挪威幼儿园“关注儿童”计划实施的定性评价。
Qualitative evaluation of the implementation of "Tuning in to Kids" in Norwegian Kindergartens.
机构信息
Department of Psychology, University of Oslo, Oslo, Norway.
Department of Psychiatry, Mindful: Centre for Training and Research in Developmental Health, University of Melbourne, Melbourne, Australia.
出版信息
BMC Psychol. 2023 Mar 30;11(1):87. doi: 10.1186/s40359-023-01088-4.
BACKGROUND
From January to June 2020, 22 FUS kindergartens across Norway implemented Tuning in to Kids for Kindergarten Teachers (TIK-KT) as part of a randomized control trial (RCT). Between the evaluation of an intervention and use of it in daily practice, a research-to-practice gap can often occur. The theory of planned behavior constituted the theoretical basis for the qualitative interviews that were administered to explore these gaps. This study aimed to explore motivation among kindergarten staff regarding the implementation of TIK-KT.
METHODS
Participants from the FUS kindergartens RCT were part of the current study. A stepwise deductive inductive strategy was used in the thematic content analysis. The data were from eleven semi-structured telephone interviews with kindergarten leaders and teachers. Codes from interviews before and after implementation were grouped based on thematic connections, and code groups were further combined into themes. The Consolidated criteria for reporting qualitative research were used as a reporting standard.
RESULTS
The interviews resulted in four main themes: (1) understanding the rationale of implementation, (2) "aha"-experiences, (3) the research-to-practice gap and (4) the main motivation. Kindergarten leaders and teachers expressed positive attitudes toward the intervention ideas and motivation to practice emotion coaching skills and toward implementing TIK-KT both before and after implementation.
CONCLUSION
Kindergarten leaders' and teachers' motivation for implementation came from having a good understanding of the ideas of Tuning in to Kids for Kindergarten Teachers (TIK-KT), experiencing moments of "aha" regarding the intervention, not being held back by practical issues, and working toward their ultimate goal, the wellbeing of the children. These findings have implications for future implementation of TIK-KT and other mental health-promoting interventions and guide further areas of research to examine implementation mechanisms.
TRIAL REGISTRATION
The study was registered with the Clinical Trials Registry (NCT03985124), June 13th, 2019.
背景
2020 年 1 月至 6 月，挪威 22 家 FUS 幼儿园的教师参与了儿童音乐疗法（TIK-KT）项目，作为一项随机对照试验（RCT）的一部分。在干预措施的评估和在日常实践中的使用之间，经常会出现研究与实践之间的差距。计划行为理论构成了对幼儿园工作人员实施 TIK-KT 的动机进行探索的定性访谈的理论基础。
方法
本研究的参与者来自 FUS 幼儿园 RCT。在主题内容分析中，使用了逐步演绎归纳策略。数据来自对幼儿园领导和教师的 11 次半结构化电话访谈。实施前后的访谈内容根据主题联系进行分组，然后将代码组合并为主题。使用定性研究报告的综合标准作为报告标准。
结果
访谈结果得出了四个主要主题：（1）理解实施的基本原理，（2）“顿悟”体验，（3）研究与实践之间的差距，以及（4）主要动机。幼儿园领导和教师对干预思想和实践情绪辅导技能的动力以及实施 TIK-KT 的动力表示出积极的态度，无论是在实施前后都持积极态度。
结论
幼儿园领导和教师实施的动机来自于对儿童音乐疗法（TIK-KT）理念的充分理解、对干预措施的“顿悟”体验、不受实际问题的限制以及努力实现最终目标，即儿童的福祉。这些发现对未来实施 TIK-KT 和其他促进心理健康的干预措施具有启示意义，并指导进一步研究实施机制的领域。
试验注册
该研究于 2019 年 6 月 13 日在临床试验注册处（NCT03985124）注册。
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