning model that can be implemented in universities and specific application plans centered on real estate and tourism majors. The limitation of this study is that there is no related research in Korea, so it is presented as an exploratory study, and future studies will require research on effective detailed program application and evaluation methods for each integrated learning model.