scholarly journals Implementation of the Tier 1 Program of the Project P.A.T.H.S.: Interim Evaluation Findings

2006 ◽  
Vol 6 ◽  
pp. 2274-2284 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Rachel C.F. Sun
Keyword(s):  
Social Service ◽  
Program Design ◽  
Implementation Process ◽  
Global Evaluation ◽  
Implementation Quality ◽  
Telephone Interviews ◽  
Tier 1 ◽  
Negative Comments ◽  
Positive Experiences

To understand the implementation quality of the Tier 1 Program of the Project P.A.T.H.S., 25 schools and three school social service units were randomly selected to participate in telephone interviews regarding the quality of the implementation process of the Tier 1 Program of the P.A.T.H.S. Project. In the telephone interviews, the participants described the responses of the students and the workers to the program, the perceived benefits of the program, their assessment of the positive and negative features of the program, as well as difficulties involved in the implementation process. Results showed that most workers perceived that the students had positive responses to the program and half of the workers had positive experiences about the program, although negative comments on the program design and difficulties in the implementation were also recorded. Nearly all workers (97.1%) regarded the program to be beneficial to the students and most of them (78.6%) had positive global evaluation of the project. In short, while the program implementers expressed concerns about the program design and the implementation process, they generally regarded the program as helpful to the students and they had positive global evaluation of the program.

scholarly journals Interim Evaluation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S.: First Year of the Full Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 47-60 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Hing Keung Ma ◽  
Rachel C. F. Sun
Keyword(s):  
Implementation Process ◽  
First Year ◽  
Perceived Benefits ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Telephone Interviews ◽  
Full Implementation ◽  
Tier 1 ◽  
Negative Comments

To understand the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the full implementation phase, 100 schools were randomly selected to participate in personal and/or telephone interviews regarding the quality of the implementation process of the Tier 1 Program. In the interviews, the participants described the responses of the students to the program, the perceived benefits of the program, the perceived good aspects of the program, and the areas requiring improvement, difficulties encountered in the implementation process, and perceived attributes of the worker-support scheme (“Co-Walker Scheme”). Results showed that most workers perceived that the students had positive responses to the program and the program was beneficial to the students. They also identified several good aspects in the program, although negative comments on the program design and difficulties in the implementation process were also recorded. Roughly half of the respondents had positive comments on the “Co-Walker Scheme”. In sum, the respondents generally regarded the program as beneficial to the students and they were satisfied with the Tier 1 Program (Secondary 1 Curriculum) in the full implementation phase, although some implementation difficulties were also expressed.

scholarly journals Interim Evaluation of the Secondary 2 Program of Project P.A.T.H.S.: Insights Based on the Experimental Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 61-72 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun ◽  
Andrew M. H. Siu
Keyword(s):  
Implementation Process ◽  
Positive Development ◽  
School Students ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Telephone Interviews ◽  
Experimental Implementation ◽  
Tier 1 ◽  
Negative Comments

An interim evaluation was conducted to understand the implementation quality of the Tier 1 Program (Secondary 2 Curriculum) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) in the Experimental Implementation Phase. Twenty-five schools were randomly selected to participate in personal and/or telephone interviews to provide information on the implementation details of the program and perceived attributes of the worker-support scheme (“Co-Walker Scheme”). Results showed that a majority of the workers perceived that the students had positive responses to the program and the program was helpful to the students. They also identified several good aspects in the program and the Co-Walker Scheme, albeit expressing some negative comments on the program design and difficulties in the implementation process. In conjunction with other findings reported previously, the present findings suggest that the Tier 1 Program is well received by different stakeholders and it promotes the positive development of secondary school students in Hong Kong.

scholarly journals Interim Evaluation of the Project P.A.T.H.S.: Findings Based on Different Datasets

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Lu Yu
Keyword(s):  
Hong Kong ◽  
Process Evaluation ◽  
Evaluation Studies ◽  
Implementation Quality ◽  
Face To Face ◽  
Telephone Interviews ◽  
Tier 1 ◽  
Quantitative Results

Interim evaluation studies were carried out in order to examine the implementation details of the Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in Hong Kong. Quantitative results of the interim evaluation findings based on eight datasets collected from 2006 to 2009 are reported in this paper. Three hundred and seventy-eight schools were randomly selected to provide information on the implementation details of the program via face-to-face interviews, telephone interviews, and self-completed questionnaires. Results showed that a majority of the workers perceived that the students had positive responses to the program and the program was helpful to the students. In conjunction with other process evaluation findings, the present study suggests that the implementation quality of the Tier 1 Program of the Project P.A.T.H.S. is high. The present study also provides support for the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong.

scholarly journals How implementation of a national strategy for nursing homes is experienced by the healthcare personnel: A qualitative study with content analysis of interviews.

