Eiraldi Ricardo, Comly Rachel, Wolk Courtney Benjamin, Rabenau-McDonnell Quinn, McCurdy Barry L, Khanna Muniya S, Jawad Abbas F, Banks Jayme, Clark Stacina, Popkin Kristina M, Wilson Tara, Henson Kathryn
Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA.
Department of Pediatrics, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA, USA.
Implement Res Pract. 2024 Sep 9;5:26334895241279503. doi: 10.1177/26334895241279503. eCollection 2024 Jan-Dec.
Shifting organizational priorities can negatively affect the sustainment of innovations in community settings. Shifting priorities can present barriers to conducting clinical research in schools if a misalignment occurs between school district priorities and the aims of the study. Often this misalignment occurs due to a shift during the period between when the study is submitted for funding and when research activities begin. Participatory research approaches can be employed to restore alignment between study processes and school district priorities. The purpose of the study is to describe data from a shared process with district partners. The shared process resulted in modifications to the main study's implementation processes and strategies in order to restore alignment with evolving school priorities while remaining faithful to the aims of the study.
Data originated from qualitative interviews conducted with 20 school district and school personnel in a large urban school district. Qualitative themes were organized into categories based on a social-ecological school implementation framework. Data from team meetings, meetings with school district administrators, and emails served to supplement and verify findings from interview analyses.
Themes included barriers and facilitators at the macro-, school-, individual-, team-, and implementation quality levels. Adaptations were made to address barriers and facilitators and restore alignment with school district priorities. Most adaptations to study processes and implementation strategies focused on re-training and providing more information to school district coaches and school-based staff. New procedures were created, and resources were re-allocated for the larger study.
Findings were discussed in relation to the implementation literature in schools. Recommendations for sustaining strong collaboration among researchers and school partners are provided.
组织优先事项的转变可能会对社区环境中创新的持续发展产生负面影响。如果学区优先事项与研究目标之间出现不一致，那么优先事项的转变可能会给在学校开展临床研究带来障碍。这种不一致通常是由于在研究提交资金申请到研究活动开始这段时间内发生了转变。可以采用参与式研究方法来恢复研究过程与学区优先事项之间的一致性。本研究的目的是描述与学区合作伙伴共同开展的一个过程中所产生的数据。这个共同过程导致对主要研究的实施过程和策略进行了修改，以便在忠实于研究目标的同时，恢复与不断变化的学校优先事项的一致性。
数据来源于对一个大型城市学区的20名学区和学校工作人员进行的定性访谈。定性主题根据社会生态学校实施框架进行分类。团队会议、与学区管理人员的会议以及电子邮件中的数据用于补充和验证访谈分析的结果。
主题包括宏观、学校、个人、团队和实施质量层面的障碍和促进因素。针对这些障碍和促进因素进行了调整，以恢复与学区优先事项的一致性。对研究过程和实施策略的大多数调整都集中在对学区教练和校本工作人员进行再培训并提供更多信息。制定了新的程序，并为规模更大的研究重新分配了资源。
结合学校实施方面的文献对研究结果进行了讨论。提出了关于维持研究人员与学校合作伙伴之间紧密合作的建议。
