Process evaluation Flashcards

1
Q

why does process evaluation exist

A

asks the question: are we creating evidence-based interventions relevant to government policy?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Government response act 2011

A

UK house of lords inquiry into behaviour change 2010-2011

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what was said by Baroness Julia Neuberger

A
  • “Many of the goals to which governments aspire—such as bringing down levels of crime, reducing unemployment, increasing savings and meeting targets for carbon emissions—can be achieved only if people change their behaviour.”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

“Many of the goals to which governments aspire—such as bringing down levels of crime, reducing unemployment, increasing savings and meeting targets for carbon emissions—can be achieved only if people change their behaviour.”

A

process evaluation looks into how we can be produce interventions which will actually cause individuals to change their behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

lack of..

A

population-level trial data on long term effectiveness of behaviour change interventions

i.e. lack of research looking at interventions for populations, rather than specific groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

due to their being a lack of evidence of population-level interventions

A
  • lack of evidence of cost-effectiveness and long term impact
  • barrier to the formulation of evidence based policies to change behaviour
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

importance of evaluation

A
  • should be considered at the beginning of the policy design process
  • external evaluation from experts should be sought
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

if you create a good intervention but don’t evaluate appropriately

A

not a very useful intervention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

intervention mapping: design and evaluation framework

A

1) evaluation of needs assessment
2) logic model
3) program design
4) program production
5) implementation
6) evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what are measurable change objectives

A

what will the intervention chaneg

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

identification change mechanisms (logic model)

A

determines process evaluation e.g. making it harder to get alcohol by making sure that shops and bars ID

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

logic models must be delivered in a way attractive to its target

A

identification of feasibility, attractiveness and sustainable delivery formats

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

PPI can be used to

A

identification of feasibility, attractiveness and sustainable delivery formats
–> avoiding later failures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

co-creation of interventions e.g.

A

with those who will deliver and receive them e.g. a head teacher

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

planning evaluation

A

before materials are created

o. e. how are we going to measure if young people drink less?
- Otherwise we will never know if intervention is effective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Abraham et al (2016) names twelve broad characteristics of behaviour change interventions

A

1) specific behaviour changes targeted
2) modifiable process operating at different ;levels that regulates relevant behaviour patterns
3) change techniques known to alter identified regulatory process
4) modes of delivery to be used
5) intervention components i.e. the material needed
6) the setting in which the intervention will be delivered e.g. school place
7) the fit between intervention components and the cultural and practical context in which will be used
8) characteristics, qualifications and training of those delivering the intervention
9) intensity (contact time in each session
10) duration (number of sessions and overall period of intervention)
11) widely of delivery (were lessons delivered as designed)
12) evaluation, including outcome, process and economic evaluations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

modes or formats of delivery i.e.

A

face to face meeting, telephone calls, innovative online programmes, leaflet distribution etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

setting of intervention e.g.

A

school, worksite etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

intensity

A

contact time in each session

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

duration

A

number of sessions and overall period of itnevrnetion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

widely of delivery

A

were lessons delivered as designed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

two main questions outcome evaluations ask

A
  • DOES IT WORK?

- HOW DOES IT WORK?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Outcome evaluation: DOES IT WORK?

A
  • effect size/ D value
  • efficacy vs effectiveness
  • observed differences and validity power
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

effect size also know as

A

d value

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

d value

A

is an effect size used to indicate the standardised difference between two mean

  • it can be used to accompany reporting of t-test and ANOVA results
  • its also widely used in meta-analysis
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Cohen’s d

A

is an appropriate effect size for the comparison between two mean

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

smaller the effect size

A

the larger the sample needed

28
Q

outcome evaluations: HOW WELL DOES IT WORK?

A

effect size and clinical relevance

29
Q

process evaluation asks

A

how does it work? the mechanisms and techniques

for whom does it work and in what setting? group setting- moderators

30
Q

economic evaluation

A

how much doe sit cost- is it out effective

31
Q

process evaluation definition

A

a study which aims to understand the functioning of an intervention by examining examining implementation, mechanisms of impact and contextual factors.

