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Implementation Support for Prevention Program Delivery by College Peer Educators (PI)

Primary Purpose

Eating Disorder

Status
Active
Phase
Not Applicable
Locations
United States
Study Type
Interventional
Intervention
Training
Training and Technical Assistance
Training, Tech. Assistance, Quality Assurance/Improvement
Sponsored by
Oregon Research Institute
About
Eligibility
Locations
Arms
Outcomes
Full info

About this trial

This is an interventional prevention trial for Eating Disorder focused on measuring Implementation Support, Eating Disorder, Dissemination, Prevention, Peer Leader

Eligibility Criteria

17 Years - undefined (Child, Adult, Older Adult)All SexesAccepts Healthy Volunteers

Five Categories of Study Participant: (1) Peer Educator, (2) Peer Educator Supervisor, (3) Clinician, (4) Body Project Group Participant, (5) Usual Care Participant

  1. Peer Educator

    Inclusion Criteria:

    • College undergraduate student Peer Educators with an interest in promoting body satisfaction
    • Willing to attend a 2-day Body Project train-the-trainer (TTT) training

    Exclusion Criteria:

    • Undergraduate college students from a college or university* that does not have a formal Peer Education Program
  2. Peer Educator Supervisor

    Inclusion Criteria:

    • College or University* staff members with an interest in promoting body satisfaction
    • Willing to attend a 2-day Body Project train-the-trainer (TTT) training

    Exclusion Criteria:

    • Not a staff member
  3. Clinician

    Inclusion Criteria:

    • Clinician working at a US College or University*

    Exclusion Criteria:

    • Not a clinician
  4. Body Project Group Participant

    Inclusion Criteria:

    • College* students with an interest in promoting body satisfaction

    Exclusion Criteria:

    • Not a college student
  5. Usual Care Participant

Inclusion Criteria:

  • College* students with an interest in promoting body satisfaction

Exclusion Criteria:

  • Not a College* student
  • Current or past participant in a Body Project group

    • Participating students and staff are randomized at the school level.

Sites / Locations

  • Stanford University
  • Oregon Research Institute
  • University of Texas at Austin
  • Trinity University

Arms of the Study

Arm 1

Arm 2

Arm 3

Arm Type

Experimental

Experimental

Experimental

Arm Label

Training Alone

Training and Technical Assistance

Training, Tech. Assist., Qual. Assurance

Arm Description

This condition involves an intensive 2-day initial train-the-trainer workshop that simultaneously trains peer educators to deliver the intervention and campus supervisors to train and support future peer educators, plus the facilitator guide and facilitator support website.

This condition involves an intensive 2-day initial train-the-trainer workshop that simultaneously trains peer educators to deliver the intervention and campus supervisors to train and support future peer educators, plus the facilitator guide and facilitator support website. This condition additionally contains a 1/2 day implementation training to articulate goals, needs, leadership structure, adoption options, recruitment strategies, and communication.

This condition involves an intensive 2-day initial train-the-trainer workshop that simultaneously trains peer educators to deliver the intervention and campus supervisors to train and support future peer educators, plus the facilitator guide and facilitator support website. This condition additionally contains a 1/2 day implementation training to articulate goals, needs, leadership structure, adoption options, recruitment strategies and communication. Furthermore, this condition will have 1 year of technical assistance, coaching, and quality assurance to enhance implementation skills and sustainability.

Outcomes

Primary Outcome Measures

Fidelity of Program Implementation as assessed by 25-item Session Adherence Scale (Stice et al., 2013a)
Peer educators' adherence to scripted intervention manual and accuracy of script delivery as coded through evaluation of audio-recorded sessions by two clinicians independently coding a random selection of sessions using the Session Adherence Scale. Coders will indicate the extent to which peer leaders adhere to the 25 total total necessary components of the 4-session intervention script using a scoring guide ranging from 10 (indicating no adherence) to 100 (indicating perfect adherence) with a possible total score range of 250 to 2500. Inter-rater agreement for Session Adherence Scale has been found to be .92 (Stice et al., 2013a).
Competence of Program Implementation as assessed by 12-item Group Leader Competence Scale (Stice et al., 2013a)
Peer educators' competence with intervention delivery as assessed by 12-item Group Leader Competence Scale measuring various indicators of a competent group facilitator (e.g. leaders allot equal speaking time for all members.) Coders will indicate the extent to which peer leaders show competence in their delivery of the scripted intervention across 12 items using a scoring guide ranging from 10 (indicating poor competence) to 100 (indicating superior competence) with a possible total score range of 120 to 1200. Inter-rater agreement for Group Leader Competence Scale has been found to be .96 (Stice et al., 2013a).

