Two change theories comparison assignment

Two change theories comparison assignment Discus Topic 2. 

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Two change theories comparison assignment involves a discussion post, about 250 WORDS, but tittle page not required. Include in- text citation and produce original work please. Also, scholarly references are required for this assignment, website source strongly preferred.

QUESTION 2 on Two change theories comparison

Further, compare and contrast two change theories, and determine which theory makes the most sense for implementing your specific EBP project. Also, why? Finally, has your mentor used either theory, and to what result? (my project is childhood obesity)

Background

Implementation science has advanced toward a greater reliance on theoretical methodologies to better understand and explain how and why implementation succeeds or fails. The purpose of this article is to propose a taxonomy for implementation science that differentiates between various categories of theories, models, and frameworks, to facilitate the appropriate selection and application of relevant approaches in implementation research and practice, and to foster cross-disciplinary dialogue among implementation researchers.

Discussion

Two change theories comparison assignment

The three overarching goals of implementation science are to describe and/or guide the process of translating research into practice (process models); to understand and/or explain what influences implementation outcomes (determinant frameworks, classic theories, and implementation theories); and to evaluate implementation (evaluation frameworks).

Summary

 

This article suggests five distinct theoretical approaches in order to accomplish three main goals. These categories are not usually acknowledged in the literature as distinct methods. While certain theories, models, and frameworks overlap, it is critical to recognize the distinctions in order to assist the selection of appropriate approaches. The majority of determinant frameworks give limited “how-to” guidance for implementation efforts, as the determinants are frequently too generic to provide sufficient detail to guide an implementation process. And, while many process models emphasize the need of addressing barriers and enablers to putting research into practice, these models do not identify or structure systematically the precise factors of implementation success. Additionally, process models take into account the time sequence of implementation efforts, whereas determinant frameworks do not explicitly adopt a process-oriented approach to implementation.

Theories, Models, Frameworks, Evaluations, and Contexts

Proceed to:

Background

 

Implementation science was formed out of a desire to overcome the difficulties inherent in utilizing research to advance evidence-based practice (EBP) in health care and other areas of professional practice. Early implementation research was empirical in nature and frequently overlooked the theoretical foundations of implementation. Eccles et al. ([1]:108) observed that this research appeared to be “a more expensive version of trial and error.” Davies et al. [2] noticed that only 10% of the research they reviewed offered a detailed explanation for their techniques. The inconsistent outcomes of applying EBP in various situations have frequently been attributed to a poor theoretical foundation [1,3-5]. Inadequate theoretical foundations make it difficult to understand and explain how and why implementations succeed or fail, limiting opportunities to find elements that predict implementation success and develop more effective implementation strategies.

 

However, throughout the last decade of implementation science, there has been a growing awareness of the importance of developing theoretical foundations for implementation and tactics to aid implementation. There is growing interest in the application of theories, models, and frameworks to obtain understanding into the factors that contribute to implementation success. Implementation studies today incorporate theories from a variety of disciplines, including psychology, sociology, and organizational theory, as well as theories, models, and frameworks developed within the field of implementation science. There are currently so many theoretical perspectives available that some scholars have expressed frustration with the difficulty of selecting the best suited [6-11].

 

The purpose of this page is to advance implementation science by offering a narrative overview of the ideas, models, and frameworks used in this field of research. The purpose of this paper is to describe and analyze how theories, models, and frameworks have been utilized in implementation science and to offer a taxonomy that differentiates between various methods in order to improve clarity and provide a common vocabulary. The goal is to enable the selection and application of appropriate methodologies in implementation studies, as well as to stimulate cross-disciplinary collaboration among implementation researchers. The author’s appreciation for the value of a clarifying taxonomy grew as a result of several talks with colleagues about theoretical approaches employed in implementation science over the last few years, as well as meditation on the utility of various approaches in various scenarios.

 

Implementation science is defined as the scientific examination of strategies for systematic implementation of research findings and other EBPs into routine practice with the goal of improving the quality and efficacy of health services and care [12]. The phrases knowledge translation, knowledge exchange, knowledge transfer, knowledge integration, and research usage refer to overlapping and related study on the application of diverse forms of knowledge, including research [8,13-16]. Implementation is a subset of the diffusion-dissemination-implementation continuum: diffusion is the unintentional, untargeted, and unplanned spread of new practices; dissemination is the intentional, targeted, and planned spread of new practices to a target audience; and implementation is the process of implementing or integrating new practices within a setting [16,17].

 

A narrative review of selected literature was conducted to identify essential implementation science ideas, models, and frameworks. The narrative review approach collects information about a subject from a variety of sources and is deemed appropriate for summarizing and synthesizing the literature in order to arrive at conclusions about “what we know” about the subject. Narrative reviews produce qualitative findings and excel at capturing the diversity and plurality of knowledge [18,19]. Six textbooks were consulted: Rycroft-Malone and Bucknall [20], Nutley et al. [21], Greenhalgh et al. [17], Grol et al. [22], Straus et al. [23], and Brownson et al. [24]. Several studies providing overviews of implementation science theories, models, and frameworks were also consulted: Estabrooks et al. [14], Sales et al. [4], Graham and Tetroe [25], Mitchell et al. [8], Flottorp et al. [26], Meyers et al. [27], and Tabak et al. [28]. Additionally, Implementation Science (first published in 2006) was searched for related publications using the terms “theory”, “model”, and “framework”. The names and abstracts of identified papers were scanned, and those that were found to be relevant to the study’s objective were read in their entirety.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two-sentence responses, simple statements of agreement, or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’s level and deduct points accordingly.
• As Masters’s level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

 

 

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