PREV_SCI-538-sammy.perone-2024-09-09-02-00-01

Below is a syllabus template that includes WSU's required syllabus elements. Please complete all items highlighted in yellow.

Program Implementation

Prev_Sci 538

Semester and Year [tbd]

Number of Credit Hours 3

Prerequisites none

Course Details

Day and Time: Mondays 2:10-6:00 pm

Meeting Location: Zoom

Instructor Contact Information

Instructor Name: Dr. Brittany Cooper

Instructor Contact Information: [office location, phone, email] [tbd]

Instructor Office Hours: [click here for best practices] [tbd]

TA Name: [tbd]

TA Contact Information: [office location, phone, email]: [tbd]

TA Office Hours: [click here for best practices] [tbd]

Course Description

This course is a part of the required Prevention Science graduate program sequence that includes: 1) program development (PrevSci 535), 2) program implementation (this course), and 3) program evaluation (PrevSci 540). The overall goal of this course is to enhance students’ knowledge of Dissemination & Implementation (D&I) science and how it connects with Prevention Science. Specifically, it aims to enhance students’ ability to conduct D&I research and translate this research to practice with the goal of improving the high-quality implementation, sustainment, and scale-up of prevention programs.

Course Materials

Brownson, R. C., Colditz, G. A., & Proctor, E. K. (Eds.). (2023). Dissemination and implementation research in health: translating science to practice (Third edition.). Oxford University Press.

Freely available via WSU Library: https://academic.oup.com/book/56173?login=true

**Student Learning Outcomes (SLOs) [add more lines if necessary]**
Course Learning Outcomes (students will be able to:)	Activities Supporting the Learning Outcomes	Assessment of the Learning Outcomes
Understand the importance and language of D&I science, and the role it plays in achieving targeted evidence-based prevention program outcomes.	Course lectures and discussion	Paper assignments and final presentation
Explore and differentiate commonly used theories, models, and frameworks for D&I research and practice.	Week 2 course lecture and discussion	Paper assignments and final presentation
Describe and critically evaluate D&I study designs, methods, measures, and outcomes for use across settings, populations, and research aims.	Weeks 4, 5 and 6 course lecture and discussion	Paper assignments and final presentation
Understand the role of D&I science in promoting health equity.	Week 7 course lecture and discussion	Paper assignments and final presentation
Identify and analyze barriers and facilitators to implementation and how to identify and select implementation strategies to address barriers and improve high quality implementation, sustainment, and scale-up of prevention programs.	Week 8 course lecture and discussion	Paper assignments and final presentation
Understand the D&I research on the associations between fidelity, adaptation, and prevention program outcomes and the frameworks used to encourage balance between fidelity and adaptation in practice.	Week 9 course lecture and discussion	Paper assignments and final presentation
Understand the importance of systems and partnerships in D&I science and explore the role these partnerships play across program development, implementation, and evaluation.	Week 10, 11, and 12 course lecture and discussion	Paper assignments and final presentation
Demonstrate the ability to use D&I science to support real-world implementation, sustainment, and scale-up of preventive programs.	Week 10, 11, and 12 course lecture and discussion	Paper assignments and final presentation

