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Adeyanju, Dolapo, John Mburu, and Djana Mignouna. "Youth Agricultural Entrepreneurship: Assessing the Impact of Agricultural Training Programmes on Performance." Sustainability 13, no. 4 (February 4, 2021): 1697. http://dx.doi.org/10.3390/su13041697.
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Using the case of the Fadama Graduate Unemployed Youth and Women Support (GUYS) programme, this study investigated the impact of agricultural training programmes on youth agripreneurship performance in Nigeria. A total of 977 respondents comprising of 455 participants of the programme and 522 non-participants were sampled across three states in Nigeria. Data were collected using a well-structured questionnaire programmed on Open Data Kit (ODK). Data were analysed using the Endogenous Treatment Effect Regression (ETER) model. The probit model results revealed that participation in the programme was significantly influenced by age, years of formal education, marital status, current residence, employment type, and perception of training. The empirical analysis showed that after controlling for endogeneity, participation in the programme led to better performance which was measure in terms of average income from agripreneurship activities. These findings highlight the significance of training in improving the performance of young agripreneurs and suggest the need to encourage and out-scale programmes such as the Fadama GUYS, both in Nigeria and elsewhere in Africa as they can contribute to better performance of youth-owned agribusiness firms.
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Plunkett, Patrick F. "The impact of perfusionist education programme characteristics on programme directors' responsibilities." Perfusion 11, no. 5 (September 1996): 371–75. http://dx.doi.org/10.1177/026765919601100503.
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The purpose of this study was to measure the effect of four programme characteristics (curriculum design, type of degree offered, length of programme and number of students per class) on perfusionist education programme directors (PDs) in the USA in terms of the number of hours worked per week, number of cases pumped per year and workload mix. Descriptive and statistical analyses were performed on the responses to questionnaires sent to all perfusionist programmes between March 1993 and April 1994. PDs reported working an average of 51.8 h/week and pumping an average of 68.8 cases per year. All but one respondent reported spending more than 50% of his/her time (mean 74.5% ± 19%) on programme-related issues such as administration, classroom teaching and clinical instruction. This level of commitment, as well as the total number of hours worked per week, were not found to be influenced by the programme's length, duration, class size or type of degree awarded. However, PDs of baccalaureate programmes, and programmes with more than nine students spent a significantly greater proportion of their time on administrative issues than their colleagues in other types of programmes. The bureaucratic demands of baccalaureate and large programmes require PDs to devote an average of 39.5% of their time to administration, compared to 27.2% in the other programmes. The results of this study show that the operation of all perfusionist education programmes requires a major commitment of time on the part of the individual designated as PD.
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Ramsay, Laura, Helen Wakeling, Rebecca De Lucchi, and Hannah Gilbert. "Learning disability screening: impact on prison programmes." Journal of Intellectual Disabilities and Offending Behaviour 11, no. 3 (April 23, 2020): 145–58. http://dx.doi.org/10.1108/jidob-10-2019-0022.
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Purpose The purpose of this paper is to examine staff views’ of the usefulness of the Her Majesty’s Prison and Probation Service (HMPPS) screening tools for learning disability and/or learning challenges (LDC) on offending behaviour programme selection and programme participant’s learning experiences. Design/methodology/approach In total, 11 treatment managers (TMs) and 10 programme graduates across 4 prison sites, from a range of HMPPS accredited programmes were interviewed. The interviews were transcribed, analysed and interpreted using Braun and Clarke’s (2006) method of thematic analysis. Findings Overall, TMs found the screening tools useful in aiding programme allocation decisions, particularly, in terms of the triangulated approach and were, in general, using them in line with the guidance. A number of key factors influenced programme allocation decisions, including participant factors, information gathered from a number of sources and from a range of staff and in collaboration with the individual. The importance of being responsive to the needs of the individual was highlighted. Group participants generally felt they were on the right programme according to their needs and found the programmes responsive. Suggestions for further research and improving programme selection are made. Research limitations/implications Data were collected from four prisons, each providing a number of different accredited programmes. Caution is, therefore, needed when generalising the findings. Originality/value This research contributes to ensuring that those with LDC have equality of opportunity in reducing their risk of reoffending through accessing HMPPS accredited offending behaviour programmes most responsive to their learning needs. It also contributes to the growing evidence base about the effective use of LDC screening tools in forensic settings.
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Truong, V. Dao, X. Dam Dong, Stephen Graham Saunders, Quynh Pham, Hanh Nguyen, and Ngoc Anh Tran. "Measuring, evaluating, and documenting social marketing impact." Journal of Social Marketing 11, no. 3 (May 27, 2021): 259–77. http://dx.doi.org/10.1108/jsocm-11-2020-0224.
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Purpose This paper aims to examine how social marketing intervention programmes to measure, evaluate and document social marketing impact. Design/methodology/approach A systematic review of 49 nutritional behaviour intervention programmes (2006–2020) was conducted. To examine the social marketing impact of the programmes, a logic model of social impact was used. The model comprises inputs (the resources used for an intervention programme), outputs (the direct products resulting from the use of resources), outcomes (short- to medium-term programme effects) and impacts (long-term programme effects on the individual, community or societal levels). Findings Most intervention programmes set the goal of encouraging their target audience to increase fruit and vegetable intake, choose healthy food items, drink less sugary beverages or consume low-fat diaries, while few others sought policy or systems change. Multiple criteria were used for impact evaluation (e.g. exposure and reach, changes in knowledge, awareness, attitudes, behaviours and body mass index). (Quasi) experiments were the most popular method used for impact measurement, followed by the pre-post model of impact. Positive changes were found in 33 programmes, often reported in terms of short-term outputs or outcomes. Long-term impact particularly on the broader societal level was not indicated. Originality/value This research offers a systematic review of how social marketing impact is measured, evaluated and documented. It also provides some guidance for social marketers on how to shift from a reductionist, behavioural outcome-focussed approach towards an “expansionist” impact approach that explicitly considers social marketing impacts on the quality of life of individuals, communities and societies.
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Streatfield, David, and Sharon Markless. "Impact evaluation and IFLA." Performance Measurement and Metrics 20, no. 2 (July 8, 2019): 105–22. http://dx.doi.org/10.1108/pmm-03-2019-0008.
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Purpose The purpose of this paper is to describe the evolving IFLA approach to impact evaluation through three of its international programmes: Freedom of Access to Information, Building Strong Library Associations (BSLA) and the International Advocacy Programme (IAP). This review positions these three programmes within the wider discourse of the international evaluation community. Design/methodology/approach Each of the three programmes is considered in turn to show what they were trying to achieve and how thinking about impact evaluation at IFLA is evolving. Findings This paper reports key evaluation findings for relevant phases of the BSLA and IAP programmes in general terms. Research limitations/implications The views presented are those of the evaluation consultants who advised each of these programmes (and in the cases of BSLA and the IAP conducted the programme evaluations). Practical implications The processes described and the conclusions drawn should be of interest to anyone involved in international or national library evaluation, especially of public libraries, library associations and national libraries. Social implications The paper suggests that more systematic impact evaluation of public libraries, library associations and national libraries is necessary to ensure their future survival. Originality/value The authors were uniquely placed to see and participate in IFLA impact evaluation discussions over the past decade.
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KAUPPINEN, TAPANI, and KIRSI NELIMARKKA. "A REVIEW OF FINNISH SOCIAL AND HEALTH IMPACT ASSESSMENTS." Journal of Environmental Assessment Policy and Management 06, no. 01 (March 2004): 1–17. http://dx.doi.org/10.1142/s1464333204001584.
