Search results

The purpose of this paper is to examine the critical success factors (CSFs) required for the successful implementation of 11 workplace bullying interventions listed in a taxonomy of workplace bullying interventions.

A Delphi approach was used to gather commentary from 51 subject matter experts (SMXs) on factors that contribute to successful implementation of workplace bullying interventions.

A deductive approach to thematic analysis revealed that organisational infrastructure, commitment and engagement of management and competent and resourced professionals were the most consistently raised CSFs across interventions. These are broadly consistent with suggested implementation drivers previously recommended by researchers in the workplace bullying and implementation science fields.

Two interventions did not receive adequate commentary meaning that key implementation drivers could not be sufficiently identified for them. While harnessing SMX commentary, the paper also develops a model of levels of evidence to guide future research.

This paper can assist organisations in planning and resourcing the implementation of workplace bullying interventions, to help ensure that interventions are as effective as possible.

This paper has value for researchers, practitioners and organisations as it explores factors critical to successful implementation of interventions and also develops a model for the development of enhanced levels of evidence in workplace bullying intervention research.

Implementing change in healthcare is difficult to accomplish due to the unpredictability associated with challenging the status quo. Adapting the intervention/practice/program being implemented to better fit the complex context is an important aspect of implementation success. Despite the acknowledged influence of context, the concept continues to receive insufficient attention at the team-level within implementation research. Using two heterogeneous multidisciplinary healthcare teams as implementation case studies, this study evaluates the interplay between context and implementation and highlights the ways in which context influences the introduction of a collective leadership intervention in routine practice.

The multiple case study design adopted, employed a triangulation of qualitative research methods which involved observation (Case A = 16 h, Case B = 15 h) and interview data (Case A = 13 participants, Case B = 12 participants). Using an inductive approach, an in-depth thematic analysis of the data outlined the relationship between team-level contextual factors and implementation success.

Themes are presented under the headings: (1) adapting to the everyday realities, a key determinant for implementation success and (2) implementation stimulating change in context. The findings demonstrate a dynamic relationship between context and implementation. The challenges of engaging busy healthcare professionals emphasised that mapping the contextual complexity of a site and adapting implementation accordingly is essential to enhance the likelihood of successful implementation. However, implementation also altered the surrounding context, stimulating changes within both teams.

By exposing the reciprocal relationship between team-level contextual factors and implementation, this research supports the improved design of implementation strategies through better understanding the interplay and mutual evolution of evidence-based healthcare interventions within different contexts.

This paper evaluates the implementation of a school-based physical activity intervention and discusses how the intervention outcomes can be influenced by the implementation.

In four of the nine lower secondary schools in which the intervention was conducted, the authors examined implementation fidelity, adaptation, quality, responsiveness and dose received. The authors conducted focus group interviews with teachers (n = 8) and students (n = 46) and made observations. Dose delivered was examined quantitatively, with weekly registrations.

Results showed that two out of four schools made few and positive adaptations, implemented the intervention with high fidelity and quality and responded positively. Four main factors were found to influence implementation: frame factors, intervention characteristics, participant characteristics and provider characteristics.

A cross-sectional design was used and may not represent implementation throughout the whole school year.

In terms of large-scale implementation, the intervention may be generalizable. However, intervention criteria such as adequate facilities and a flexible timetable may be unattainable for some schools. The intervention can be adapted without compromising its purpose, but adaptations should be a result of cooperation between students and teachers.

Process evaluations on this topic are rare. This study adds to a limited knowledge base concerning what factors may influence implementation of school-based physical activity interventions for adolescents.

Evaluation of any given student's responsiveness to intervention depends not only on how effective the intervention is, but also whether the intervention was delivered as intended as well as in the appropriate format and according to the most useful schedule. These latter elements are referred to as treatment integrity and treatment intensity, respectively. The purpose of this chapter is to define and describe how treatment integrity and intensity can be incorporated in the evaluation of outcomes associated with individualized intervention delivery.

The contemporary focus on high fidelity implementation of research-based practices often creates tensions for educators who seek to balance fidelity with needed flexibility as they strive to improve learner outcomes. In an effort to improve how decisions are made such that flexibility is achieved while fidelity to core components is maintained, this chapter begins with a discussion of the role of fidelity in research and practice. Particular attention is given to current conceptualizations of fidelity that may help inform theoretically and empirically driven adaptations to research-based practices. Specifically, we describe adaptations based on the instructional context for implementation and the characteristics of the individual learners. A framework for adapting research-based practices is then presented with relevant examples from research designed to optimize learner responsiveness without sacrificing fidelity to core components. The chapter ends with implications and future directions for research and practice.

This study aims to elucidate the health care organization, management and policy barriers and facilitators associated with implementation of an evidence-based health promotion intervention in primary care centers in the Basque Country, Spain.

Seven focus groups were conducted with 49 health professionals from six primary care centers participating in the Prescribing Healthy Life program. Text was analyzed using the Consolidated Framework for Implementation Research (CFIR) focusing on those constructs related to health care organization, management and policy.

The health promotion intervention was found to be compatible with the values of primary care professionals. However, professionals at all centers reported barriers to implementation related to: (1) external policy and incentives, (2) compatibility with existing workflow and (3) available resources to carry out the program. Specific barriers in these areas related to lack of financial and political support, consultation time constraints and difficulty managing competing day-to-day demands. Other barriers and facilitators were related to the constructs networks and communication, culture, relative priority and leadership engagement. A set of six specific barrier-facilitator pairs emerged.