**Course Schedule**

**[Please note that a WSU semester is 15 weeks + Thanksgiving/Spring Break. The schedule below does not include the break.]**
Dates	Lesson Topic	Assignment	Assessment
Week 1 [dates]	Introduction to Dissemination & Implementation (D&I) Science	Brownson et al. (2023) Chapter 1 & 2 Curran, G. M. (2020). Implementation science made too simple: a teaching tool. Implementation Science Communications, 1(1), 1–3.https://doi.org/10.1186/S43058-020-00001-Z Supplemental: Bauer, M. S., Damschroder, L., Hagedorn, H., Smith, J., & Kilbourne, A. M. (2015). An introduction to implementation science for the non-specialist. BMC Psychology, 3(1), 1-12. Doi: 10.1186/s40359-015-0089-9 Bauer, M.S., Kirchner, J. (2019). Implementation science: What is it and why should I care? Psychiatry Research, 283, 112376. https://doi.org/10.1016/J.PSYCHRES.2019.04.025	Class participation, paper assignments and final presentation
Week 2 [dates]	Implementation Theories, Models & Frameworks	Brownson et al. (2023) Chapter 3 & 4 Nilsen, P. (2015) Making sense of implementation theories, models, and frameworks. Implementation Science, 10(53), 1-13. Doi: 10.1186/s13012-015-0242-0 Supplemental: https://dissemination-implementation.org/ Albers, B, Mildon, R, Lyon, AR, Shlonsky, A. (2017). Implementation frameworks in child, youth and family services – Results from a scoping review. Children and Youth Services Review, 81, 101-116. https://doi.org/10.1016/J.CHILDYOUTH.2017.07.003 Damschroder, L. J. (2020). Clarity out of chaos: Use of theory in implementation research. Psychiatry Research, 283, 112461. https://doi.org/10.1016/J.PSYCHRES.2019.06.036	Class participation, paper assignments and final presentation
Week 3 [dates]		Labor Day. No class
Week 4 [dates]	Implementation Outcomes & Measurement	Paper #1 Due 9/10: Implementation Process Brownson et al. (2023) Chapter 15 Proctor, E., Silmere, H., Raghavan, R., Hovmand, P., Aarons, G., Bunger, A., Griffey, R., & Hensley, M. (2011). Outcomes for implementation research: Conceptual distinctions, measurement challenges, and research agenda. Administration and Policy in Mental Health and Mental Health Services Research, 38(2), 65–76. https://doi.org/10.1007/s10488- 010-0319-7 Lengnick-Hall, R., Gerke, D. R., Proctor, E. K., Bunger, A. C., Phillips, R. J., Martin, J. K., & Swanson, J. C. (2022). Six practical recommendations for improved implementation outcomes reporting. Implementation Science, 17 (1), 1-8. https://doi.org/10.1186/s13012-021-01183-3 Supplemental: Weiner, B. J., Lewis, C. C., Stanick, C., Powell, B. J., Doresy, C. N., Clary, A. S., Boynton, M. H., & Halko, H. (2017). Psychometric assessment of three newly developed implementation outcome measures. Implementation Science, 12(1), 1-12. Doi: 10.1186/s13012-017-0635-3 Rabin, B. A., Lewis, C. C., Norton, W. E., Neta, G., Chambers, D., Tobin, J. N., . . . Glasgow, R. E. (2016). Measurement resources for dissemination and implementation research in health. Implementation Science, 11(1), 1-9. Doi: 10.1186/s13012-016-0401-y	Class participation, paper assignments and final presentation
Week 5 [dates]	D&I Science Methods I: Design & Analysis	Brownson et al. (2023) Chapter 14 & 17 Smith, J.D., Li, D.H., & Rafferty, M.R. (2020). The implementation research logic model: A method for planning, executing, reporting and synthesizing implementation projects. Implementation Science, 15(1), 1- 12. https://doi.org/10.1186/s13012-020-01041-8 Supplemental: Brown, C. H., Curran, G., Palinkas, L. A., Aarons, G. A., Wells, K. B., Jones, L., Collins, L. M., Duan, N., Mittman, B. S., Wallace, A., Tabak, R. G., Ducharme, L., Chambers, D. A., Neta, G., Wiley, T., Landsverk, J., Cheung, K., & Cruden, G. (2017). An overview of research and evaluation designs for dissemination and implementation. Annual Review of Public Health, 38, 1–22. https://doi.org/10.1146/ANNUREV- PUBLHEALTH-031816-044215 Curran, G. M., Landes, S. J., McBain, S. A., Pyne, J. M., Smith, J. D., Fernandez, M. E., ... & Mittman, B. S. (2022). Reflections on 10 years of effectiveness-implementation hybrid studies. Frontiers in Health Services, 2, 1053496. Doi: 10.3389/frhs.2022.1053496	Class participation, paper assignments and final presentation
Week 6 [dates]	D&I Science Methods II: Mixed Methods & Systems Science Guest: Dr. Kat Bruzios	Brownson et al. (2023) Chapter 18 & 13 Supplemental: Valente T., Palinkas L.A., Czaja, S., Chu K.H., & Brown, C.H. (2015). Social network analysis for program implementation (SNAPI). PLOS One, 10(6), e0131712. doi:10.1371/journal.pone.0131712 Sheldrick, R. C., Cruden, G., Schaefer, A. J., & Mackie, T. I. (2021). Rapid-Cycle Systems Modeling to Support Evidence-Informed Decision-Making During System-Wide Implementation, Implementation Science Communications, 2, 116. https://doi.org/10.1186/S43058-021-00218-6	Class participation, paper assignments and final presentation