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This article examines the ways in which Human Impact Assessment has been integrated into plans and programmes in Finland. The EIA Act requires that the impacts on humans should also be taken into account in assessment. The programmes reviewed have been selected from various sectors, including traffic, energy, forestry and land use. Some common features, strengths and development needs were revealed in the impact assessments. On the basis of this material, at least three procedural challenges to strategic impact assessment can be identified: the differentiation between impacts caused by the programme and other societal changes; the sufficient assessment of undesirable impacts; and the definition of concepts used in the programmes.
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Greene, Francis J. "Assessing the Impact of Policy Interventions: The Influence of Evaluation Methodology." Environment and Planning C: Government and Policy 27, no. 2 (April 2009): 216–29. http://dx.doi.org/10.1068/c07103b.
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Using the case of the Prince's Trust, the preeminent UK youth enterprise programme, I investigate how different evaluation methodologies generate radically different evidence of the impact of the programme. The key result is that simpler forms of evaluation tend to provide positive support for this programme, whereas more sophisticated evaluations are not so positive. I discuss the implications of this for the way stakeholders should view evaluations. I urge caution about the claims made for programmes that receive only lighter forms of evaluation.
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Azhar, Athirah, and Azlinda Azman. "School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia." IAFOR Journal of Education 9, no. 1 (February 19, 2021): 7–20. http://dx.doi.org/10.22492/ije.9.1.01.
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This study explores the impacts of the Corporate Social Responsibility educational programme from the schools’ perspectives towards their pupils and school. A qualitative approach was chosen from a case study of these programmes conducted in Malaysia. The method used for data collection was semi-structured interviews. Purposive sampling was adopted to collect data from headmasters/mistresses from 10 primary schools and was analysed using narrative analysis. Findings shows that these programmes have impacted pupils through educational exposure, a holistic approach, academic improvement, feeling motivated, encouraging creativity and assisting in pupils’ future career development. One of the impacts that were related to the educational programmes was the teaching and learning knowledge that was gained by the teachers. Other than that, the educational programmes also eased the financial burden of the school as well as providing benefits to the surrounding community. Schools suggested that the programmes should be improved by creating better and more programme type content, being more academically focused, allocating more funding, being conducted over a longer period for sustainability, and conducting the programme more regularly. Corporate Social Responsibility educational programmes in future are suggested to be academic related which should include an English language programme, information technology, 21st century learning, a green programme, basic skills (read, write, count), a motivational programme, and a study visit. In conclusion, CSR educational programmes initiatives must be sustainable because it had great impact on pupils, teachers, schools, and the community surrounding the school.
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Monkevičienė, Ona. "Inflence of the Early Prevention Programme “Zippy’s Friends” on Selfdevelopment of Children’s Social Competence and Establishment of Safe Emotional Environment in Educational Institutions." Pedagogika 116, no. 4 (December 22, 2014): 71–93. http://dx.doi.org/10.15823/p.2014.049.
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The article theoretically substantiates the purpose of programmes of early prevention to develop children’s social and coping skills, presents the concept of coping with challenges, strategies for overcoming difficulties, which are applied by children, as well as structure, which predetermines efficiency of early prevention programmes. Seeking the analysis of the impact of the programme ‘Zippy’s Friends’ on self-development of children’s social competence and creation of safe emotional environment in educational institutions, the research of several stages is presented: a) content analysis of the Lithuanian Pre-primary Education Curriculum and the programme ‘Zippy’s Friends’, which highlighted the specific contribution of the latter programme to children’s social competence; b) generalisation of the results of the research in the impact of the programme ‘Zippy’s Friends’ on development of children’s social competence; c) identification of the impact of the programme ‘Zippy’s Friends’ on creation of safe emotional environment in an educational institution.
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Dzimiri, Mashoko Tserere, Mogotsinyana Mapharing, and Shabani Ndzinge. "The Impact of the Four-year Learning Programme to Students’ Career Aspirations:." Advances in Social Sciences Research Journal 6, no. 11 (November 24, 2019): 215–31. http://dx.doi.org/10.14738/assrj.611.7382.
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The paper determines whether the students’ career aspirations have changed from the time they enrolled for a particular programme during the first year until they have encountered socialisation throughout the four-year learning period, which includes the internship programme. Descriptive research design was used in the study. The research population for the study were all final year University Botswana undergraduate business students on a four year study programme. Purposive sampling was used to select a total of 100 students from the final year Accounting and Finance students and, the two groups being equally represented in the sample. Primary data was used for the study and collected using a 5-point Likert scale questionnaire from the two groups during class time. Descriptive statistics and Independent sample t-tests were used to analyse the data. The internship programme is an eye opener to the students and help them to prepare for their careers. The students who enrolled for the accounting and finance programmes stuck to the careers choices they had made at the commencement of their four year study programmes. The university must continue with internship programmes, if possible assist finance students to secure internship places in finance related institutions both locally and regionally.
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Cherukuri, Radhika Rani, Raj Kumar P., and Phanindra Kumar T. "Impact of Watershed Programme on Nutritional Security." International Journal of Rural Management 13, no. 1 (March 31, 2017): 71–84. http://dx.doi.org/10.1177/0973005217693339.
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Nutrition security is central to the sustainable development agenda of the developing nations. Productivity enhancement activities in a watershed programme have a number of positive implications, out of which nutritional security is a major one. To what extent a watershed programme is meeting the nutrition challenge of its stakeholders is the concern. The study was taken up in four watershed villages in Telangana Province of India. The performance of watershed programmes was appreciable from the point of view of increase in disposable income with an increase in crop diversification and with an increase in employment through wage works. This is resonated laterally in the form of nutritional security with an increase in access to quality foods such as milk, meat, fruits and vegetables. However, the picture is not as bright as there were many children in the watershed villages who scored less anthropometrically. This suggests the need for nutrition-specific and nutrition-sensitive interventions on a watershed platform.
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Shorts, Ivor D. "Community-Based Training Programmes For Young Offenders: Perceptions of Programme Impact." Irish Journal of Psychological Medicine 6, no. 1 (March 1989): 26–29. http://dx.doi.org/10.1017/s0790966700015688.
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AbstractThis paper presents the programme perceptions of male young offenders involved in 2 Dublin community training workshops. Most of the sample indicated that they perceived their training to have had an overall positive impact (ranging from a moderate to a very substantial extent) in various areas of skills and personal development. Those emerging with a higher level of self-confidence, predictably, had also perceived themselves to have benefited more in almost all areas. Ambivalent predictions of the sample in respect of their future employment and re-offending tended to be associated with fewer perceived programme benefits, than were optimistic predictions.
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Karli, N., M. Zarifoglu, S. Erer, K. Pala, and N. Akis. "The Impact of Education on the Diagnostic Accuracy of Tension-Type Headache and Migraine: A Prospective Study." Cephalalgia 27, no. 1 (January 2007): 41–45. http://dx.doi.org/10.1111/j.1468-2982.2006.01245.x.
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General practitioners (GPs) diagnose and treat headache in primary care settings. The objective of this study was to investigate the effect of a 2-day headache education programme for GPs primarily on diagnostic accuracy. The education programme included theoretical lectures and face-to-face patient evaluation with headache specialists. Three GPs evaluated headache patients before and after the programme. Each GP was planned to interview a total of 60 patients (30 before, 30 after the programme). All patients were evaluated by headache specialists following evaluation by the GPs. A total of 189 patients were included in this study. Diagnostic accuracy increased from 56.3% to 81.0% after the headache education programme ( P < 0.001), which also significantly improved the choice of proper treatment ( P = 0.043). The headache education programme for GPs significantly improved diagnostic accuracy in patients with tension-type headache and the choice of proper treatment. Such education programmes can be standardized and given to GPs working in the primary care setting. These programmes can be arranged locally by the universities and might have a favourable impact on the diagnosis and treatment of headache.
