Implementation evaluation of a secondary level whole school programme: A qualitative inquiry
Oral Presentation B11.1
DOI:
https://doi.org/10.14288/hfjc.v14i3.558Keywords:
Whole-School-Approach, Physical Activity, Adolescents, Implementation StrategiesAbstract
Purpose: To identify the implementation barriers and facilitators of the SLASF programme. Furthermore, to identify implementation strategies for extended roll out of the programme. Methods: Process evaluation focus groups (N=22) and interviews (N=27) were conducted in three schools with programme implementers i.e. school management, SLASF coordinator, student-leaders class, staff committee and were transcribed verbatim. Transcripts were analysed using reflexive thematic analysis and were guided by the Consolidated Framework for Implementation Research. Results: Implementation barriers were; ‘limited capacity and knowledge of implementers’, and ‘poor optimisation of the school as a systems approach’. Facilitators identified were; ‘optimisation of the school as a systems approach’, ‘change and progress requires patience and time’ and ‘acceptability of the intervention’. Conclusions: Identified barriers and facilitators assisted with the identification of implementation strategies including (not limited to) a shared leadership programme for student leaders, a more flexible timeline for completion and a student leadership transference each year. This study has identified drivers of implementation success or failure for future impact and extended roll out of SLASF. Funding: The University of Limerick, Mayo Education Centre, Healthy Ireland and St. Vincent’s Charity.
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Copyright (c) 2021 Fiona McHale, Kwok Ng, Caera Grady, Catherine Norton, Dylan Scanlon, Jemima Cooper, Donal O'Shea, Catherine Woods
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