Week 7 [dates]	Health Equity in D&I Science	Brownson et al. (2023) Chapter 25 Shelton, R. C., Adsul, P., Oh, A., Moise, N., & Griffith, D. M. (2021). Application of an antiracism lens in the field of implementation science (IS): Recommendations for reframing implementation research with a focus on justice and racial equity. Implementation Research and Practice, 2, 1-19. https://doi.org/10.1177/26334895211049482 Woodward, E. N., Matthieu, M. M., Uchendu, U. S., Rogal, S., & Kirchner, J. E. (2019). The health equity implementation framework: Proposal and preliminary study of hepatitis C virus treatment. Implementation Science, 14(1), 1–18. https://doi.org/10.1186/s13012- 019-0861-y Supplemental: • Brownson, R. C., Kumanyika, S. K., Kreuter, M. W., & Haire- Joshu, D. (2021). Implementation science should give higher priority to health equity. Implementation Science, 16(1), 1– 16. https://doi.org/10.1186/S13012-021-01097-0	Class participation, paper assignments and final presentation
Week 8 [dates]	mplementation Barriers/Facilitators & Implementation Strategies	Brownson et al. (2023) Chapter 6 Leeman, J., Birken, S. A., Powell, B. J., Rohweder, C., & Shea, C. M. (2017). Beyond “implementation strategies:” classifying the full range of strategies used in implementation science and practice. Implementation Science, 12(1), 1-9. Doi: 10.1186/s13012-017-0657-x Lewis, C. C., Klasnja, P., Powell, B. J., Lyon, A. R., Tuzzio, L., Jones, S., Walsh-Bailey, C. & Weiner, B. (2018). From classification to causality: Advancing understanding of mechanisms of change in implementation science. Frontiers in Public Health, 6, 136. https://doi.org/10.3389/fpubh.2018.00136 Supplemental: • Fernandez, M. E., Ten Hoor, G. A., van Lieshout, S., Rodriguez, S. A., Beidas, R. S., Parcel, G., ... & Kok, G. (2019). Implementation mapping: using intervention mapping to develop implementation strategies. Frontiers in Public Health, 7, 158. https://doi.org/10.3389/fpubh.2019.00158	Class participation, paper assignments and final presentation
Week 9 [dates]	Balancing Fidelity & Adaptation	Brownson et al. (2023) Chapter 7 & 8 Kirk, M.A., Moore, J.E., Wiltsey Stirman, S. et al. (2020). Towards a comprehensive model for understanding adaptations’ impact: the model for adaptation design and impact (MADI). Implementation Science, 15(1), 1-15. https://doi.org/10.1186/s13012-020-01021-y Supplemental: • Wiltsey Stirman, S., Baumann, A.A. & Miller, C.J. (2019) The FRAME: an expanded framework for reporting adaptations and modifications to evidence-based interventions. Implementation Science, 14(1), 1-10. https://doi.org/10.1186/s13012-019-0898-y	Class participation, paper assignments and final presentation
Week 10 [dates]	Sustainability & Scale-up	Paper #2 Due 10/22: Implementation Influences & Strategies Brownson et al. (2023) Chapter 27 & 29 Fagan, A. A., Bumbarger, B. K., Barth, R. P., Bradshaw, C. P., Cooper, B. R., Supplee, L. H., & Walker, D. K. (2019). Scaling up evidence-based interventions in US public systems to prevent behavioral health problems: Challenges and opportunities. Prevention Science, 20(8), 1147-1168. https://doi.org/10.1007/S11121-019-01048-8	Class participation, paper assignments and final presentation
Week 11 [dates]	D&I Science: Implications for Policy	Brownson et al. (2023) Chapter 24 Hoagwood, K. E., Purtle, J., Spandorfer, J., Peth-Pierce, R., & Horwitz, S. M. C. (2020). Aligning dissemination and implementation science with health policies to improve children’s mental health. The American Psychologist, 75(8), 1130. https://doi.org/10.1037/AMP0000706	Class participation, paper assignments and final presentation
Week 12 [dates]	D&I Science: Implications for Practice	Choose 1 chapter from Section 5 of Brownson et al. (2023) (except Chapter 24 or 25) Westerlund, A. W., Nilsen, P., & Sundberg, L. (2019). Implementation of implementation science knowledge: The research-practice gap paradox. Worldviews on Evidence-based Nursing, 16(5), 331-420. https://doi.org/10.1111/wvn.12403 Supplemental: Metz, A., Jensen, T., Farley, A., & Boaz, A. (2022). Is implementation research out of step with implementation practice? Pathways to effective implementation support over the last decade. Implementation Research and Practice, 3, 1-11. Doi: 10.1177/26334895221105585 Implementation Support Core Competencies StrategEase Tool	Class participation, paper assignments and final presentation
Week 13 [dates]		Veteran's Day. No class
Week 14 [dates]	Student Choice	Paper #3 Due 11/19: Implementation Evaluation
Week 15 [dates]	Student Presentations	Presentations