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Usmani, Muhammad AbdulWahid, and Suraiya Khatoon. "Impact of programmeevaluationthrough self-assessmentin higher education institutions in Pakistan." Contemporary Educational Researches Journal 8, no. 4 (November 22, 2018): 134–41. http://dx.doi.org/10.18844/cerj.v8i3.3638.
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Quality assurance in higher education in Pakistan was formally initiated when Quality Assurance Agency (QAA) was established under Higher Education Commission of Pakistan. The current study is a descriptive study which was conducted to review the impact of programme evaluation on Pakistani universities. Data available with QAA, Pakistan, Self-Assessment Report available for the programmes and field notes were used as tool in this study. Programme evaluation reports were graded on a rubric in order to rank departments within a university. The study shows that quality assurance mechanism has got its firm roots at micro level, that is, at university level in Pakistan under the supervision of QAA of Pakistan. The study would be of interest for all educationists as it shows both the role of QAA, Pakistan and the role of quality enhancement cells whose combined efforts have resulted into a systematic programme evaluation in Pakistani universities.
Keywords: Programme evaluation, self-assessment, learning outcomes, feedback.
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Paliwal, Manu, and Shweta Dubey. "Impact of HIV/AIDS Intervention Programme for Adolescents." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 444–46. http://dx.doi.org/10.15373/2249555x/apr2013/148.
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Dickerson, Emma, Lee-Ann Fenge, and Emily Rosenorn-Lanng. "The impact of leadership development on GP mental health commissioning." Leadership in Health Services 30, no. 3 (July 3, 2017): 343–51. http://dx.doi.org/10.1108/lhs-09-2016-0046.
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Purpose This paper aims to explore the learning needs of general practitioners (GPs) involved in commissioning mental health provision in England, and offer an evaluation of a leadership and commissioning skills development programme for Mental Health Commissioners. Design/methodology/approach Retrospective mixed method, including online mixed method survey, rating participants’ knowledge, skills, abilities, semi-structured telephone interviews and third-party questionnaires were used. Results were analysed for significant differences using the Wilcoxon Signed Ranks test. Open-ended responses and interview transcripts were analysed thematically. Findings Indicative results showed that participants perceived significant impacts in ability across eight key question groups evaluated. Differences were found between the perceived and observed impact in relation to technical areas covered within the programme which were perceived as the highest scoring impacts by participants. Research limitations/implications The indicative results show a positive impact on practice has been both perceived and observed. Findings illustrate the value of this development programme on both the personal development of GP Mental Health Commissioners and commissioning practice. Although the findings of this evaluation increase understanding in relation to an important and topical area, larger scale, prospective evaluations are required. Impact evaluations could be embedded within future programmes to encourage higher participant and third-party engagement. Future evaluations would benefit from collection and analysis of attendance data. Further research could involve patient, service user and carer perspectives on mental health commissioning. Originality value Results of this evaluation could inform the development of future learning programmes for mental health commissioners as part of a national approach to improve mental health provision.
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McGill, Bronwyn, Blythe J. O’Hara, Anne C. Grunseit, Adrian Bauman, Luke Lawler, and Philayrath Phongsavan. "Healthy Weight for Life programme: Evaluating the practice and effectiveness of a weight loss maintenance programme in the private health insurance setting." SAGE Open Medicine 7 (January 2019): 205031211987381. http://dx.doi.org/10.1177/2050312119873814.
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Background: Australian private health insurers are increasingly involved in the delivery of chronic disease management programmes to their members, recognising the importance of decreasing and managing lifestyle risk factors and the impact such factors have on health service utilisation. One such secondary prevention programme is the Healthy Weight for Life programme, an intensive weight loss and lifestyle modification programme that has been designed for overweight and obese private health insurance members in Australia. Together with the insurer, the Healthy Weight for Life service provider developed and implemented a long-term maintenance programme that supports participants who complete the Healthy Weight for Life programme to maintain the weight loss they achieved during the programme. Various studies have shown that evidence-based weight management programmes can be effective; however, the results may vary in different contexts. Objective: This article presents the evaluation rationale and framework designed to assess the process and impact of the long-term maintenance programme on weight loss maintenance, other health-related benefits and participants’ experience with the programme. Methods: The evaluation will comprise a number of inter-related sub-studies balancing evaluation of programme effectiveness and implementation. The maintenance programme presented a unique opportunity for researchers to partner with private health insurance and a service provider to assess a real-world programme in the under-researched area of weight loss maintenance in this setting and emphasises the importance of evaluating such programmes given the potential the private health insurance context has in the future delivery of health care.
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Gulati, Kamal, Angel Rajan Singh, Sachin Kumar, Vivek Verma, Shakti Kumar Gupta, and Chitra Sarkar. "Impact of a leadership development programme for physicians in India." Leadership in Health Services 33, no. 1 (November 25, 2019): 73–84. http://dx.doi.org/10.1108/lhs-05-2019-0027.
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Purpose The purpose of this study was to evaluate the impact of leadership development programme on enhancing leadership competencies of physicians in India. Assessment of leadership competencies of physicians is critical for designing suitable leadership development programmes. The previous studies of authors have revealed significant gaps in leadership competencies among physicians in India. Hence, authors have designed a programme incorporating various facets of health-care leadership and evaluated its impact on improvement of leadership competencies of top- and mid-career level professionals. Design/methodology/approach A six-day offsite residential programme incorporating a three-day component of leadership development was organized, in which 96 physicians participated. A mix of pedagogical approaches was used. A pre- and post-assessment of 30 medical leadership competencies was done using a self-administered questionnaire. Findings Majority of participants (69%) scored their competencies at Level 3 and Level 4 (Average to Good) with a mean score ranging from 3.20 ± 0.85 to 4.12 ± 0.71 in the pre-assessment group. In contrast, in post-assessment, this shifted to Level 4 and Level 5 (Good to Very good) in 72% with mean scores ranging from 3.8 to 4.24. Statistically significant differentiation was noted in pre- and post-assessment mean scores for all 30 competencies. The maximum improvement was noted in Competency 29 “Information management system planning and implementation”, whereas the least improvement was noted in Competency 12 “Holding self and others accountable and responsible for organizational goal attainment”. Originality/value The authors believe that this is the first study from India to assess effectiveness of leadership development programmes on enhancing medical leadership competencies demonstrating positive outcome. The findings of this study can provide a roadmap for designing of future medical leadership development programmes for physicians in India.
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Feeney, Gerald F. X., Gerald F. X. Feeney, Ross McD Young, Jason P. Connor, Jane Tucker, and Annie Mcpherson. "Outpatient Cognitive Behavioural Therapy Programme for Alcohol Dependence: Impact of Naltrexone Use on Outcome." Australian & New Zealand Journal of Psychiatry 35, no. 4 (August 2001): 443–48. http://dx.doi.org/10.1046/j.1440-1614.2001.00935.x.
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Objective: Cognitive–behavioural therapy (CBT) has been effectively used in the treatment of alcohol dependence. Clinical studies report that the anticraving drug naltrexone, is a useful adjunct to treatment. Currently, few data are available on the impact of adding this medication to programmes in more typical, outpatient, and rehabilitation settings. The objective of this study was to examine the impact on outcome of adding naltrexone to an established outpatient alcohol rehabilitation program which employed CBT. Method: Fifty patients participated in an established 12-week, outpatient, ‘contract’-based alcohol abstinence programme which employed CBT. They also received naltrexone 50 mg orally daily (CBT + naltrexone). Outcomes were compared with 50 historical, matched controls, all of whom participated in the same programme without an anticraving medication (CBT alone). All patients met DSM-IV criteria for alcohol dependence. Results: Programme attendance across the eight treatment sessions was lower in the CBT alone group (p < 0.001). Relapse to alcohol use occurred sooner and more frequently in the CBT alone group (p < 0.001). Rehabilitation programme completion at 12 weeks was 88% (CBT + naltrexone) compared with 36% for (CBT alone) (p < 0.001). Alcohol abstinence at 12 weeks was 76% (CBT + naltrexone) compared with 18% (CBT alone) (p < 0.001). Conclusion: When employing the same outpatient rehabilitation programme and comparing outcomes using matched historical controls, the addition of naltrexone substantially improves programme attendance, programme completion and reported alcohol abstinence. In a typical outpatient programme, naltrexone addition was associated with significantly improved programme participation, better outcomes and was well tolerated.