Secondary Outcome Measures

Attendance
Attendance levels of participants as recorded by peer educators
Reach
Percentage of students who complete the prevention program at 1 year post-educator training
Sustainability
Percentage of students who complete the prevention program during the subsequent 2-year sustainability monitoring period
Delivery Cost
Dollar amount delivery cost for each arm of the implementation support model
Relative Cost-Effectiveness
Relative cost-effectiveness of each arm of the implementation support model
Perceived Characteristics of the Intervention as measured by the 28-item Provider Intervention Adoption Scale
Perceived Characteristics of the Intervention as measured by the 28-item Provider Intervention Adoption Scale. Respondents will indicate their level of agreements with the 27 items using a 5-point Likert-type scale ranging from 1 ("Strongly Disagree") to 5 ("Strongly Agree) with a possible score ranging from 27 to 135.
Project Knowledge
Peer educators' declarative project knowledge as measured by the 20-item Body Project Knowledge Scale. Peer educators will indicate whether the statements in this scale are "true" or "false," with a possible score ranging from 0 for no correct replies to 20 for every answer correct.
Provider Attitudes Towards Evidence-Based Interventions
Provider Attitudes Towards Evidence-Based Interventions as measured by the 50-item Evidence-Based Practice Attitude Scale (EBPAS-50), which will assess provider attitudes toward adopting evidence-based intervention (Aarons, 2004); it has four subscales: Appeal (intuitive appeal of evidence-based interventions), Requirements (likelihood of adopting evidence-based interventions given supervisor, organizational, or system requirements), Openness (general openness to new practices), and Divergence (perceived divergence between research developed interventions and current practice), which sum up to a total score representing respondents' global attitude toward adopting and using evidence-based practice. Respondents will indicate the extent to which they agree with each item on a 5-point Likert scale ranging from 0 (Not at all) to 4 (Very great extent). A higher total score indicates a more positive attitude toward adopting and using evidence-based practice. 23 items are reverse-scored.
Implementation Progress
Implementation Progress as measured by the Prevention Implementation Progress Scale
Peer Educator Self-Efficacy
Peer Educator Self-Efficacy as measured by the 14-item Peer Educator Self-Efficacy Questionnaire. Respondents will degree of confidence on a 6-point scale ranging from 1 (No Confidence) to 6 (Complete Confidence). Scores will range from 14 (no demonstrated peer educator self-efficacy) to 84 (high peer educator self-efficacy.)
Inner Setting
Inner Setting sub domains assessed using the Team Climate Inventory
Outer Setting
Evaluate presence or absence of formal policies related to evidence-based programs, fiscal and other organizational resources for peer educators based on two coded interviews

Full Information

First Posted
December 7, 2017
Last Updated
December 1, 2022
Sponsor
Oregon Research Institute
Collaborators
Stanford University, University of Texas at Austin, Trinity University, Texas
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1. Study Identification

Unique Protocol Identification Number
NCT03409809
Brief Title
Implementation Support for Prevention Program Delivery by College Peer Educators
Acronym
PI
Official Title
Implementation Support for Prevention Program Delivery by College Peer Educators
Study Type
Interventional

2. Study Status

Record Verification Date
December 2022
Overall Recruitment Status
Active, not recruiting
Study Start Date
January 15, 2018 (Actual)
Primary Completion Date
November 15, 2022 (Actual)
Study Completion Date
November 15, 2023 (Anticipated)

3. Sponsor/Collaborators

Responsible Party, by Official Title
Sponsor
Name of the Sponsor
Oregon Research Institute
Collaborators
Stanford University, University of Texas at Austin, Trinity University, Texas

4. Oversight

Studies a U.S. FDA-regulated Drug Product
No
Studies a U.S. FDA-regulated Device Product
No
Data Monitoring Committee
Yes