Expectations for Student Effort

[Describe how much time students should expect to invest in the course each week. Graduate courses should state: "For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside of class." Note that Global campus courses will automatically include credit hour equivalents in the syllabus.]

Grading [add more lines if necessary]

Assignment Breakdown
Type of Assignment (tests, papers, etc)	Points	Percent of Overall Grade
Class Participation	20	20
Paper #1: Implementation Process	20	20
Paper #2: Implementation Influences & Strategies	20	20
Paper #3: Implementation Evaluation	20	20
	20	20

Grading Schema
Grade	Percent	Grade	Percent
A	93-100	C	73-76
A-	90-92	C-	70-72
B+	87-89	D+	67-69
B	83-86	D	60-66
B-	80-82	F	59 and below
C+	77-79

[Provide information about how grades will be rounded (eg, if 89% earns a B+ and 90% earns an A-, what grade is given to a student with an 89.5?]

Attendance and Make-Up Policy

[Provide details on how attendance affects final course grades. Indicate whether and how missed exams, laboratory sessions, etc. can be made up. Sample attendance statement: “Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time, if allowed. Missing class meetings may result in reducing the overall grade in the class.” ]

Deadlines: Students are expected to complete all assignments as scheduled. Medical excuses, a death in the family, or other WSU exemptions may be considered, but will be determined on a case-by-case basis at the instructors’ discretion. Late assignments will not be graded except in the case of extreme circumstances discussed directly with the instructor.

Attendance: Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to access course materials via Canvas and request notes from classmates. In- class participation points cannot be made up (except for WSU endorsed absences). Missing class meetings may impact your overall grade because it may impact your ability to do well on course assignments.

Academic Integrity Statement

You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:

-Receive a zero for that assignment and may fail the course.

-Be reported to the Center for Community Standards

-Have the right to appeal my decision

-Not be able to drop the course of withdraw from the course until the appeals process is finished

If you have any questions about what you can and cannot do in this course, ask me.

If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.