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Meiklejohn, Sarah J., Liza Barbour, and Claire E. Palermo. "An impact evaluation of the FoodMate programme: Perspectives of homeless young people and staff." Health Education Journal 76, no. 7 (July 14, 2017): 829–41. http://dx.doi.org/10.1177/0017896917715780.
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Objectives: Food insecurity remains an issue for vulnerable populations in developed countries. The potential dietary and food security impacts of nutrition education programmes in Australia remain largely undocumented. This study investigated the impacts of an eight-session nutrition education programme delivered within community case management services for young people experiencing homelessness. Design and setting: A qualitative case study was undertaken in a community-based youth housing agency in Western Melbourne, Australia. Methods: Seven semi-structured interviews and two focus groups were conducted with a purposive sample of 10 past programme graduates and five youth service staff. Data were thematically analysed using a phenomenological lens. Results: The impacts of the programme were described by four themes: (1) the nutrition education programme created a platform for social engagement, (2) reduced reliance on emergency food relief for participants, (3) participants developed food-related knowledge and skills and (4) the programme was seen as a step towards food security for young people. These impacts were dependent on a myriad of personal and programme-related characteristics. Personal characteristics included participants’ intrinsic motivating factors to change their behaviours or a pre-existing interest in nutrition. Programme characteristics included the programme’s flexible structure and facilitation by caseworkers that were known to the young people. Conclusion: Study findings highlight the potential impacts of a nutrition education programme on dietary behaviours and food security status when embedded within community-based services.
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Spoor, Jennifer R., Simon M. Bury, and Darren Hedley. "Non-autistic employees’ perspectives on the implementation of an autism employment programme." Autism 25, no. 8 (May 7, 2021): 2177–88. http://dx.doi.org/10.1177/13623613211012880.
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Although employees’ attitudes towards an autism employment programme may impact its ultimate success, there is limited research examining the implementation of these programmes from the perspective of non-autistic employees (i.e. co-workers and managers). This study explored the implementation of an Australian-based supported autism employment programme, drawing on qualitative data collected from 32 employees working with autistic trainees in the programme. Thematic analysis revealed three main themes. The programme benefits theme suggested that the employment programme and autistic trainees were generally viewed positively, with the programme benefitting both the trainees and the organisation, and leading to greater understanding of autism. However, negative attitudes and perceptions of special treatment contributed to programme challenges, which paralleled challenges that have been observed with other disability and diversity programmes. The design of this specific programme led to concerns about workforce integration, such as reduced opportunity for social and work integration into the broader workplace. This research extends the research on diversity management in the context of autism employment and provides practical insights into barriers and facilitators associated with implementing autism employment programmes. Lay abstract We asked 32 employees who work alongside autistic trainees for their thoughts about the autism employment programme that is running in their company. Specifically, we analysed their responses to understand how the employees perceived the autism employment programme’s implementation and outcomes. How employees within an organisation view diversity, and the nature of specific programmes to increase the inclusion of certain groups of individuals (e.g. autistic employees) in their organisation, can impact the success of these programmes. Research in other organisations has suggested that diversity perspectives that fully support the inclusion of people with diverse backgrounds in the organisation lead to better outcomes. Thematic analysis of the responses in this study revealed that the views of the employees fit three main themes: programme benefits, programme challenges and concerns about workforce integration. The programme benefits theme suggested that the autism employment programme was viewed positively. However, negative attitudes and perceptions of special treatment contributed to programme challenges, which were similar to challenges that have been observed with other disability and diversity programmes. The design of this specific programme led to concerns about workforce integration, such as reduced opportunity for social and work integration into the broader workplace. This research extends the research on diversity management in the context of autism employment, and it provides practical understanding into ways in which organisational-based autism employment programmes are more and less successful.
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M. Woolnough, Helen, and Sandra Lesley Fielden. "The impact of a career development and mentoring programme on female mental health nurses." Gender in Management: An International Journal 29, no. 2 (February 25, 2014): 108–22. http://dx.doi.org/10.1108/gm-05-2013-0049.
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Purpose – Literature has shown that mentoring and career development programmes can assist women and minority groups in pursuit of more senior roles. The Challenging Perceptions 12-month, multi-faceted career development and mentoring programme was specifically designed to aid female mental health participants in their attempts to break the glass ceiling, which can be apparent within senior levels of the UK National Health Service. This study aimed to investigate the effects of a career development and mentoring programme on female mental health nurses' career and personal development compared to a matched comparison group. Design/methodology/approach – A longitudinal, qualitative study based on semi-structured interviews conducted with female mental health nurse participants and a matched control group at four time points, six months apart over an 18-month period. Female mental health nurses at F, G, H, I and Nurse Consultant Level who applied to participate in the programme were selected by a panel consisting of members of the project team and subsequently randomly allocated a group. Twenty-seven female mental health nurses experienced the programme and 27 female mental health nurses constituted a comparison group. Findings – Experience as programme participant influenced the career and personal development of participants, particularly compared to the matched control group. Career development outcomes included promotion and additional learning/study. Personal development outcomes included increased self-confidence and increased satisfaction with ability to deliver quality patient care. Originality/value – Career development and mentoring programmes designed to affect diversity have an important role to play in fostering the career and personal development of nurses in healthcare organisations.
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Durand, Marie-José, Diane Berthelette, Patrick Loisel, and Daniel Imbeau. "Validation of the programme impact theory for a work rehabilitation programme." Work 42, no. 4 (2012): 495–505. http://dx.doi.org/10.3233/wor-2012-1380.
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GRAHAM, WENDY J., VÉRONIQUE G. A. FILIPPI, and CARINE RONSMANS. "Demonstrating programme impact on maternal mortality." Health Policy and Planning 11, no. 1 (1996): 16–20. http://dx.doi.org/10.1093/heapol/11.1.16.
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Smith, Stuart D., Kristina B. Katsaros, Wiebe A. Oost, and Patrice G. Mestayer. "The impact of the hexos programme." Boundary-Layer Meteorology 78, no. 1-2 (February 1996): 121–41. http://dx.doi.org/10.1007/bf00122489.
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Arslan, Rıdvan, and N. Tufan Uzaslan. "Impact of competency-based and target-oriented training on employee performance." Industry and Higher Education 31, no. 5 (June 15, 2017): 289–92. http://dx.doi.org/10.1177/0950422217715199.
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Some firms have applied different in-house training models to keep up with new technological innovations in their specific fields. This study investigated how a target-oriented in-house training programme should be developed and how it should be evaluated for effectiveness. The aim of the study was to develop, implement and evaluate a competency-based and target-oriented training programme with the cooperation of both the academic and the automotive industrial sectors. During this process, 124 employees of Bosch Rexroth Company were trained via a specific target-oriented programme. The effectiveness of the training was assessed using pre- and post-tests, a course evaluation survey and peer evaluation performance analyses. At the end of the study, the success rate of the participants, according to the pre- and post-tests, had increased by 54 points on a 100-point scale. Furthermore, in a participant feedback survey, 93% of the respondents said that the programme had contributed positively to their working life. The most important result was that, according to performance analyses, 26% of the participants had improved their performance relative to an untrained cohort. The goals and outcomes proved to be encouraging for future programmes.
