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Abstract

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History of Education Review, vol. 47 no. 1
Type: Research Article
ISSN: 0819-8691

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History of Education Review, vol. 47 no. 2
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 2 June 2022

Craig Campbell

127

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History of Education Review, vol. 51 no. 1
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 6 June 2016

Craig Campbell

97

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History of Education Review, vol. 45 no. 1
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 1 June 2015

Craig Campbell

33

Abstract

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History of Education Review, vol. 44 no. 1
Type: Research Article
ISSN: 0819-8691

Abstract

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History of Education Review, vol. 44 no. 1
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 21 June 2013

Lauren Johnson

60

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History of Education Review, vol. 42 no. 1
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 5 October 2021

167

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History of Education Review, vol. 50 no. 2
Type: Research Article
ISSN: 0819-8691

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Book part
Publication date: 1 December 2023

Gail Anne Mountain

Abstract

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Occupational Therapy With Older People into the Twenty-First Century
Type: Book
ISBN: 978-1-83753-043-4

Open Access
Article
Publication date: 3 December 2018

Carolyn Steele Gray and James Shaw

Models of integrated care are prime examples of complex interventions, incorporating multiple interacting components that work through varying mechanisms to impact numerous…

1950

Abstract

Purpose

Models of integrated care are prime examples of complex interventions, incorporating multiple interacting components that work through varying mechanisms to impact numerous outcomes. The purpose of this paper is to explore summative, process and developmental approaches to evaluating complex interventions to determine how to best test this mess.

Design/methodology/approach

This viewpoint draws on the evaluation and complex intervention literatures to describe the advantages and disadvantages of different methods. The evaluation of the electronic patient reported outcomes (ePRO) mobile application and portal system is presented as an example of how to evaluate complex interventions with critical lessons learned from this ongoing study.

Findings

Although favored in the literature, summative and process evaluations rest on two problematic assumptions: it is possible to clearly identify stable mechanisms of action; and intervention fidelity can be maximized in order to control for contextual influences. Complex interventions continually adapt to local contexts, making stability and fidelity unlikely. Developmental evaluation, which is more conceptually aligned with service-design thinking, moves beyond these assumptions, emphasizing supportive adaptation to ensure meaningful adoption.

Research limitations/implications

Blended approaches that incorporate service-design thinking and rely more heavily on developmental strategies are essential for complex interventions. To maximize the benefit of this approach, three guiding principles are suggested: stress pragmatism over stringency; adopt an implementation lens; and use multi-disciplinary teams to run studies.

Originality/value

This viewpoint offers novel thinking on the debate around appropriate evaluation methodologies to be applied to complex interventions like models of integrated care.

Details

Journal of Integrated Care, vol. 27 no. 3
Type: Research Article
ISSN: 1476-9018

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