PDF(Pubmed)
Abstract：
UNASSIGNED: This study examined the implementation determinants of a culturally grounded, school-based drug prevention curriculum in rural Hawai\'i. Test development and validation procedures were used to examine the impact of implementation barriers and facilitators of the curriculum in public or charter middle/intermediate schools on Hawai\'i Island.
UNASSIGNED: A five-phase, mixed-methods approach toward test development and validation was used. These phases included item generation (Phase 1), item refinement and selection (Phase 2), item reduction (Phase 3), reliability testing (Phase 4), and validity testing (Phase 5). Educational administrators, teachers, and staff employed by the Hawai\'i State Department of Education (HIDOE) participated in the study.
UNASSIGNED: Phases 1 and 2 yielded 50 implementation barriers and 27 implementation facilitators that were evaluated by 204 HIDOE administrators, teachers, and staff. Factor analysis of the barrier items indicated a four-factor solution: (1) Innovation Barriers, (2) HIDOE State-Level Barriers, (3) Teacher-Level Barriers, and (4) Administrator-Level Barriers. Mean comparisons indicated that several barrier and facilitator items differentiated teachers from administrators in the sample.
UNASSIGNED: This study contributes to the implementation measurement literature, specifically in the areas of mental health and substance use. It also highlights the importance of addressing multiple contextual levels in the implementation of culturally focused prevention interventions.
UNASSIGNED: Examining Implementation Barriers and Facilitators for School-Based Prevention in Hawai\'i. Plain Language Summary Compared with other major ethnic groups, Native Hawaiian and Pacific Islander (NHPI) youth have substantially higher rates of substance use and higher adverse mental and physical health effects related to their use. Despite these disparities, educational and community-based practitioners have long struggled with implementing and sustaining promising substance use interventions for NHPI youth. This study contributes to our understanding of measuring implementation barriers and facilitators for substance use prevention for NHPI youth in rural school settings. It contributes to the field of health disparities and health equity promotion, by addressing calls for research to understand factors affecting successful implementation of prevention programs. This is critical toward achieving health equity for underrepresented and vulnerable populations, such as NHPI and rural youth.
UNASSIGNED: A five-phase, mixed-methods approach toward test development and validation was used. These phases included item generation (Phase 1), item refinement and selection (Phase 2), item reduction (Phase 3), reliability testing (Phase 4), and validity testing (Phase 5). Educational administrators, teachers, and staff employed by the Hawai\'i State Department of Education (HIDOE) participated in the study.
UNASSIGNED: Phases 1 and 2 yielded 50 implementation barriers and 27 implementation facilitators that were evaluated by 204 HIDOE administrators, teachers, and staff. Factor analysis of the barrier items indicated a four-factor solution: (1) Innovation Barriers, (2) HIDOE State-Level Barriers, (3) Teacher-Level Barriers, and (4) Administrator-Level Barriers. Mean comparisons indicated that several barrier and facilitator items differentiated teachers from administrators in the sample.
UNASSIGNED: This study contributes to the implementation measurement literature, specifically in the areas of mental health and substance use. It also highlights the importance of addressing multiple contextual levels in the implementation of culturally focused prevention interventions.
UNASSIGNED: Examining Implementation Barriers and Facilitators for School-Based Prevention in Hawai\'i. Plain Language Summary Compared with other major ethnic groups, Native Hawaiian and Pacific Islander (NHPI) youth have substantially higher rates of substance use and higher adverse mental and physical health effects related to their use. Despite these disparities, educational and community-based practitioners have long struggled with implementing and sustaining promising substance use interventions for NHPI youth. This study contributes to our understanding of measuring implementation barriers and facilitators for substance use prevention for NHPI youth in rural school settings. It contributes to the field of health disparities and health equity promotion, by addressing calls for research to understand factors affecting successful implementation of prevention programs. This is critical toward achieving health equity for underrepresented and vulnerable populations, such as NHPI and rural youth.
摘要：
■这项研究考察了以文化为基础的实施决定因素，夏威夷农村的学校毒品预防课程。使用测试开发和验证程序来检查夏威夷岛公立或特许中学/中学课程的实施障碍和促进者的影响。
■五相，使用混合方法进行测试开发和验证。这些阶段包括项目生成（阶段1），项目细化和选择(第二阶段)，项目减少（第3阶段），可靠性测试（第4阶段），和有效性测试（第5阶段）。教育管理者,教师,夏威夷州教育部（HIDOE）雇用的工作人员参加了这项研究。
■阶段1和阶段2产生了50个实施障碍和27个实施促进者，由204名HIDOE管理员进行了评估，教师,和工作人员。障碍项目的因子分析表明了四因素解决方案：(1)创新障碍，(2)隐藏国家级壁垒，（3）教师层面的障碍，和（4）管理员级别的障碍。平均值比较表明，样本中的几个障碍和促进因素项目将教师与管理员区分开。
■这项研究为实施测量文献做出了贡献，特别是在心理健康和物质使用领域。它还强调了在实施以文化为重点的预防干预措施时处理多个背景层面的重要性。
■审查夏威夷学校预防的实施障碍和促进者。简单的语言总结与其他主要民族相比，夏威夷原住民和太平洋岛民（NHPI）青年的物质使用率高得多，与使用它们有关的不良身心健康影响也更高。尽管存在这些差异,教育和社区从业者长期以来一直在努力为NHPI青年实施和维持有希望的药物使用干预措施。这项研究有助于我们了解农村学校环境中NHPI青年预防物质使用的实施障碍和促进因素。它有助于健康差距和促进健康公平，通过解决要求研究以了解影响成功实施预防计划的因素的呼吁。这对于实现代表性不足和弱势群体的健康公平至关重要，如NHPI和农村青年。
■五相，使用混合方法进行测试开发和验证。这些阶段包括项目生成（阶段1），项目细化和选择(第二阶段)，项目减少（第3阶段），可靠性测试（第4阶段），和有效性测试（第5阶段）。教育管理者,教师,夏威夷州教育部（HIDOE）雇用的工作人员参加了这项研究。
■阶段1和阶段2产生了50个实施障碍和27个实施促进者，由204名HIDOE管理员进行了评估，教师,和工作人员。障碍项目的因子分析表明了四因素解决方案：(1)创新障碍，(2)隐藏国家级壁垒，（3）教师层面的障碍，和（4）管理员级别的障碍。平均值比较表明，样本中的几个障碍和促进因素项目将教师与管理员区分开。
■这项研究为实施测量文献做出了贡献，特别是在心理健康和物质使用领域。它还强调了在实施以文化为重点的预防干预措施时处理多个背景层面的重要性。
■审查夏威夷学校预防的实施障碍和促进者。简单的语言总结与其他主要民族相比，夏威夷原住民和太平洋岛民（NHPI）青年的物质使用率高得多，与使用它们有关的不良身心健康影响也更高。尽管存在这些差异,教育和社区从业者长期以来一直在努力为NHPI青年实施和维持有希望的药物使用干预措施。这项研究有助于我们了解农村学校环境中NHPI青年预防物质使用的实施障碍和促进因素。它有助于健康差距和促进健康公平，通过解决要求研究以了解影响成功实施预防计划的因素的呼吁。这对于实现代表性不足和弱势群体的健康公平至关重要，如NHPI和农村青年。
