BACKGROUND: A theater-based human immunodeficiency virus (HIV) prevention intervention developed in urban California was piloted with a new partnership in North Carolina. OBJECTIVES: This work describes the experience of translating a complex program with an enhanced partnership approach, barriers and facilitators of implementation in the new setting, and the challenges and benefits of interdisciplinary, collaborative interventions. METHODS: We gathered perspectives of local stakeholders involved in program implementation through process evaluation interviews and focus groups with undergraduates, a college instructor, school district administrators, and high school teachers. RESULTS: Implementing the intervention in a new setting proved feasible and successful; however, misunderstandings arose among stakeholder groups regarding teaching priorities, philosophies, and values, and were a limiting factor in partnership functioning. CONCLUSIONS: Implementing a cross-disciplinary intervention in a new setting is best achieved through a local community-engaged process, with active involvement of relevant stakeholders. We suggest strategies to strengthen community partnerships cooperating in implementation of complex, context-tailored interventions.
BACKGROUND: A theater-based human immunodeficiency virus (HIV) prevention intervention developed in urban California was piloted with a new partnership in North Carolina. OBJECTIVES: This work describes the experience of translating a complex program with an enhanced partnership approach, barriers and facilitators of implementation in the new setting, and the challenges and benefits of interdisciplinary, collaborative interventions. METHODS: We gathered perspectives of local stakeholders involved in program implementation through process evaluation interviews and focus groups with undergraduates, a college instructor, school district administrators, and high school teachers. RESULTS: Implementing the intervention in a new setting proved feasible and successful; however, misunderstandings arose among stakeholder groups regarding teaching priorities, philosophies, and values, and were a limiting factor in partnership functioning. CONCLUSIONS: Implementing a cross-disciplinary intervention in a new setting is best achieved through a local community-engaged process, with active involvement of relevant stakeholders. We suggest strategies to strengthen community partnerships cooperating in implementation of complex, context-tailored interventions.
Authors: Mary E Grewe; Arianna Taboada; Alexis Dennis; Elizabeth Chen; Kathryn Stein; Sable Watson; Clare Barrington; Alexandra F Lightfoot Journal: Sex Educ Date: 2015
Authors: Kara L Hall; Amanda L Vogel; Brooke Stipelman; Daniel Stokols; Glen Morgan; Sarah Gehlert Journal: Transl Behav Med Date: 2012-12-01 Impact factor: 3.046
Authors: Joanna Reynolds; Deborah DiLiberto; Lindsay Mangham-Jefferies; Evelyn K Ansah; Sham Lal; Hilda Mbakilwa; Katia Bruxvoort; Jayne Webster; Lasse S Vestergaard; Shunmay Yeung; Toby Leslie; Eleanor Hutchinson; Hugh Reyburn; David G Lalloo; David Schellenberg; Bonnie Cundill; Sarah G Staedke; Virginia Wiseman; Catherine Goodman; Clare I R Chandler Journal: Implement Sci Date: 2014-06-17 Impact factor: 7.327