2020 ◽  
Author(s):  
Beate Andre ◽  
RN. Kjersti Grønning ◽  
Frode F. Jacobsen ◽  
Gørill Haugan
Keyword(s):  
Content Analysis ◽  
Nursing Home ◽  
Nursing Homes ◽  
Qualitative Content Analysis ◽  
Implementation Process ◽  
Care Quality ◽  
Healthcare Personnel ◽  
Health Promoting ◽  
Positive Experiences

Abstract Background: Nursing homes are under strong pressure to provide good care to the residents. In Norway, municipalities have applied the ‘Joy-of-Life-Nursing-Home’ strategy to increase a health-promoting perception that focuses on the older persons` resources. Implementations represent introducing changes to the healthcare personnel; however, changing one’s working approaches, routines and working culture may be demanding. On this background, we explored how the ‘Joy-of-Life-Nursing-Home’ strategy is perceived by the employees in retrospective, over a period after the implementation and which challenges the employees experience with this implementation.Method: We used a qualitative approach and interviewed 14 healthcare personnel working in nursing homes in one Norwegian municipality, which had implemented the ‘Joy-of-Life-Nursing-Home’ strategy. The analysis was conducted following Kvale’s approach to qualitative content analysis.Results: The main categories were: (a) the characteristics of care activities before implementations of ‘Joy-of-Life-Nursing-Home’, (b) how ‘Joy-of-Life-Nursing-Home’ influenced the care activities, and (c) challenges with the implementation of ‘Joy-of-Life-Nursing-Home’. Some of the informants spoke well about the implementation concerning the care quality stating “to see the joy in the eyes of the resident then I feel we have succeeded”. For informants who experienced resistance toward the implementation, they felt it was too much to document, it was too complicated, and the requirements were too many. Conclusions: Quality of care seems to have increased after the implementation, as perceived by the informants. Nevertheless, the fact that the informants seemed to be divided into two different groups related to their main perspective of the implementation is concerning. One group has positive experiences with the implementations process and the benefits of it, while the other group focuses on lack of benefits and problems with the implementation process. In order to understand what facilitates and hinders the implementation, research on contextual factors like work environment and leadership is recommended.

Implementation of the Secondary 2 Program of Project P.A.T.H.S.: observations based on the co-walker scheme

2012 ◽  
Vol 24 (3) ◽  
pp. 253-260 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Vicky Y.T. Ho
Keyword(s):  
Hong Kong ◽  
Delivery Method ◽  
Implementation Success ◽  
Implementation Quality ◽  
The Third ◽  
Perceived Success ◽  
Tier 1 ◽  
Program Adherence ◽  
Different Dimensions

Abstract The present study examined the implementation quality of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) at Secondary 2 level in the third year of the initial phase of the project in Hong Kong. Classroom observations of 222 units in 148 schools were conducted under the co-walker scheme. Results generally showed that the overall level of program adherence was high and different dimensions of program delivery were positively correlated amongst themselves. Instructors’ use of positive and supportive feedback, degree of achievement of the objectives, and lesson preparation significantly predicted both the overall implementation quality and perceived success of the program. While instructors’ interactive delivery method and their familiarity with the students predicted overall implementation quality, student participation and involvement, and opportunity for reflection were predictive of implementation success. In conjunction with other evaluation findings, the present study lends further support to the high implementation quality of Project P.A.T.H.S. in Hong Kong.

scholarly journals A Case Study on the Implementation of a Positive Youth Development Program (Project P.A.T.H.S.) in a Changing Education Policy Environment

2008 ◽  
Vol 8 ◽  
pp. 1010-1026 ◽  
Author(s):  
Tak Yan Lee
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Structural Changes ◽  
Development Program ◽  
Implementation Process ◽  
Policy Environment ◽  
Youth Development Program ◽  
Tier 1

This investigation of the implementation of a positive youth development program (Project P.A.T.H.S.) was part of a large study undertaken comprehensively to explore how effective the Tier 1 Program was in practice and how the results can shed light on future developments. Case studies on randomly selected schools were conducted in order to examine the factors that influence the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. Through interviews with the school contact person and focus group interviews with the teachers, an integration of the findings of these studies showed that five factors related to the program, people, process, policy, and place (5 “P”s) facilitated the implementation process of the Tier 1 Program in the school. Based on the integrated findings of a randomly selected school, it was found that the school made use of the changes in the educational policy environment to facilitate school policy and structural changes, to pave the way for the success of the implementation of a new and “unfamiliar” curriculum. Overall, the quality of program implementation in the school was good and the program was well received by the program implementers. Implications of the present findings for future program implementation with reference to school administrative arrangements and implementation issues are also discussed.

scholarly journals Experimental Implementation of the Secondary 3 Program of Project P.A.T.H.S.: Observations Based on the Co-Walker Scheme

2009 ◽  
Vol 9 ◽  
pp. 1003-1011 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun ◽  
Christina Y. P. Tang
Keyword(s):  
Process Evaluation ◽  
Classroom Observations ◽  
Implementation Quality ◽  
Implementation Phase ◽  
The Third ◽  
Experimental Implementation ◽  
Tier 1 ◽  
Program Adherence ◽  
The Mean

