| Literature DB >> 28747191 |
Laura J Damschroder1,2, Caitlin M Reardon3, Mona AuYoung3,4, Tannaz Moin5,6,7, Santanu K Datta8,9, Jordan B Sparks3, Matthew L Maciejewski8,9, Nanette I Steinle10,11, Jane E Weinreb5,6, Maria Hughes3, Lillian F Pinault10,11, Xinran M Xiang12,13, Charles Billington14,15, Caroline R Richardson3,16,12,17.
Abstract
BACKGROUND: The Diabetes Prevention Program (DPP) is an effective lifestyle intervention to reduce incidence of type 2 diabetes. However, there are gaps in knowledge about how to implement DPP. The aim of this study was to evaluate implementation of DPP via assessment of a clinical demonstration in the Veterans Health Administration (VHA).Entities:
Keywords: Consolidated Framework for Implementation Research; Diabetes Prevention Program; Implementation; Pragmatic clinical trial; RE-AIM framework; Veterans; Weight management
Mesh:
Substances:
Year: 2017 PMID: 28747191 PMCID: PMC5530572 DOI: 10.1186/s13012-017-0619-3
Source DB: PubMed Journal: Implement Sci ISSN: 1748-5908 Impact factor: 7.327
Fig. 1DPP characteristics reported by Aziz et al.’s systematic review. A red box indicates category for VA-DPP. aWorkplace and primary care settings. bCommunity, church, YMCA, various venues, leisure, and community settings. cHealth care facilities, outpatient settings, hospitals. dOther modes include telephone, fax, text, email, online. eThirty-nine studies reported because one study reported low and high sites. fStandard curriculum = delivery of DPP following a standard curriculum. gQA = quality assurance = use of measures to monitor implementation
VA-DPP coordinator ratings of fidelity for delivery of VA-DPP and MOVE!
| VA-DPP | MOVE! |
| |
|---|---|---|---|
| Questiona | Mean (SD) | ||
| Delivery of educational content | |||
| Coach elicited discussion of the educational content in order to help participants develop a self-management skill or change cognitions | 6.62 (0.55) | 6.00 (1.22) | 0.0094 |
| Goal setting, Cronbach’s alpha = 0.66c | |||
| Type 2 diabetes prevention was discussed as a goal of the group | 4.59 (2.20) | 1.97 (1.70) | 0.0000 |
| Coach presented standardized goals (i.e., everyone had the same goal to complete the following week) to the participants and asked them to commit to a goal | 5.59 (1.64) | 3.62 (2.12) | 0.0001 |
| Review of goal progress, Cronbach’s alpha = 0.94 | |||
| Coach prompted review of goal progress and attainmentd | 6.41 (0.86) | 4.76 (2.31) | 0.0002 |
| Coach elicited discussion of successes and challenges since the last sessiond | 6.38 (0.82) | 4.62 (2.32) | 0.0001 |
| Coach initiated problem-solving when necessary to address challenges since the last sessiond | 6.44 (0.70) | 5.21 (1.92) | 0.0008 |
| Group cohesion, Cronbach’s alpha = 0.81 | |||
| Group identity includes having a diagnosis of prediabetes | 5.21 (1.63) | 1.47 (0.90) | 0.0000 |
| Group members communicated easily with one another | 6.10 (1.22) | 5.35 (1.57) | 0.0385 |
| There were positive relationships among the group members | 6.16 (1.10) | 5.35 (1.54) | 0.0184 |
| Group members had a positive attitude toward the coach | 6.74 (0.51) | 6.06 (1.28) | 0.0056 |
| Group members participated actively in the group | 6.41 (0.74) | 5.59 (1.58) | 0.0076 |
| Coach characteristics, Cronbach’s alpha = 0.90 | |||
| Managed the session | |||
| Coach came prepared and organizedd | 6.85 (0.36) | 6.65 (0.65) | 0.1091 |
| Coach elicited clarification of participant engagement by seeking feedback about didactic contentd | 6.65 (0.60) | 6.36 (0.96) | 0.1510 |
| Coach delivered didactic material in an engaging, matter of fact, and respectful wayd | 6.79 (0.41) | 6.65 (0.69) | 0.2900 |
| Coach facilitated discussion and interaction using open-ended questions, affirmations, reflections, and summariesd | 6.53 (0.61) | 6.26 (0.96) | 0.1814 |
| Coach allocated time appropriately in order to cover the appropriate content focus points for the sessiond | 6.62 (0.65) | 6.47 (0.99) | 0.4726 |