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Korycińska-Rządca, Paulina. "Europeanisation of the Polish Leniency Programme." Yearbook of Antitrust and Regulatory Studies 11, no. 18 (2018): 61–83. http://dx.doi.org/10.7172/1689-9024.yars.2018.11.18.3.
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Leniency programmes in competition law make it possible to grant immunity from fines, or a reduction of any fine that would otherwise have been imposed on an undertaking who was a party to an unlawful agreement restricting competition. This immunity or fine reduction is granted as a reward for the cooperation with the competition authority and the provision of evidence of an unlawful agreement restricting competition. Legal rules regarding the application of leniency programmes have been introduced at the EU level as well as in the national legislations of numerous countries, including Polish law. The author makes an attempt to establish the degree to which the Polish leniency programme is an effect of the impact of EU law or the application of law within the EU (for instance, by its institutions). The analysis has been made on three levels. Examined first was the degree to which the Polish leniency programme is a result of spontaneous harmonisation. Second, the impact of legislative harmonisation in the area of leniency programmes was taken into consideration. Finally, it was verified whether those Polish authorities that apply Polish competition law are inspired by judgements issued by EU courts in cases regarding leniency programmes.
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Ypsilandis, George. "Impact and reactions to a blended MA course on Language Education and Technology." EuroCALL Review 27, no. 2 (September 30, 2019): 53. http://dx.doi.org/10.4995/eurocall.2019.11149.
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<p>The subject of computers in language learning was not covered at a postgraduate level in Greece independently but as an add-on module in more broad programmes, such as <em>applied linguistics</em> or <em>TEFL</em>. In such programmes, this module was merely scratching the surface of the subject, leaving students with the impression that there was no more to it than learning to run a software programme or an application. The MA programme on <em>Language Education and Technology</em> (LET) was the first in the country that aimed to offer a specialised course with all its modules directly related to the area. Furthermore, the programme attempted to incorporate a number of novelties in the personnel involved (experts from six different countries), methods of teaching (blended, through face-to-face, and synchronous web teleconferencing), transparency (as to the use and allocation of the fees and student selection), systems of examination, modes of collaboration, and modules and seminars offered, all directly linked to its title.</p><p>The study described here aimed to shed light and estimate the impact of the course on the professional life of its participants through several open and closed questions included in a questionnaire, constructed to register student status before and after the programme, and their opinions on several other programme features. Students scored very positively a) module development, b) the instructors that were involved, c) the modules offered, and d) the knowledge they gained. Some of the students presented their final papers at international conferences, four were accepted in PhD studies in Spain, the UK and Austria, with scholarships from the host institution, while others increased their salaries, or found a new better paid job.</p>
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Esmark, Carol L., Stephanie M. Noble, and John E. Bell. "Open versus selective customer loyalty programmes." European Journal of Marketing 50, no. 5/6 (May 9, 2016): 770–95. http://dx.doi.org/10.1108/ejm-11-2014-0730.
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Purpose This paper aims to examine the impact of an open loyalty programme (anyone can join) versus a selective programme (requirements must be met) to show what types of loyalty programmes are most effective. In-group identification, gratitude, stage of relationship and visibility are additionally examined. Design/methodology/approach Two studies use experimental methodology to initially test the relationships. A third study uses survey and panel data. Findings Open programmes lead to more in-group identification, while selective programmes lead to higher levels of gratitude, especially in mature stages. Visible programmes lead to more in-group identification. Industry differences are presented. Research limitations/implications The first two studies use a student sample (although Study 3 uses penal data). The research is limited to the variables examined. The findings add to theory by showing differences between open and selective loyalty programmes. Practical implications The findings show how different retailer offerings change the value and experience to the customer leading to loyalty intentions. Loyalty programme designers can tailor their programme structure to fit their customers and overall strategy. The findings also shed light on the strategic importance of tiered loyalty programmes. Originality/value The examination of how a customer enters a loyalty programme is not in current literature. The research shows how loyalty intentions are impacted by design of the programme, including how a customer signs up for a programme. The mechanisms through which the relationship works increase the understanding of loyalty programme effectiveness.
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Petrass, Lauren A., Kate Simpson, Jenny Blitvich, Rhiannon Birch, and Bernadette Matthews. "Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers." European Physical Education Review 27, no. 3 (February 3, 2021): 684–702. http://dx.doi.org/10.1177/1356336x20985880.
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Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.
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Chen, Shushu, and Ian Henry. "Schools’ engagement with the Get Set London 2012 Olympic education programme: Empirical insights from schools in a non-hosting region." European Physical Education Review 25, no. 1 (July 21, 2017): 254–72. http://dx.doi.org/10.1177/1356336x17721437.
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During the Olympiad, an Olympic host country is required to organise and deliver an education programme to schools nationwide. Schools’ experiences of engagement with such programmes are often reported on by the government rather than being rigorously examined by academics. Moreover, there is little scientific understanding of how individual schools facilitate the programmes and why different schools engage with the same programme in different ways and to varying degrees, and generate different levels of impact. Looking at the London 2012 Olympic education programme called Get Set, this original qualitative research was undertaken to explore local schools’ experiences of involvement with the programme in a non-hosting region, Leicestershire. The paper advocates the use of programme-theory-driven evaluations (in particular a realist evaluation approach) to assess programme implementation. The results provide explanations of how and why case study schools engage more effectively or less effectively with the programme. The results identify the missing links in the programme theory, highlighting the significance of contextual factors at individual school levels, and arguing for the adoption of tailored strategies for effective programme implementation.
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Adamecz-Völgyi, Anna, Petra Zsuzsa Lévay, Katalin Bördős, and Ágota Scharle. "Impact of a personalised active labour market programme for persons with disabilities." Scandinavian Journal of Public Health 46, no. 19_suppl (February 2018): 32–48. http://dx.doi.org/10.1177/1403494817738421.
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Aims: The paper estimates the impact of a supported employment programme implemented in Hungary. Methods: This is a non-experimental evaluation using a matching identification strategy supported by rich data on individual characteristics, personal employment and unemployment history and the local labour market situation. We use a time-window approach to ensure that programme participants and matched controls entered unemployment at the same point in time, and thus faced very similar labour market conditions. Results: We find that the programme had a positive effect of 16 percentage points on the probability of finding a job among men and 25 percentage points among women. The alternative outcome indicator of not re-entering the unemployment registry shows somewhat smaller effects in the case of women. Conclusions:In comparison to similarly costly programmes that do not facilitate employment in the primary labour market, rehabilitation services represent a viable alternative.
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de la Barrera, Usue, Estefanía Mónaco, Silvia Postigo-Zegarra, José-Antonio Gil-Gómez, and Inmaculada Montoya-Castilla. "EmoTIC: Impact of a game-based social-emotional programme on adolescents." PLOS ONE 16, no. 4 (April 16, 2021): e0250384. http://dx.doi.org/10.1371/journal.pone.0250384.