Process evaluation is complementary to, but not a substitute for high quality outcome evaluation

32
Q

process evaluation takes place

A

within an RCT study usually

  • evaluates the intervention
  • collects the data
  • explains how outcomes are reached by
33
Q

how doe process evaluation explain how outcomes are reached

A

by examining:

  • implementation
  • mechanisms of change
  • context
    e. g. a condom intervention would be received very differently in e deter than south africa
34
Q

process evaluation may be conducted using

A

mixed methods data collection

35
Q

mixed methods data collection

A

e.g. qualitative analysis of interviews and quantitative analyses of questionnaires

36
Q

complex interventions

A

an intervention comprising multiple components which interact to produce change
- complexity may also relate to the difficulty of behaviours targeted by interventions, the number of organisation levels targets or the range of outcomes

37
Q

implementation

A

the process through which interventions are delivered and what is delivered in practice

38
Q

3 factors should be considered when deciding how the intervention is delivered (3)

A

fidelity
dose
reach

39
Q

fidelity

A

the consistency that is implemented with the planned intervention
- delivered oer protocol

40
Q

measuring fidelity s a key part of making sure

A

the intervention is having the effect

-reduces risk of confounding

41
Q

dose

A

how the intervention is delivered

42
Q

reach

A

the extent to which a target audience comes into contact with the intervention

43
Q

what counts as process evaluation. how much process does a study have to examine before it can be a process evaluation? how much does it have toe explain? In how much detail?

A

a minimal qualitative study (just looking at association between a couple of variables can be a simple process evaluation)

44
Q

even just looking at association between a couple of variables

A

can be a simple process evaluation

45
Q

to what extent should a process evaluation explain outcome?

A

at least partially

46
Q

what is a theory

A

a system of interrelated proposition that should enable phenomena to be described, explained , predicted and controlled

47
Q

quality of theory

A
  • does it explain the phenomenon of interest?
  • does the theory contain unambiguous concepts?
  • are the relationships between and among the concepts clearly articulated?
  • are the theoretical propositions empirically testable?
  • has it been verified by data?
48
Q

uses of theory in evaluation

A

proposes explanations of underlying causes or influences of phenomena

49
Q

theories give researchers

A

different lenses through which to look at complicated problems and social issues, focusing heir attention on different aspects of the data and providing framework within which to conduct their analysis

50
Q

during interpretation of data

A

theory development may be an output of the research

51
Q

identifying mechanisms of change. Information, motivation, behaviour skills model:

A

a theoretical grouping mechanism

52
Q

explain the info, motivation, behaviour skills model: a theoretical grouping of mechanisms

A
  • information and motivation and related in they way that new information can act to motivate someone to develop behavioural skills which change behaviour.. Or motivation can cause individuals to look for information which change their behavioural skills
    e. g. both info and motivation cause new behavioural skills to be developed and this impact behaviour
  • info and behaviour can also directly affect behaviour
53
Q

example: helping motivated, overweight and obese women to lose weigh

A
  • research question- does action and if-then planning help motivated people to lose weight
  • sample:RCT of 45 women attending weight watchers classes
  • intervention: single session add-on “ planning” session (including if- then planning)
  • outcome: weight loss two months later
54
Q

Barry and Kenny 1986 on mediators

A

In general, a given variable may be said to function as a mediator to the extent that it accounts for the relationship between the predictor and the criterion.

55
Q

mediators explain

A

how external physical event take an internal psychological significance

56
Q

mediators speak to how or why

A

such effect occur

57
Q

intervention design should be based

A

on a theory of change or specified mechanism or programme which explains how an intervention is meant to work

58
Q

process and evaluation int theory testing is useful in

A

distinguishing between ‘implementation theory and ‘theory of change’

59
Q

implementation theory

A

how an intervention is delivered

60
Q

theory of change

A

how an intervention brings about change in the target population

61
Q

no theory is perfect

A

so the evaluator should allow for unexpected data and be prepared to refine theory later on

62
Q

logic models:

A

representations of the theory of change

  • only identifies factors which the intervention can change and that can be measured as outcomes
63
Q

greater specificity

A

greater theoretical clarity

64
Q

ideal logic models will

A

represent context, mechanisms and implementation factors

-and identifies how they are related to each other

65
Q

logic model is designed for

A

the intervention rather than just applying the standard template

66
Q

a simple logic model example

A

1) IV intervention- causes?
2) planning- causes?
3) DV weight loss

67
Q

the results of the intervention may suggest

A

that the theory of change (and therefore logic model) was inadequate and needs to be changed/ developed
- such insight allows process evaluation to drive theory of development