Stetler Cheryl B, Legro Marcia W, Wallace Carolyn M, Bowman Candice, Guihan Marylou, Hagedorn Hildi, Kimmel Barbara, Sharp Nancy D, Smith Jeffrey L
J Gen Intern Med. 2006 Feb;21 Suppl 2(Suppl 2):S1-8. doi: 10.1111/j.1525-1497.2006.00355.x.
This article describes the importance and role of 4 stages of formative evaluation in our growing understanding of how to implement research findings into practice in order to improve the quality of clinical care. It reviews limitations of traditional approaches to implementation research and presents a rationale for new thinking and use of new methods. Developmental, implementation-focused, progress-focused, and interpretive evaluations are then defined and illustrated with examples from Veterans Health Administration Quality Enhancement Research Initiative projects. This article also provides methodologic details and highlights challenges encountered in actualizing formative evaluation within implementation research.
本文描述了形成性评价的四个阶段在我们不断加深对如何将研究成果应用于实践以提高临床护理质量的理解过程中的重要性和作用。它回顾了实施研究传统方法的局限性，并提出了新思维和新方法使用的基本原理。随后对发展性评价、以实施为重点的评价、以进展为重点的评价和解释性评价进行了定义，并通过退伍军人健康管理局质量提升研究倡议项目的实例进行了说明。本文还提供了方法学细节，并强调了在实施研究中实现形成性评价所遇到的挑战。
