Maintaining Program Fidelity in a Changing World: National Implementation of a School-Based HIV Prevention Program

We examined the effects of these implementation strategies on teachers ’ implementation in the subsequent year after the initial implementation during the COVID-19 pandemic. Data were collected from 79 Grade 6 teachers in 24 government elementary schools. Teachers completed training workshops and a pre-implementation questionnaire to record their characteristics and perceptions that might affect their program fidelity. School coordinators and peer mentors provided teachers with monitoring, feedback, and mentoring. In Year 1, teachers on average taught 79.3% of the sessions and 80.8% of core activities; teachers in Year 2 covered 84.2% of sessions and 72.9% of t he core activities. Teachers with “good” or “excellent” school coordinators in the second year taught significantly more sessions on average (7.8 vs. 7.0,t = 2.04,P <  0.05) and more core activities (26.3 vs. 23.0,t = 2.41,P <  0.05) than teachers with “satisfactory” coordinators. Teachers who had a “good” or “satisfactory” mentor taught more sessions than teachers who did not have a mentor (7.9 vs. 7.3;t = 2.22;P = 0.03). Two-level mixed-effects model analysis indicated that teachers’ program fidelity in Year 1, confidence in the execution of core activities, and school coordinators’ performance were significantly associated with Year 2 implementation dose. Implementation of FOYC + CImPACT was s ignificantly associated with improved student outcomes. Teachers...
Source: Prevention Science - Category: Psychiatry & Psychology Source Type: research