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Using process data to understand outcomes in sexual health promotion: an example from a review of school-based programmes to prevent sexually transmitted infections

Using process data to understand outcomes in sexual health promotion: an example from a review of school-based programmes to prevent sexually transmitted infections
Using process data to understand outcomes in sexual health promotion: an example from a review of school-based programmes to prevent sexually transmitted infections
This article discusses how process indicators can complement outcomes as part of a comprehensive explanatory evaluation framework, using the example of skills-based behavioural interventions to prevent sexually transmitted infections and promote sexual health among young people in schools. A systematic review was conducted, yielding 12 eligible outcome evaluations, 9 of which included a process evaluation. There were few statistically significant effects in terms of changes in sexual behaviour outcomes, but statistically significant effects were more common for knowledge and self-efficacy. Synthesis of the findings of the process evaluations identified a range of factors that might explain outcomes, and these were organized into two overarching categories: the implementation of interventions, and student engagement and intervention acceptability. Factors which supported implementation and engagement and acceptability included good quality teacher training, involvement and motivation of key school stakeholders and relevance and appeal to young people. Factors which had a negative impact included teachers’ failure to comprehend the theoretical basis for behaviour change, school logistical problems and omission of topics that young people considered important. It is recommended that process indicators such as these be assessed in future evaluations of school-based sexual health behavioural interventions, as part of a logic model.
1465-3648
566-582
Shepherd, Jonathan Paul
dfbca97a-9307-4eee-bdf7-e27bcb02bc67
Harden, Angela
6b4ba3e6-9768-4ae2-92b2-2f2603530893
Barnett-Page, Elaine
7e8978a2-c3b4-4999-9b5f-da68c6aa9adb
Kavanagh, Josephine
fbe0f528-f08e-47eb-934b-831d43700a44
Picot, Jo
324d6f20-a105-49fd-9fb0-88791be84ada
Frampton, Geoff
26c6163c-3428-45b8-b8b9-92091ff6c69f
Cooper, Keith
ea064f58-d71d-404a-bcf3-49d243b8825b
Hartwell, Debbie
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Clegg, A.
838091f5-39df-4dbe-a369-675b26f2301b
Shepherd, Jonathan Paul
dfbca97a-9307-4eee-bdf7-e27bcb02bc67
Harden, Angela
6b4ba3e6-9768-4ae2-92b2-2f2603530893
Barnett-Page, Elaine
7e8978a2-c3b4-4999-9b5f-da68c6aa9adb
Kavanagh, Josephine
fbe0f528-f08e-47eb-934b-831d43700a44
Picot, Jo
324d6f20-a105-49fd-9fb0-88791be84ada
Frampton, Geoff
26c6163c-3428-45b8-b8b9-92091ff6c69f
Cooper, Keith
ea064f58-d71d-404a-bcf3-49d243b8825b
Hartwell, Debbie
e6a0eaa0-956d-45fb-9b7d-03ca1af3334c
Clegg, A.
838091f5-39df-4dbe-a369-675b26f2301b

Shepherd, Jonathan Paul, Harden, Angela, Barnett-Page, Elaine, Kavanagh, Josephine, Picot, Jo, Frampton, Geoff, Cooper, Keith, Hartwell, Debbie and Clegg, A. (2014) Using process data to understand outcomes in sexual health promotion: an example from a review of school-based programmes to prevent sexually transmitted infections. Health Education Research, 29 (4), 566-582. (doi:10.1093/her/cyt155). (PMID:24488650)

Record type: Article

Abstract

This article discusses how process indicators can complement outcomes as part of a comprehensive explanatory evaluation framework, using the example of skills-based behavioural interventions to prevent sexually transmitted infections and promote sexual health among young people in schools. A systematic review was conducted, yielding 12 eligible outcome evaluations, 9 of which included a process evaluation. There were few statistically significant effects in terms of changes in sexual behaviour outcomes, but statistically significant effects were more common for knowledge and self-efficacy. Synthesis of the findings of the process evaluations identified a range of factors that might explain outcomes, and these were organized into two overarching categories: the implementation of interventions, and student engagement and intervention acceptability. Factors which supported implementation and engagement and acceptability included good quality teacher training, involvement and motivation of key school stakeholders and relevance and appeal to young people. Factors which had a negative impact included teachers’ failure to comprehend the theoretical basis for behaviour change, school logistical problems and omission of topics that young people considered important. It is recommended that process indicators such as these be assessed in future evaluations of school-based sexual health behavioural interventions, as part of a logic model.

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More information

e-pub ahead of print date: 1 February 2014
Published date: 3 February 2014
Organisations: Faculty of Medicine

Identifiers

Local EPrints ID: 361803
URI: http://eprints.soton.ac.uk/id/eprint/361803
ISSN: 1465-3648
PURE UUID: 061b2b5b-7d5f-4421-a4bf-c912e223be82
ORCID for Jonathan Paul Shepherd: ORCID iD orcid.org/0000-0003-1682-4330
ORCID for Jo Picot: ORCID iD orcid.org/0000-0001-5987-996X
ORCID for Geoff Frampton: ORCID iD orcid.org/0000-0003-2005-0497

Catalogue record

Date deposited: 04 Feb 2014 11:32
Last modified: 18 Feb 2021 17:02

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Contributors

Author: Angela Harden
Author: Elaine Barnett-Page
Author: Josephine Kavanagh
Author: Jo Picot ORCID iD
Author: Geoff Frampton ORCID iD
Author: Keith Cooper
Author: Debbie Hartwell
Author: A. Clegg

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