Classroom observations based on the Co-Walker Scheme were conducted in 34 schools in order to examine the implementation quality of the Tier 1 Program (Secondary 3 Program) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the Experimental Implementation Phase. Results showed that the overall level of program adherence was generally high (with an average of 82.8%) and the mean ratings of the 13 items examining the implementation quality were all on the high side. Student participation and involvement, and the degree of achievement of the objectives, were the two significant predictors of both overall implementation quality and success of implementation, whereas lesson preparation was the third significant predictor of overall implementation quality. In conjunction with other process evaluation findings, the present study supports that the implementation quality of the Project P.A.T.H.S. is good.

scholarly journals “Joy of life” in nursing homes. Healthcare personnel experiences of the implementation of the national strategy. A qualitative study with content analysis of interviews

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Beate André ◽  
Kjersti Grønning ◽  
Frode F. Jacobsen ◽  
Gørill Haugan
Keyword(s):  
Content Analysis ◽  
Nursing Home ◽  
Nursing Homes ◽  
Qualitative Content Analysis ◽  
Implementation Process ◽  
Care Quality ◽  
Healthcare Personnel ◽  
Health Promoting ◽  
Positive Experiences

Abstract Background Nursing homes are under strong pressure to provide good care to the residents. In Norway, municipalities have applied the ‘Joy-of-Life-Nursing-Home’ strategy to increase a health-promoting perception that focuses on the older persons` resources. Implementations represent introducing changes to the healthcare personnel; however, changing one’s working approaches, routines and working culture may be demanding. On this background, we explored how the ‘Joy-of-Life-Nursing-Home’ strategy is perceived by the employees in retrospective, over a period after the implementation and which challenges the employees experience with this implementation. Method We used a qualitative approach and interviewed 14 healthcare personnel working in nursing homes in one Norwegian municipality, which had implemented the ‘Joy-of-Life-Nursing-Home’ strategy. The analysis was conducted following Kvale’s approach to qualitative content analysis. Results The main categories were: (a) the characteristics of care activities before implementations of ‘Joy-of-Life-Nursing-Home’, (b) how ‘Joy-of-Life-Nursing-Home’ influenced the care activities, and (c) challenges with the implementation of ‘Joy-of-Life-Nursing-Home’. Some of the informants spoke well about the implementation concerning the care quality stating “to see the joy in the eyes of the resident then I feel we have succeeded”. For informants who experienced resistance toward the implementation, they felt it was too much to document, it was too complicated, and the requirements were too many. Conclusions Quality of care seems to have increased after the implementation, as perceived by the informants. Nevertheless, the fact that the informants seemed to be divided into two different groups related to their main perspective of the implementation is concerning. One group has positive experiences with the implementations process and the benefits of it, while the other group focuses on lack of benefits and problems with the implementation process. To understand what facilitates and hinders the implementation, research on contextual factors like work environment and leadership is recommended.

scholarly journals Implementation of a Positive Youth Development Program in a Chinese Context: The Role of Policy, Program, People, Process, and Place

2008 ◽  
Vol 8 ◽  
pp. 980-996 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun
Keyword(s):  
Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Implementation Process ◽  
Tier 1 ◽  
Policy Program ◽  
Group Interviews

In this paper, a case study is presented based on one school, conducted to examine the factors that influenced the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. Through interviews with the school contact person and focus group interviews with the instructors, an integration of the findings showed that several factors related to the program, people, process, policy, and place (5 “P”s) facilitated the implementation process of the Tier 1 Program in the school. Obstacles and difficulties with reference to the 5 “P”s that affected the quality of implementation were also identified. Overall, the quality of program implementation in the school was good, and the program was well received by the program implementers. Implications of the present findings for future program implementation with reference to school administrative arrangements and implementation issues are discussed.

scholarly journals Implementation Quality of a Positive Youth Development Program: Cross-Case Analyses Based on Seven Cases in Hong Kong

2008 ◽  
Vol 8 ◽  
pp. 1075-1087 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun
Keyword(s):  
Youth Development ◽  
Program Implementation ◽  
School Administrators ◽  
Development Program ◽  
Policy Support ◽  
Successful Implementation ◽  
Formal Curriculum ◽  
Implementation Quality ◽  
Tier 1

Cross-case analyses of factors that influence the process and implementation quality of the Tier 1 Program of the Project P.A.T.H.S. based on seven cases were carried out. Systematic and integrative analyses revealed several conclusions. First, several factors related to policy, people, program, process, and place (5 “P”s) were conducive to the successful implementation of the Tier 1 Program in the schools. Second, there were obstacles and difficulties with reference to the 5 “P”s that impeded the quality of implementation. Third, policy support and people (especially commitment and passion of the principals, senior school administrators, and program implementers) are two main groups of factors that influence the quality of program implementation. Fourth, although there were different arrangements for program implementation, incorporation of the Tier 1 Program into the formal curriculum was a sound and viable strategy. Fifth, implementation of the Tier 1 Program in schools that admitted students with high or low academic achievement was viable. Sixth, the program was generally perceived positively by the program participants and implementers. Finally, the program implementers perceived the program to be beneficial to the program participants.

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