| Coach supplied the necessary materials for the participantsd | 6.91 (0.29) | 6.76 (0.43) | 0.1026 |
| Stayed on track | |||
| Coach addressed process (tangential) issues but did not allow them to disrupt content agendad | 6.53 (0.71) | 6.18 (1.06) | 0.1105 |
| Coach avoided delving too deeply into psychological issuesd | 6.74 (0.51) | 6.50 (0.71) | 0.1206 |
| Created a supportive and empathetic environment | |||
| Coach responded empathetically and accurately to participant behavior (verbal, nonverbal)d | 6.85 (0.36) | 6.59 (0.61) | 0.0326 |
a1 = strongly disagree to 7 = strongly agree
b t test
cFactor analyses were conducted to confirm the appropriate groupings of items within domains; Cronbach’s alpha was calculated for each domain to determine internal reliability
dItem was taken from published fidelity checklist [46]
Participant program satisfaction at 12 months (N = 260)
| Survey question | VA-DPP | MOVE! |
|
|---|---|---|---|
| Group preference | |||
| If you had had the chance to switch into a different group working on diet and exercise, how would you have felt about switching? | 3.75 (1.11) | 3.19 (0.85) | 0.0005 |
| Group cohesion | |||
| How well did you bond with your group members? | 2.45 (0.65) | 2.20 (0.80) | 0.0181 |
| Participant satisfaction with coach | |||
| When you had important questions to ask your coach, did you get answers you could understand? | 2.82 (0.44) | 2.80 (0.41) | 0.7002 |
| Did you feel you were treated with respect and dignity during your group sessions? | 2.91 (0.33) | 2.93 (0.31) | 0.6653 |
| Did you have confidence and trust in your coach? | 2.85 (0.43) | 2.68 (0.60) | 0.0233 |
| Did your coach provide useful suggestions to help you overcome barriers in meeting your PA goals? | 2.81 (0.46) | 2.57 (0.67) | 0.0036 |
| Did your coach provider meaningful feedback regarding your progress toward meeting your goals? | 2.80 (0.47) | 2.48 (0.69) | 0.0002 |
| My coach motivated me to do my very best. | 4.48 (0.77) | 4.0 (0.84) | 0.0001 |
The overall response rate (67%) was similar to the response rate from VA-DPP (67%, n = 183) and MOVE! (68%, n = 77).
aBased on t tests for differences between MOVE! and VA- DPP fidelity ratings for sample of sessions delivered
Recommended strategies to address organizational level barriers as described by RE-AIM
| Domain | Recommendations |
|---|---|
| Reach targeted participant population | • Design referral processes that are (1) compatible and integrated with existing clinical processes; (2) effective in identifying and engaging high-risk participants; and (3) easy to use |
| Effectiveness of program | • Schedule sessions at a time and place convenient for participants |
| Adoption by clinical settings; evidenced by visible demonstration of commitment by executive leaders | • Target education and information to executive leadership about DPP including its (1) evidence base, (2) compatibility with clinical processes, (3) advantages compared to the status quo, and (4) organizational and clinical priority to inspire them to adopt the program |
| Implementation with consistency (track costs and adaptations) | • Target education and information to mid-level and clinical managers about DPP including its (1) evidence base, (2) compatibility with clinical processes, (3) advantages compared to the status quo, and (4) organizational and clinical priority to inspire them to help implementation teams solve problems and review progress |
| Maintenance of DPP in the clinical setting over time | • Effectively report on outcomes and other key benefits from the local DPP to executive leadership, managers, and clinicians (especially those who may refer their patients to DPP) to gain support for the program and build a robust referral network |
Fig. 2Conceptual framework: integration of CFIR contextual factors and RE-AIM domains