5. Study Description

Brief Summary
This project will evaluate 3 approaches of implementation support for university peer leaders who will deliver a prevention program with a particularly strong evidence-base compared to changes observed in outcomes in response to usual care at the universities before implementation. This study aims to advance knowledge of this innovative and economical way to provide college prevention programs to reduce the burden of mental illness in the college student population.
Detailed Description
Several interventions for mental health problems are efficacious and effective, but few are routinely offered to college students, who represent 59% of young adults. This is regrettable because college students are at high risk for mental health problems (e.g., depression, substance abuse, eating disorders), and college counseling centers lack sufficient clinicians to offer individual therapy to all afflicted students and are not well positioned to deliver prevention programs. One solution for this service shortfall is to have peer educators deliver scripted group-based prevention programs, which can more efficiently reduce the burden of mental illness than individual therapy. Targeting college students is a cost-effective tactic for delivering prevention programs and has vast potential reach because 85% of colleges have peer educator programs. Peer educators have effectively delivered several prevention programs, sometimes producing larger effects than clinicians. This study will investigate 3 levels of implementation support (training, training with technical assistance, and training with technical assistance and quality assurance) and the impacts of differing levels of implementation support on program outcomes across 57 college campuses nationwide. Specifically we have five aims for this study: Aim 1: Test whether greater implementation support is associated with graded increases in fidelity and competence in delivering the scripted prevention program. This will be assessed by an established procedure for reliably rating fidelity and competence of audio-recorded intervention sessions. Aim 2: Test whether greater implementation support, which should increase fidelity and competence of intervention delivery, is associated with graded increases in student attendance of intervention sessions (recorded by the peer educators) and effectiveness of the prevention program (measured by pre-to-post changes in core outcomes assessed with anonymous surveys completed by group participants) and compared to parallel pre-to-post change data collected from students at the colleges before implementation is initiated. Aim 3: Test whether greater implementation support is associated with graded increases in program reach (% of female students at each college who complete the prevention program during the 1-year implementation period) and sustainability (% of female students at each college who complete the prevention program during the subsequent 2-year sustainability monitoring period). Aim 4: Test whether Consolidated Framework for Implementation of Research (CFIR) indices of perceived intervention factors, outer and inner setting factors, peer educator attributes, and process factors after the initial training correlate with fidelity, competence, attendance, effectiveness, and reach over the 1-year implementation period and with sustainability. We will test whether at the end of the initial implementation period the 3 conditions differ on relevant CFIR indices and on the progress and speed of implementation. Aim 5: Compare the prevention program delivery cost in the 3 implementation conditions, and the relative cost-effectiveness of each condition in terms of attaining fidelity, competence, attendance, and effectiveness, reach, and sustainability, plus cost-savings from and reductions in waitlists and eating disorder prevalence at clinics. Starting in March of 2020, virtually-hosted Body Project groups are being recommended to participating Peer Education teams in contexts where in-person groups can not be offered due to COVID-19 social distancing guidelines. Existing research indicates that virtual Body Project groups are a viable and effective alternative in-person groups.

6. Conditions and Keywords

Primary Disease or Condition Being Studied in the Trial, or the Focus of the Study
Eating Disorder
Keywords
Implementation Support, Eating Disorder, Dissemination, Prevention, Peer Leader

7. Study Design

Primary Purpose
Prevention
Study Phase
Not Applicable
Interventional Study Model
Parallel Assignment
Masking
ParticipantCare Provider
Allocation
Randomized
Enrollment
2261 (Actual)