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Introduction Technologies provide a brilliant opportunity to promote social-emotional competences, well-being and adjustment in adolescence. Game-based programmes and serious games are digital tools that pursue an educational goal in an attractive environment for adolescents. The purpose of this study was therefore to determine the effectiveness of emoTIC, a game-based social-emotional programme designed according to Mayer, Caruso, and Salovey’s model of emotional intelligence. Materials and methods The participants were 119 adolescents between 11 and 15 years, randomly assigned to the experimental group and the control group. The adolescents completed questionnaires to assess their emotional intelligence, self-esteem, affect balance, difficulties, prosocial behaviour, depression, anxiety and stress. Results The MANCOVA results showed that adolescents who completed the game-based programme had improved self-esteem, affect balance, emotional symptoms, behavioural problems, and hyperactivity (Wilks’ λ = .77; F = 2.10; p = .035). Hierarchical multiple regression indicated that adolescents in the experimental group had a greater change in self-esteem and affect balance (positive β), while their emotional problems and hyperactivity decreased (negative β). Anxiety moderated the influence of the intervention on self-esteem (b = .04; t = -2.55; p ≤ .05; LLCI = -0.43, ULCI = -0.05). Adolescents with low or medium anxiety improved their self-esteem with the intervention, while those with high anxiety did not develop it. Conclusions The use of technology in social-emotional programmes could be the first step in increasing adolescents’ interest in emotions and emoTIC could be considered a useful programme which influences their personal, emotional and social factors. Trial registration Clinical Trial identifier: NCT04414449.
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Skytt, Bernice, Birgitta Ljunggren, Maria Engström, and Marianne Carlsson. "Different development programmes – does it make a difference?" Leadership in Health Services 24, no. 1 (February 8, 2011): 29–50. http://dx.doi.org/10.1108/17511871111102517.
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PurposeThe purpose of this paper is to examine whether two groups of first‐line nurse managers perceived improvements in skills and knowledge regarding interpersonal skills and group management, achievement orientation, and organizational view and political savvy after participation in two different development programmes, compared to participants in a comparison group. Further, to understand the first‐line nurse managers' expectations for and experiences of the programme as well as its strengths and weaknesses.Design/methodology/approachA total of 13 first‐line nurse managers participated in a training programme, 14 in a self‐development programme, and 14 in a comparison group. Group interviews were used to describe the managers' expectations for and experiences of the programmes, the Leadership and Management Inventory were used to assess the impact of the programmes.FindingsThe results of the interviews showed that the programmes met many of the participants' expectations. Participants perceived significant improvements – in organizational knowledge following the training programme and in achievement orientation following the self‐development programme.Research limitations/implicationsParticipation in the groups was not based on random assignment.Practical implicationsDifferent development programmes focussing on different issues can increase flexibility and decrease costs, as managers can apply to programmes suited to their development needs.Originality/valueMixed methods have been used in this study: qualitative methods to describe the participants' experiences of the programmes, and quantitative methods to describe the impact of two different leadership programmes and to contrast these results with a comparison group.
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Elfrink, Teuntje R., Jochem M. Goldberg, Karlein M. G. Schreurs, Ernst T. Bohlmeijer, and Aleisha M. Clarke. "Positive educative programme." Health Education 117, no. 2 (February 6, 2017): 215–30. http://dx.doi.org/10.1108/he-09-2016-0039.
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Purpose The purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children’s well-being and creating a positive school climate in primary schools in the Netherlands. PEP adopts a competence skill enhancement approach with a focus on developing children’s positive emotions and strengths. Design/methodology/approach A process and impact evaluation was performed within the context of two schools piloting the programme. Employing questionnaires and interviews, the evaluation sought to examine the implementation of PEP, participants’ experiences with key components and the programme impact of PEP. Findings The findings reveal largely positive attitudes towards PEP. Staff and parents were positive about the core components of PEP. Results from standardised questionnaires provide preliminary evidence about the positive impact of PEP on children’s self-reported well-being and problem behaviour, teachers’ awareness of children’s strengths and overall school climate. The provision of practical strategies and activity-based resources was considered essential to the ongoing implementation of PEP. Research limitations/implications This study reports on findings from two implementation schools and therefore lacks generalisability. Further research using more robust research methods exploring the effectiveness of PEP when compared with “business as usual” is needed. Originality/value School frameworks aimed at creating a positive school climate and promoting well-being at the whole school level have not been carried out in the Netherlands to date. The results from this study provide a unique insight into the implementation and perceived impact of a whole school framework in the context of two primary schools.
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Lwin, May O., Shelly Malik, Vernon Beng Tat Kang, and Grace Peimin Chen. "Disparities in the impact of a community hypertension education programme across age, gender, race and housing type." Health Education Journal 77, no. 5 (May 7, 2018): 555–70. http://dx.doi.org/10.1177/0017896918760950.
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Objective: This study investigated the extent to which the efficacy of a hypertension awareness programme in Singapore may differ based on age, gender, race and housing type (as proxy for income). Method: Pre- and post-programme survey responses on blood pressure (BP) knowledge and beliefs from 9,960 grade 5 students were assessed. Post-programme responses from 5,361 adult family members were also evaluated. Results: Female students were more likely to show better BP knowledge and beliefs. As compared to Chinese students, Malay students had lower levels of BP knowledge and attitudes, while Indian students possessed stronger attitudes. Programme efficacy among students in the most affordable housing was the least favourable. In the adult family member sample, Malay and Indian adults had higher self-confidence and intention to measure their BP in the future than the Chinese. Adult respondents in the most affordable housing possessed the least favourable beliefs towards BP measurement. Older adults, men, Malays and residents in affordable housing types had higher odds of being found with hypertension when tested at home. Conclusion: Despite the same hypertension education programme being implemented, disparities in programme impact were apparent in both student and adult sample across race, housing type and, to a lesser extent, gender. Future interventions should consider these disparities when developing health education programmes.
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Saab, Mohamad M., Jonathan Drennan, Nicola Cornally, Margaret Landers, Josephine Hegarty, Eileen Savage, Cora Lunn, and Alice Coffey. "Impact of a compassionate care leadership programme." British Journal of Nursing 28, no. 11 (June 13, 2019): 708–14. http://dx.doi.org/10.12968/bjon.2019.28.11.708.
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Compassionate care delivery enhances patient satisfaction and quality of life and reduces nurse burnout. This study measured the perceptions of nursing and midwifery leaders regarding the impact of the ‘Leaders for Compassionate Care Programme’ on their personal development, learning experience, service and care delivery, programme quality, and satisfaction with the programme. Seventy-nine leaders were surveyed using the Leaders for Compassionate Care Outcomes Evaluation Questionnaire and the Leaders for Compassionate Care Evaluation Questionnaire. Participants' perceived ability to support peer learning, manage conflict, and build trust with patients increased significantly following the programme (P≤0.001). Over 80% of participants reported that they were able to apply to practice what they had learnt from the programme and reported an increase in their motivation to lead in compassionate care delivery. Various strategies are needed to improve compassionate care leadership and further research is needed to explore the long-term impact of the programme.
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Ramkissoon-Babwah, Natasha. "An Evaluation of Experiential Learning Strategies for an Entrepreneurship Boot Camp." International Journal of Adult Vocational Education and Technology 9, no. 4 (October 2018): 42–53. http://dx.doi.org/10.4018/ijavet.2018100104.
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There has been a global movement to support the creation of sustainable business enterprises via entrepreneurial activity. To encourage the growth and supply of entrepreneurs, training programmes have been designed to deliver knowledge at various stages along the entrepreneurship continuum. The pedagogical approaches of experiential education has been making its way into the delivery of entrepreneurship education programmes as a unique variable in programme implementation. This research article investigated the impact of the deployment of experiential learning into the delivery of an Entrepreneurship Boot Camp. It was revealed that the experiential techniques made a positive impact on the delivery of the curriculum and it was recommended that future Camps adopt a customized approach by an entrepreneurial assessment at the application process, the provision of mentoring services, a post after care support programme including an agency referral system and an expansion of the programme into the Secondary School system
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Liang, Li-Lin. "Impact of integrated healthcare: Taiwan’s Family Doctor Plan." Health Policy and Planning 34, Supplement_2 (November 1, 2019): ii56—ii66. http://dx.doi.org/10.1093/heapol/czz111.
