Policy implementation science (IS) is complex, dynamic, and fraught with unique study challenges that set it apart from biomedical or clinical research. One important consideration is the ways in which policy interacts with local contexts, such as power and social disadvantage (e.g., based on ability, race, class, sexual identity, geography). The complex nature of policy IS and the need for more intentional integration of equity principles into study approaches calls for creative adaptations to existing implementation science knowledge and guidance. Effectiveness-implementation hybrid studies were developed to enhance translation of clinical research by addressing research questions around the effectiveness of an intervention and its implementation in the same study. The original work on hybrid designs mainly focused on clinical experimental trials; however, over the last decade, researchers have applied it to a wide range of initiatives and contexts, including more widespread application in community-based studies. This perspectives article demonstrates how effectiveness-implementation hybrid studies can be adapted for and applied to equity-centered policy IS research. We draw upon principles of targeted universalism and Equity in Implementation Research frameworks to guide adaptations to hybrid study typologies, and suggest research and engagement activities to enhance equity considerations; for example, in the design and testing of implementing strategies. We also provide examples of equity-centered policy IS studies. As the field of policy IS rapidly evolves, these adapted hybrid type studies are offered to researchers as a starting guide.
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http://dx.doi.org/10.3389/frhs.2023.1220629 | DOI Listing |
Int J Health Policy Manag
December 2024
Thunder Bay Regional Health Research Institute, Thunder Bay, ON, Canada.
As embedded researchers in Northern Ontario, Canada, we offer our reflections on Kasaai and colleagues' 2023 "Early Career Outcomes of Embedded Research Fellows: An Analysis of the Health System Impact Fellowship Program." In our commentary, we draw on our experiences and what is known about embedded research training to examine how to build and strengthen the workforce for equity-centered learning health systems. Does our narrow understanding of outcomes and impacts of embedded research training in Canada affect who benefits and which systems can realize the potential of learning health systems? We identify three areas for deeper analysis: outcomes and impacts at the individual, partnership, and system level, knowledge on the social identities and needs of individuals in embedded research partnerships, and research generalism as a complement to embedded research.
View Article and Find Full Text PDFEat Disord
October 2024
Department of Psycholog, Kenyon College, Gambier, OH, USA.
This article concludes the special issue, , by reflecting on some of the shared themes as the bases for guiding improvements, if not innovations, in future research. Overall, the articles in this collection highlight the progress achieved within eating disorders prevention in recent years, while addressing many of the existing-and sometimes glaring-gaps within the field. While these manuscripts represent important steps forward, they also offer conceptual frameworks and methodological roadmaps for future developments in the field.
View Article and Find Full Text PDFNurs Outlook
December 2024
University of Pennsylvania School of Nursing, Philadelphia, PA; Leonard Davis Institute of Health Economics, Philadelphia, PA.
Nursing burnout remains a public health crisis. However, few stakeholders have considered the disproportionate toll of burnout among nurses of color, including nurses identifying as Black, Hispanic/Latino, or Native American. We convened a one-day conference, titled Solutions to Health Inequities and Nurses' Emotional Exhaustion (SHINE), to begin identifying contributing factors and solutions to burnout amongst nurses of color.
View Article and Find Full Text PDFPediatrics
October 2024
Department of Pediatrics, Division of Pediatric Hospital Medicine, Baylor College of Medicine, Texas Children's Hospital.
Background: As educators and schools redouble their efforts to support and graduate a diverse and highly competent student body, there is an urgent need to adopt an academic framework to understand the effects of trauma on student learning, ground equity and justice in nursing education, and underpin policy development.
Method: This article explicates the use of equity-centered trauma-informed education practice (TIEP) as a framework for examining, scrutinizing, and eliminating the influences and effects of racism, including explicit, implicit, systematic, and microaggressions, as well as inequitable approaches in practices, pedagogy, and policy.
Results: Five key strategies were identified: (1) bias and antiracist work; (2) safety and trust; (3) culturally responsive pedagogy; (4) wellness and balance and (5) community-building.
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