Implementation science and, specifically, the CFIR constructs were used as a guide. Barriers and facilitators related to the implementation of a health promotion program in primary care were identified. Healthcare managers and policy makers can modify these factors to foster a more propitious implementation environment. These factors should be appropriately monitored, both in pre-implementation phases and during the implementation process, in order to ensure effective integration of health promotion into the primary care setting.

The purpose of this paper is to document and discuss the effects of a participatory intervention in preschools focussing upon improving the performance of the primary task on employee health and organizational effectiveness. Further, to investigate the role of implementation intensity on the outcomes.

A longitudinal, participatory intervention study of 62 preschools involving approximately 1,800 employees. The evaluation uses short-term sickness absence to measure employee health, employee-assessed primary-task quality and parent-assessed user satisfaction to measure organizational effectiveness, and implementation intensity was measured as hours per employee and as per the request by the workplace managers, and compensation was offered by the project.

The multi-level analyses show that preschools with higher implementation intensity have stronger effects on employee health and organizational effectiveness than preschools with lower implementation intensity. The differences indicate that the main intervention component, improving performance of the central work tasks through collaborative, participatory workplace activities, had effects on both health and effectiveness and that workplace and employee engagement in the intervention is crucial to its success.

Inspired by the Tavistock tradition for socio-technical systems design, the study indicates an avenue for conducting collaborative organizational change processes that benefit both employees and organizations. In addition, it proposes “hours used per employee” as a relatively simple measure of implementation intensity in such interventions.

The study contributes to research in the field of occupational psychological health by reporting on a comprehensive participatory intervention study comprising measures of employee health, organizational performance and implementation intensity.

Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning.

The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning.

According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy.

This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education.

Obesity in children and adolescents is a significant public health concern. The World Health Organization Health Promoting Schools (HPS) framework promotes good nutrition and physical activity in school settings. While HPS is embraced globally, effective implementation and sustainable programmes are a continued challenge. This paper aims to report on the characteristics of current school interventions based on HPS and implementation barriers and enablers.

A literature search identified peer-reviewed studies of school health interventions reflective of the HPS framework focusing on obesity prevention. Studies from all countries were included, if conducted in primary and/or secondary schools; included a sufficient amount of qualitative implementation or process evaluation data to draw conclusions regarding key barriers and enablers to implementation; and were published in English.

Nine interventions (n = 9) from seven countries were included. Most were implemented in primary schools and focused on specific grade levels. Engaging parents, the home environment, teacher time constraints, fun interventions, student participation, teacher training, integration with the curriculum and stakeholder engagement all emerged as strong implementation themes. Teachers as role models, establishing community partnerships and policy support also emerged as common themes.

Future interventions may benefit from enhancing teacher and parent health promotion. Partnerships with initiatives focusing on environmental sustainability may simultaneously benefit human and planetary health while strengthening stakeholder engagement opportunities and consistent messaging throughout the community. More comprehensive evaluation data are needed, in particular, for long-term HPS initiatives.

In China, information-based construction management (ICM) has not obtained the expected results because of the benefit game between construction enterprises and the government. Promoting ICM is a long-term, complex and dynamic game process. Therefore, an evolutionary game model is established to promote ICM.

MATLAB was used to conduct evolutionary game analysis on the behavioural strategies of two parties. System stability analysis and numerical simulation were conducted. The variables affecting ICM realization were analysed and comprehensively considered. The optimal stability strategy and key variables were obtained.

The results show that the system includes four evolutionarily stable strategies (ESSs) with 10 decisive parameters. Information technology costs, benefits, reputation, the government intervention level, the enterprise ICM level and the degree of reward and punishment determine the ideal ESS. Increasing tangible benefits, enhancing corporate reputation, improving the level of government guidance and reducing intervention costs can promote ICM implementation. Rewards are more effective than punishments, and appropriate rewards should be determined.

First, reducing labour disputes, accidents and environmental pollution brings great social and ecological benefits; hence, the recognition of external benefits and the establishment of a benefit compensation mechanism by the government will be a future focus of research (Jia et al., 2020). Second, this study considered only the government and construction enterprises, and there may be other stakeholders, such as owners and the public, in the ICM adoption process, which needs further analysis (Zhang and Li, 2022). Third, this research is based on the specific context of government intervention in ICM. The selection of parameters and the determination of values were based on the national conditions in China. Therefore, the generalizability of the research results to other countries and other political contexts needs to be further improved (Hardie et al., 2013; Martínez-Román et al., 2017). Fourth, the empirical data were collected from Shandong Province and a pilot project, and the universality of the data remains to be verified. Nevertheless, the data were used only for the initial values of the simulation, which did not affect the simulation path.

(1) This study comprehensively summarized the benefit and cost indexes for the government and enterprises to promote ICM and constructed the payment matrix model. (2) This study determined the theoretical relation that the parameters should meet when system evolves into a certain strategy, and the research findings provide recommendations for overall control for the government and enterprises to synergistically adopt the ICM. (3) The study determined the influence of the main parameters on system evolution path and identified the core parameters, thus providing targeted improvement recommendations for the government and enterprises.

Real-time data-based management can ensure product quality and production safety and improve decision-making and efficiency. For the government, ICM can effectively reduce project quality and safety accidents, labour disputes, supplier mix-ups and environmental pollution, thus reducing the government's management costs and improving social benefits.

(1) Based on the challenges of ICM implementation, the payment matrix is constructed, with the cost and benefit parameters fully considered. (2) This study determines the theoretical relationship that should be met when both parties coordinate their implementation and when enterprises implement independently, and the optimal strategy is specified. (3) Incorporating an actual case, a simulation is conducted to clarify the influence of a single parameter on the evolutionary path of behaviours. (4) A decision-making basis for governments and enterprises to control and improve ICM is provided.