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Abstract Integration of health services has been pursued worldwide. Diversity in integration approaches and in the contexts in which integrated programmes operate, however, hinders comparative analysis of care integration in both high-income countries (HICs) and low- and middle-income countries (LMICs). This study evaluates an HIC programme implemented in a delivery system resembling those of LMICs, especially its weak primary care system. The programme, Taiwan’s Family Doctor Plan (FDP), targets high-cost and chronic patients, incorporating key elements of integrated care, viz., case management, multidisciplinary teams and care pathways. This study estimates the effects of shifting from usual to integrated care and locates contextual factors that may distort programme implementation. To estimate programme effects, difference-in-differences analysis is applied to a balanced panel comprising >160 000 patients over 2009–13. Because physician participation is voluntary, a propensity score matching method is used to match providers. The research findings reveal that introduction of the FDP has not reoriented the model of care from fragmented towards integrated health services. It reduces continuity of care and has no effect on co-ordination of care. Regarding quality of care, the FDP is shown to have no effect on avoidable admissions and increases drug injections and emergency department visits. Several contextual factors may serve as barriers that impede elements of FDP from generating desirable outcomes. These include absence of registration and gatekeeping systems; limited capacities of clinics; and preponderance of fee-for-service remuneration. These findings suggest that HIC design elements may not be directly transferrable to settings with weak primary care systems, as is typical of LMIC healthcare. Changes at the system level, such as establishing regular sources of care, may be necessary before elements of integrated care are introduced to a weaker primary care system.
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Gordon, Ross, Katherine Butler, Paul Cooper, Gordon Waitt, and Christopher Magee. "Look before you LIEEP." Journal of Social Marketing 8, no. 1 (January 2, 2018): 99–119. http://dx.doi.org/10.1108/jsocm-04-2016-0017.
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Purpose This paper aims to present a discursive and evaluative analysis of Energy + Illawarra, an Australian Government Low Income Energy Efficiency Program (LIEEP) funded interdisciplinary social marketing energy efficiency programme. Energy + Illawarra was a community programme working with low-income older people in Australia and involving social marketers, human geographers and engineers. The paper aims to identify how ecological systems theory can inform social marketing, and what practicalities there may be in doing so. The paper also aims to assess whether a social marketing programme that draws on ecological systems theory can have a positive impact on people’s thermal comfort. Design/methodology/approach First, the paper uses critical discursive analysis to examine the use of various elements of a social marketing energy efficiency programme in relation to the different levels of ecological systems theory. Second, a longitudinal cohort survey study design is used to evaluate the programme’s influence on people’s perceptions of thermal comfort and satisfaction with thermal comfort in their homes. Findings The study found that ecological systems theory could be an effective framework for social marketing programmes. The evaluation study found that the intervention had a positive impact on participant’s perceptions of thermal comfort, satisfaction with thermal comfort and attitudes towards energy efficiency. However, the paper identifies some potential tensions in using ecological systems theory and suggests that issues of power, representation, agenda setting, the need for reflexive practice and consideration of unintended consequences are important considerations in social marketing programmes. Originality/value The work presented here suggests that multi-level social marketing programmes that draw on ecological systems theory can make a useful contribution to social change as demonstrated by the evaluation survey finding positive impacts on thermal comfort and attitudes of participants. However, issues of power, representation, agenda setting, the need for reflexive practice and consideration of unintended consequences should be considered in social marketing programmes.
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SCULLION, JASON, CRAIG W. THOMAS, KRISTINA A. VOGT, OCTAVIO PÉREZ-MAQUEO, and MILES G. LOGSDON. "Evaluating the environmental impact of payments for ecosystem services in Coatepec (Mexico) using remote sensing and on-site interviews." Environmental Conservation 38, no. 4 (November 3, 2011): 426–34. http://dx.doi.org/10.1017/s037689291100052x.
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SUMMARYOver the last decade, hundreds of payments for ecosystem services (PES) programmes have been initiated around the world, but evidence of their environmental benefits remains limited. In this study, two PES programmes operating in the municipality of Coatepec (Mexico) were evaluated to assess their effectiveness in protecting the region's endangered upland forests. Landsat satellite data were analysed to assess changes in forest cover before and after programme implementation using a difference-in-differences estimator. Additionally, surveys and interviews were conducted with local residents and a subset of PES programme participants to evaluate the programmes’ social and environmental impacts, particularly the effect of the programmes on landowner behaviour. The remote-sensing data show that deforestation was substantially lower on properties receiving PES payments compared to properties not enrolled in the programmes, but the programmes did not prevent the net loss of forests within Coatepec. Moreover, the on-site interviews suggest that the payments may have had little impact on deforestation rates, and that other factors contributed to the conservation of forests in PES properties. These findings suggest that risk-targeted payments, robust monitoring and enforcement programmes, and additional conservation initiatives should be included in all PES schemes to ensure environmental effectiveness.
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Agius, Steven J., Amy Brockbank, Rebecca Baron, Saleem Farook, and Jacky Hayden. "The impact of an integrated medical leadership programme." Journal of Health Organization and Management 29, no. 1 (March 16, 2015): 39–54. http://dx.doi.org/10.1108/jhom-09-2013-0188.
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Purpose – The purpose of this paper is to determine the impact of an integrated Medical Leadership Programme (MLP) on a cohort of participating specialty doctors and the NHS services with which they were engaged. Design/methodology/approach – This was a qualitative study designed to obtain rich textual data on a novel training intervention. Semi-structured interviews were conducted with participating MLP trainees at fixed points throughout the programme in order to capture their experiences. Resulting data were triangulated with data from extant documentation, including trainees’ progress reports and summaries of achievements. Recurring discourses and themes were identified using a framework thematic analysis. Findings – Evidence of the positive impact upon trainees and NHS services was identified, along with challenges. Evidence of impact across all the domains within the national Medical Leadership Competency Framework was also identified, including demonstrating personal qualities, working with others, managing services, improving services and setting direction. Research limitations/implications – Data were drawn from interviews with a small population of trainees undertaking a pilot MLP in a single deanery, so there are inevitable limitations for generalisability in the quantitative sense. Whilst the pilot trainees were a self-selected group, it was a group of mixed origin and ability. Practical implications – The study has provided valuable lessons for the design of future leadership programmes aimed at doctors in training. Originality/value – Identifying the effectiveness of an innovative model of delivery with regard to the Medical Leadership Curriculum may assist with medical staff engagement and support health service improvements to benefit patient care.
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Frederico, Margarita, Steven Muncy, Valdimir Hernandez, and Efrenlito Cabbigat. "Addressing the Multidimensional Impact of Child Poverty: A Model Programme in Pasay City, Philippines." Children Australia 40, no. 1 (March 2015): 10–15. http://dx.doi.org/10.1017/cha.2014.44.
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Living in poverty has lifelong consequences for children. In response to the obvious needs of highly vulnerable, impoverished children and youth in its neighbourhood, Community and Family Services International (CFSI) commenced the Park Avenue Initiative (PAI) which was aimed at addressing the impact of poverty through promoting and testing community-based initiatives in child protection, youth development, and opportunity-creation. Building upon research into the reproductive health (RH) practices of young people in the area, the PAI was expanded to include a new programme addressing RH and the high risk sexual behaviours engaged in by many youth. This article critically examines how poverty is impacting on children. It presents the PAI RH approach as an example of a programme which addresses many of the multiple risks poverty presents for children. The PAI RH programme takes a holistic perspective to address the co-morbidity of poverty risk factors. The programme works with children, their families and the community. The article concludes that programmes need to take an integrated approach to address the multidimensions of poverty and engage with children and their families in actions which are aimed at building individual resilience and strengthening communities.
