Hahn Ellen J, Noland Melody Powers, Rayens Mary Kay, Christie Dawn Myers
University of Kentucky College of Nursing and College of Medicine, School of Public Health, 760 Rose St., Lexington, KY 40536-0232, USA.
J Sch Health. 2002 Sep;72(7):282-7. doi: 10.1111/j.1746-1561.2002.tb01333.x.
This study assessed the effectiveness of a model for diffusing the Life Skills Training (LST) Program into middle schools, examined implementation fidelity, and explored factors associated with involvement in training and program implementation. A convenience sample of master trainers (n = 44) and teachers (n = 45) from 16 Kentucky counties participated. Teachers were observed for content and process fidelity, and trainers and teachers completed questionnaires to assess factors related to training and program implementation. More than one-fourth (27%) of master trainers conducted training sessions, and 60% of teachers taught the curriculum. While implementation fidelity was relatively high, teachers were less likely to use the more innovative elements of the program. Trainers and teachers who conducted training and/or taught the LST Program were more enthusiastic toward the program than those who did nothing beyond being trained.
本研究评估了将生活技能培训（LST）项目推广到中学的一种模式的有效性，考察了实施的保真度，并探讨了与参与培训和项目实施相关的因素。来自肯塔基州16个县的44名主培训师和45名教师组成的便利样本参与了研究。观察教师的内容和过程保真度，培训师和教师完成问卷调查以评估与培训和项目实施相关的因素。超过四分之一（27%）的主培训师进行了培训课程，60%的教师讲授了该课程。虽然实施保真度相对较高，但教师使用该项目更具创新性元素的可能性较小。进行培训和/或讲授LST项目的培训师和教师比那些仅接受培训而无其他行动的人对该项目更热情。
