Understanding the diffusion of non-evidence-based health interventions: the role of experiential evidence

Evans, Rhiannon ORCID: https://orcid.org/0000-0002-0239-6331, Murphy, Simon ORCID: https://orcid.org/0000-0003-3589-3681, Scourfield, Jonathan ORCID: https://orcid.org/0000-0001-6218-8158 and Turley, Ruth ORCID: https://orcid.org/0000-0001-8556-7855 2017. Understanding the diffusion of non-evidence-based health interventions: the role of experiential evidence. Health Education Journal 76 (4) , pp. 411-422. 10.1177/0017896916688711

Preview

PDF - Accepted Post-Print Version Download (204kB) | Preview

Abstract

Objective: The utilisation of evidence-based health interventions remains a challenge in educational settings. Although driving forward the scientific evidence-base may contribute to the diffusion of such approaches, abstract notions of population-level impact may not be seen as priorities in local. This paper considers the alternative forms of evidence that inform schools’ decision-making in relation to the adoption and implementation of health programmes. Design: Pragmatic formative process evaluation of a non-evidence-based social and emotional learning intervention, the Student Assistance Program, was conducted. Case-study methodology was used. Setting: Cases comprised four socio-economically contrasting secondary schools (free school meal eligibility ranging from 11.3% to 36%). Method: Semi-structured interviews were conducted with 15 programme stakeholders. Results: The results explore (a) how school staff acquired belief in the merit of the Student Assistance Program through an intervention training course; (b) how experiential evidence gained in this course is used in the effort to secure intervention adoption; and (c) how intervention implementation may be limited by the lack of opportunities to develop experiential evidence within the educational setting. Conclusion: Alternative forms of evidence, specifically experiential evidence, are of importance in the diffusion of interventions within educational settings. Evidence-based approaches need to further acknowledge and accommodate these alternative forms of understanding to enhance their uptake and implementation.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Social Sciences (Includes Criminology and Education) Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer)
Subjects:	H Social Sciences > H Social Sciences (General)
Uncontrolled Keywords:	Diffusion, evidence-based intervention, implementation, schools, social and emotional learning
Publisher:	SAGE Publications
ISSN:	0017-8969
Date of First Compliant Deposit:	21 February 2022
Last Modified:	08 Nov 2023 05:43
URI:	https://orca.cardiff.ac.uk/id/eprint/98109

Citation Data

Cited 1 time in Scopus. View in Scopus. Powered By Scopus® Data

Actions (repository staff only)

Edit Item