From: Implementation science in adolescent healthcare research: an integrative review
Author, year, country | Topic area | Recruitment setting | Timepoint | Study design | Study aims | Study participants | Implementation: Target population |
---|---|---|---|---|---|---|---|
Amaya-Jackson et al., 2018, USA [26] | Mental health | Rural, underserved geographic regions (North Carolina) | Implementation monitoring | Quantitative descriptive | Evaluation of pilot to examine whether: 1. Clinicians in a community practice setting could implement an EBT (e.g. TF-CBT) with a high level of practice fidelity through participation in a LC 2. Youth who participate in a full course of TF-CBT provided by a clinician trained to model fidelity will experience clinically significant symptom improvements | Clinicians: 124 clinicians in 2 × TF-CBT LCs Clients: 281 | Clinicians & child clients |
Anaby et al., 2015, Canada [22] | Children and youth with disabilities | Paediatric rehabilitation centre | Post-implementation | Qualitative | 1. To identify site-specific needs and issues of clinicians working with children and youth with physical disabilities surrounding the theme of participation and the environment 2. To develop and evaluate an intervention plan to facilitate knowledge uptake by clinicians in the clinical context and, consequently, foster change in practice | 2 groups of 7 clinicians of MDTs, n = 14. Mainly OTs and PTs, working with clients aged 0–21 years | Children and young adults with disabilities, aged 0–21 years |
Beidas et al., 2016, USA [24] | Mental health | 14 community mental health clinics across the Philadelphia metropolitan area | Pre-training, post-training | Mixed methods case study | 1. Describe the context within which the trauma-informed system and the evaluation were developed 2. Describe the implementation science framework that guides the evaluation 3. Present data with regard to implementation determinants and outcomes. 4. Provide recommendations, based on lessons learned, for developing and evaluating a trauma-informed public behavioral health system that links to other youth-serving systems | TF-CBT therapists: four of six staff training cohorts | TF-CBT therapists |
Couturier et al., 2018, Canada [19] | Eating disorders | Academic Health Science Centre, community-based behavioural health provider organisations and paediatric eating disorder programs | Post-implementation | Mixed methods | To identify and describe themes arising in the implementation consultation component of the model | One Academic Health Science Centre, 3 community-based behavioural health provider organisations and 17 medical practitioners and administrators | Medical practitioners and administrators |
Couturier et al., 2021, Canada [20] | Eating Disorders | Four sites in Ontario who had behavioural health providers who used Family Based Therapy (FBT) for eating disorders | Pre and post implementation | Mixed methods | Implementation of a proven FBT to treat eating disorders in an outpatient family driven setting. The goal of the implementation framework was to achieve high fidelity to the proven FBT | 17 individuals (nine therapists, four medical practitioners, four administration staff) | Therapists ± the other clinic staff |
Henderson et al., 2017, Canada [15] | Mental Health and Substance Abuse | Youth serving network | Pre-implementation and implementation | Quantitative descriptive, post intervention qualitative feedback | To describe the process, the supports and barriers to implementation and lessons learnt from initiative in collaboration with community service providers | Pre-implementation: policymakers, local community leaders, organisational decision makers, direct service providers, administrative staff Implementation: The service providers | Healthcare providers in community youth services |
Kingsley, 2020, USA [21] | Chronic pain | Paediatric, academic medical facility serving as a regional SCD center in the Midwest | Post-implementation | Quantitative non-randomized: Cohort study | Evidence based screening tool to increase multidisciplinary pain referrals for youth with SCD at risk for chronic pain | 111 youth ages 2–21 years | An academic medical facility—MDT treating sickle cell |
Nadeem et al., 2018, USA [25] | Mental health | School-based mental health clinics identified by New York City School–based Mental Health (NYC SBMH) Committee | Implementation monitoring and post implementation | Mixed Methods | 1. Characterise the implementation activities and processes that occur within mental health clinics participating in a large scale school mental health training effort 2. Determine which processes relate to initial implementation outcomes 3. Utilise qualitative data to provide insights into the dynamic implementation processes that may underlie clinics' implementation behaviours as measured by the SIC | 26 NYC school based mental health clinic sites which provide co-located school based mental health services | Therapists/social workers/psychiatrist (essentially all clinicians) working in school based mental health clinics |
Radovic, 2019, USA [16] | Mental health | Two paediatric community practices | Pre-implementation | Mixed methods study—survey (quantitative) and focus groups | Develop and investigate potential implementation strategies for the introduction of Supporting Our Valued Adolescents (SOVA) web-based technology in 2 primary care settings with the goal of translating to more effective implementation in the future | 14 PCP | PCPs in community practices who see/treat adolescents with depression and/or anxiety |
Shafran et al., 2020, UK [27] | Mental health, epilepsy | Child health epilepsy services | Pre-implementation; implementation; post-implementation | Qualitative | To optimise MATCH-ADTC for use in children and young people with mental health needs in the context of epilepsy within routine epilepsy services, using implementation science methods | 6 focus groups (FGs) of children and young people with epilepsy who had received treatment for epilepsy and 10 parents/carers 6 FGs of health professionals working in epilepsy services PDSA cycles with 12 patients receiving the version of the MATCH-ADTC intervention 8 parents participated in the qualitative interviews | Parents and children and young people with epilepsy Health clinicians |
Stanhope et al., 2018, USA [17] | Treatment of substance use disorders | 27 community mental health organizations (CMHOs) in 6 states | Post implementation, implementation monitoring | Mixed methods | 1) Describe the implementation of SBIRT within CMHOs; and 2) understand the self-reported barriers to implementing SBIRT and when these barriers occurred in the implementation process | 2873 adolescents screened, 55.1% female, average age 16.6 years (SD = 1.61).15–22 | Staff of the community mental health services |
Snider, 2016, Canada [23] | Violence/mental health | Community -Winnipeg's Health Science Centre | Pre-implementation | Qualitative | To describe how a group of community partners and medical professionals used an iKT approach to develop and EDVIP for youth injured by violence in Winnipeg's Health Sciences Centre and a research plan to evaluate it | The research team itself: Community partners: Youth workers, youth with lived experiences of violence (both as victims & perpetrators), Aboriginal Elders, executive directors of youth violence programs. Emergency & trauma doctors, nurses & social workers | Will be ED workers and community groups, possibly police |
Westerlund, 2020, Sweden [18] | Mental Health | Children and Adolescent psychiatrist clinics | Post-implementation | Qualitative | 1. Explore what extent the DA guidelines were known and adhered to by health professionals 2. Investigate factors influencing implementation of the guidelines | 18 individuals from 3 separate child and adolescent psychiatry clinics (6 physicians, 6 social workers, 6 psychologists) | Clinicians—physicians, psychologists, social workers |