Scheier Lawrence Matthew, Kumpfer Karol L, Brown Jaynie Litster, Hu QingQing
LARS Research Institute, Scottsdale, AZ, United States.
University of Utah, Salt Lake City, UT, United States.
JMIR Form Res. 2019 Nov 5;3(4):e14906. doi: 10.2196/14906.
Family-based drug prevention programs that use group-based formats with trained facilitators, such as the Strengthening Families Program (SFP), are effective in preventing underage drinking and youth drug use. However, these programs are resource-intensive and have high costs and logistical demands. Tailoring them for Web-based delivery is more cost-effective and makes it easier to scale these programs for widespread dissemination. This requires the active involvement of all key stakeholders to determine content and delivery format.
The aim was to obtain consumer, agency stakeholder, and expert input into the design of a Web-based parenting skills training and youth drug prevention program.
We conducted 10 focus groups with 85 adults (range 4-10, average 8 per group), 20 stakeholder interviews with family services agency staff, and discussed critical design considerations with 10 prevention scientists and e-learning experts to determine the optimal program content and technology features for SFP Online. Focus group participants also answered survey questions on perceived barriers to use, desired navigational features, preferred course format, desired content, preferred reward structures, course length, interactive components, computer efficacy, and technology use. Descriptive statistics were used to examine consumer characteristics; linear regression was used to examine relations between SFP exposure and four continuous outcome measures, including desired program content, interactive technology, and concerns that may inhibit future use of SFP Online. Logistic regression was used as a binary measure of whether consumers desired fun games in the SFP Online program.
Three broad thematic categories emerged from the qualitative interviews enumerating the importance of (1) lesson content, (2) logistics for program delivery, and (3) multimedia interactivity. Among the many significant relations, parents who viewed more SFP lessons reported more reasons to use an online program (beta=1.48, P=.03) and also wanted more interactivity (6 lessons: beta=3.72, P=.01; >6 lessons: beta=2.39, P=.01), parents with less interest in a mixed delivery format (class and online) reported fewer reasons to use the online program (beta=-3.93, P=.01), comfort using computers was negatively associated with concerns about the program (beta=-1.83, P=.01), having mobile phone access was related to fewer concerns about online programs (beta=-1.63, P=.02), willingness to view an online program using a mobile phone was positively associated with wanting more online components (beta=1.95, P=.02), and parents who wanted fun games wanted more interactivity (beta=2.28, P=.01).
Formative evaluation based on user-centered approaches can provide rich information that fuels development of an online program. The user-centered strategies in this study lay the foundation for improving SFP Online and provide a means to accommodate user interests and ensure the product serves as an effective prevention tool that is attractive to consumers, engaging, and can overcome some of the barriers to recruitment and retention that have previously affected program outcomes in family-based prevention.
以家庭为基础的药物预防项目，如强化家庭项目（SFP），采用有训练有素的主持人的小组形式，在预防未成年人饮酒和青少年药物使用方面是有效的。然而，这些项目资源密集，成本高且后勤需求大。将其调整为基于网络的交付方式更具成本效益，并且更容易扩大这些项目以进行广泛传播。这需要所有关键利益相关者的积极参与来确定内容和交付形式。
目的是获得消费者、机构利益相关者和专家对基于网络的育儿技能培训和青少年药物预防项目设计的意见。
我们与85名成年人进行了10个焦点小组讨论（每组4 - 10人，平均每组8人），与家庭服务机构工作人员进行了20次利益相关者访谈，并与10名预防科学家和电子学习专家讨论了关键设计考虑因素，以确定SFP在线的最佳项目内容和技术特征。焦点小组参与者还回答了关于使用障碍、期望的导航功能、首选课程形式、期望内容、首选奖励结构、课程长度、互动组件、计算机效能和技术使用的调查问题。使用描述性统计来检查消费者特征；使用线性回归来检查SFP接触与四个连续结果指标之间的关系，包括期望的项目内容、互动技术以及可能抑制未来使用SFP在线的担忧。逻辑回归用作消费者是否期望在SFP在线项目中有有趣游戏的二元指标。
定性访谈中出现了三个广泛的主题类别，列举了（1）课程内容、（2）项目交付后勤和（3）多媒体互动的重要性。在众多显著关系中，观看更多SFP课程的家长报告使用在线项目的理由更多（β = 1.48，P = 0.03），并且也希望有更多互动（6节课程：β = 3.72，P = 0.01；>6节课程：β = 2.39，P = 0.01），对混合交付形式（课堂和在线）兴趣较低的家长报告使用在线项目的理由较少（β = -3.93，P = 0.01），使用计算机的舒适度与对项目的担忧呈负相关（β = -1.83，P = 0.01），能够使用手机与对在线项目的担忧较少相关（β = -1.63，P = 0.02），愿意使用手机观看在线项目与希望有更多在线组件呈正相关（β = 1.95，P = 0.02），并且希望有有趣游戏的家长希望有更多互动（β = 2.28，P = 0.01）。
基于以用户为中心的方法进行的形成性评估可以提供丰富的信息，为在线项目的开发提供动力。本研究中以用户为中心的策略为改进SFP在线奠定了基础，并提供了一种方式来适应用户兴趣，确保该产品成为一种有效的预防工具，对消费者有吸引力、引人入胜，并且可以克服一些以前影响基于家庭的预防项目结果的招募和留存障碍。