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Le Comte, Lyndsay, and Beverley McClelland. "An evaluation of a leadership development coaching and mentoring programme." Leadership in Health Services 30, no. 3 (July 3, 2017): 309–29. http://dx.doi.org/10.1108/lhs-07-2016-0030.
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Purpose The purpose of this paper was to determine the value and impact of the Leadership Development – Coaching and Mentoring Programme at Counties Manukau Health and understand how the skills gained are applied. Design/methodology/approach Mixed-methods approach including surveys of programme participants and senior staff and semi-structured interviews with programme participants. Findings The survey response rate was 24.4 per cent for programme participants and 30 per cent for senior staff. Eight programme participants participated in semi-structured interviews. Of the 70 programme participants, 69 utilised their learning from the programme; 45 of 70 changed their approach to managing staff; and 40 of 68 programme participants reported that meeting with peers for triad group coaching was the most challenging aspect of the programme. Key themes identified through interviews included: working with others; not owning others’ problems; professional support and development; coaching and mentoring; future participants. Practical implications The majority of participants changed their leadership behaviours as a result of the programme, which has resulted in improved communication, a more supportive culture and distributed leadership. These changes contribute to better patient care. Originality value There is a paucity of evidence in the literature about the impact of coaching and mentoring programme on leadership development and how the skills gained in such programmes are applied in practice in a healthcare context. This evaluation helps to address that gap.
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Chartier, Lucas B., Hanna Jalali, M. Bianca Seaton, Howard Ovens, Bjug Borgundvaag, Shelley L. McLeod, Katie N. Dainty, and Olivia Ostrow. "Qualitative evaluation of a mandatory provincial programme auditing emergency department return visits." BMJ Open 11, no. 4 (April 2021): e044218. http://dx.doi.org/10.1136/bmjopen-2020-044218.
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ObjectiveThe objective of this qualitative study was to evaluate the perceived impact and value of the Return Visit Quality Programme (RVQP), a mandatory province-wide emergency department audit programme.DesignWe employed an interpretive descriptive qualitative approach with maximum variation sampling to ensure diverse representation across several geographical and institutional factors. RVQP programme leads were invited to participate in semistructured interviews and snowball sampling was used to reach non-lead physicians to capture the perspectives of those working within the programme.SettingIn Ontario’s RVQP, participating emergency departments must audit their return visits resulting in admission to identify issues that can be addressed through quality improvement initiatives.ParticipantsBetween June and August 2018, we interviewed 32 participants (local programme leads and non-lead physicians) from 23 out of the 86 participating centres.ResultsParticipants’ perceived impact and value of the programme was associated with the existence (or absence) and nature of the local quality improvement culture, the implementation approach of the programme within their emergency departments, and key aspects of the programme pertaining to medicolegal concerns and resource availability.ConclusionsThis study of an innovative, large-scale programme aimed at promoting continuous quality improvement in emergency departments showed that while its perceived impact has been meaningful, there are key structural and operational elements that support and hinder this aim. Healthcare leaders should consider these findings when looking to implement large-scale audit or quality improvement programmes.
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Rockers, Peter C., Richard O. Laing, Nancy Scott, Paul Ashigbie, Erin H. Lucca, Chukwuemeka Anthony Umeh, and Veronika J. Wirtz. "Evaluation of pharmaceutical industry-led access programmes: a standardised framework." BMJ Global Health 4, no. 4 (August 2019): e001659. http://dx.doi.org/10.1136/bmjgh-2019-001659.
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Pharmaceutical industry-led access programmes are increasing in number and scope worldwide. We present a new standardised framework for evaluation of these programmes that includes three components: a taxonomy of 11 access programme strategies; a series of logic models, one for each strategy and a set of measurement indicators. The logic models describe pathways of potential programme impact. Concepts relevant across a broad range of strategies were prioritised for inclusion in logic models to ensure consistency and to facilitate synthesis and learning across programmes. Each concept has at least one corresponding measurement indicator with metadata that includes the definition, details on how it should be measured and recommended data sources. The framework establishes a shared language for the collection and reporting of meaningful industry-led access programme information. Broad adoption by programme developers and implementing partners in the for-profit sector and beyond could facilitate shared learning on effective strategies and best practices.
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Glynn, Lisa, and Michael Dale. "Engaging dads: Enhancing support for fathers through parenting programmes." Aotearoa New Zealand Social Work 27, no. 1-2 (January 1, 2015): 59–72. http://dx.doi.org/10.11157/anzswj-vol27iss1-2id17.
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Parenting programmes purport to improve the parenting capacity of both mothers and fathers; however it is predominantly mothers who participate. Father participation is important because fathers have a positive impact on both child development and behaviour, and out- comes for children are enhanced when both parents participate in parenting programmes. This article draws upon a study (via an online questionnaire) that explored the views of social workers about the issues affecting fathers’ participation in parenting programmes. The results showed that participants considered the qualities of the programme leader, the programme content and the philosophy of the service delivery organisation to be the most important issues impacting on father participation. From the perspective of change, qualities of the programme leader and organisational philosophy were considered the most feasible to address. The sample comprised three times more female than male participants and there was an evident difference in viewpoint according to gender on issues including the gender of the programme leader and the gender make-up of the group.
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A. S. Gomase, A. S. Gomase, P. V. Yadgirwar P. V. Yadgirwar, P. K. Wakle P. K. Wakle, and S. P. Salame S. P. Salame. "An Impact Study on “Hello Kastakar” on Line Radio Programme." Paripex - Indian Journal Of Research 3, no. 7 (January 1, 2012): 1–3. http://dx.doi.org/10.15373/22501991/july2014/22.
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Belton, Sarahjane, Úna Britton, Elaine Murtagh, Sarah Meegan, Christina Duff, and Jamie McGann. "Ten Years of ‘Flying the Flag’: An Overview and Retrospective Consideration of the Active School Flag Physical Activity Initiative for Children—Design, Development & Evaluation." Children 7, no. 12 (December 16, 2020): 300. http://dx.doi.org/10.3390/children7120300.
Full textAbstract:
Whole-school physical activity (PA) promotion programmes are recommended to increase youth PA. Evaluation of programmes is essential to ensure practice is guided by evidence. This paper evaluates the Active School Flag (ASF), a whole-school PA promotion programme in Ireland, using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. ASF was evaluated across three levels—(1) administration, (2) application, (3) outcomes—using a mixed-methods case study design. Existing data sources were reviewed, the programme coordinator was interviewed, and a pilot study was conducted to investigate impact on 3rd and 5th class students (3 schools, n = 126 students, age range 8–12 years). In-school Moderate to Vigorous Physical Activity (MVPA; by accelerometery), motivation for PA (BREQ), PA self-efficacy (PASES), school affect and peer social support (Kidscreen27) were measured pre-programme (0 months), post-programme (8 months), and at retention (12 months). Teacher perceptions of classroom behaviour (CBAST) were also measured pre- and post-programme. ASF has been successful in engaging 46% of primary schools nationally. Students’ in-school moderate–vigorous PA increased in all pilot-study schools from pre-programme to retention (η2 = 0.68–0.84). ASF programme design facilitates implementation fidelity, adoption and maintenance through buy in from schools and government stakeholders. ASF presents as an effective PA promotion programme in the short-to-medium term for primary schools. This RE-AIM evaluation provides evidence of ASF effectiveness, alongside valuable findings that could support programme improvement, and inform future similar programmes.
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Slungaard, Ellen, Ross D. Pollock, Alec T. Stevenson, Nicholas D. C. Green, Di J. Newham, and Stephen D. R. Harridge. "Aircrew Conditioning Programme Impact on +Gz Tolerance." Aerospace Medicine and Human Performance 90, no. 9 (September 1, 2019): 764–73. http://dx.doi.org/10.3357/amhp.5318.2019.
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