8. Arms, Groups, and Interventions

Arm Title
Training Alone
Arm Type
Experimental
Arm Description
This condition involves an intensive 2-day initial train-the-trainer workshop that simultaneously trains peer educators to deliver the intervention and campus supervisors to train and support future peer educators, plus the facilitator guide and facilitator support website.
Arm Title
Training and Technical Assistance
Arm Type
Experimental
Arm Description
This condition involves an intensive 2-day initial train-the-trainer workshop that simultaneously trains peer educators to deliver the intervention and campus supervisors to train and support future peer educators, plus the facilitator guide and facilitator support website. This condition additionally contains a 1/2 day implementation training to articulate goals, needs, leadership structure, adoption options, recruitment strategies, and communication.
Arm Title
Training, Tech. Assist., Qual. Assurance
Arm Type
Experimental
Arm Description
This condition involves an intensive 2-day initial train-the-trainer workshop that simultaneously trains peer educators to deliver the intervention and campus supervisors to train and support future peer educators, plus the facilitator guide and facilitator support website. This condition additionally contains a 1/2 day implementation training to articulate goals, needs, leadership structure, adoption options, recruitment strategies and communication. Furthermore, this condition will have 1 year of technical assistance, coaching, and quality assurance to enhance implementation skills and sustainability.
Intervention Type
Behavioral
Intervention Name(s)
Training
Intervention Description
Level of Support: Intensive 2-day train-the-trainer workshop, facilitator guide and facilitator support website.
Intervention Type
Behavioral
Intervention Name(s)
Training and Technical Assistance
Intervention Description
Level of Support: Intensive 2-day train-the-trainer workshop, facilitator guide, and facilitator support website, plus half-day implementation training to further define goals, needs, leadership structure and strategy for adoption and recruitment.
Intervention Type
Behavioral
Intervention Name(s)
Training, Tech. Assistance, Quality Assurance/Improvement
Intervention Description
Level of Support: As for "Training and Technical Assistance" arm, plus 1-year of technical assistance, coaching, and quality assurance to enhance skills for implementation and sustainability.
Primary Outcome Measure Information:
Title
Fidelity of Program Implementation as assessed by 25-item Session Adherence Scale (Stice et al., 2013a)
Description
Peer educators' adherence to scripted intervention manual and accuracy of script delivery as coded through evaluation of audio-recorded sessions by two clinicians independently coding a random selection of sessions using the Session Adherence Scale. Coders will indicate the extent to which peer leaders adhere to the 25 total total necessary components of the 4-session intervention script using a scoring guide ranging from 10 (indicating no adherence) to 100 (indicating perfect adherence) with a possible total score range of 250 to 2500. Inter-rater agreement for Session Adherence Scale has been found to be .92 (Stice et al., 2013a).
Time Frame
12 months
Title
Competence of Program Implementation as assessed by 12-item Group Leader Competence Scale (Stice et al., 2013a)
Description
Peer educators' competence with intervention delivery as assessed by 12-item Group Leader Competence Scale measuring various indicators of a competent group facilitator (e.g. leaders allot equal speaking time for all members.) Coders will indicate the extent to which peer leaders show competence in their delivery of the scripted intervention across 12 items using a scoring guide ranging from 10 (indicating poor competence) to 100 (indicating superior competence) with a possible total score range of 120 to 1200. Inter-rater agreement for Group Leader Competence Scale has been found to be .96 (Stice et al., 2013a).
Time Frame
12 months
Secondary Outcome Measure Information:
Title
Attendance
Description
Attendance levels of participants as recorded by peer educators
Time Frame
12 months
Title
Reach
Description
Percentage of students who complete the prevention program at 1 year post-educator training
Time Frame
12 months
Title
Sustainability
Description
Percentage of students who complete the prevention program during the subsequent 2-year sustainability monitoring period
Time Frame
24 months
Title
Delivery Cost
Description
Dollar amount delivery cost for each arm of the implementation support model
Time Frame
12 months
Title
Relative Cost-Effectiveness
Description
Relative cost-effectiveness of each arm of the implementation support model
Time Frame
12 months, 24 months
Title
Perceived Characteristics of the Intervention as measured by the 28-item Provider Intervention Adoption Scale
Description
Perceived Characteristics of the Intervention as measured by the 28-item Provider Intervention Adoption Scale. Respondents will indicate their level of agreements with the 27 items using a 5-point Likert-type scale ranging from 1 ("Strongly Disagree") to 5 ("Strongly Agree) with a possible score ranging from 27 to 135.
Time Frame
1 Week or less post training
Title
Project Knowledge
Description
Peer educators' declarative project knowledge as measured by the 20-item Body Project Knowledge Scale. Peer educators will indicate whether the statements in this scale are "true" or "false," with a possible score ranging from 0 for no correct replies to 20 for every answer correct.
Time Frame
Baseline, 1 week or less post-training, 12 months
Title
Provider Attitudes Towards Evidence-Based Interventions
Description
Provider Attitudes Towards Evidence-Based Interventions as measured by the 50-item Evidence-Based Practice Attitude Scale (EBPAS-50), which will assess provider attitudes toward adopting evidence-based intervention (Aarons, 2004); it has four subscales: Appeal (intuitive appeal of evidence-based interventions), Requirements (likelihood of adopting evidence-based interventions given supervisor, organizational, or system requirements), Openness (general openness to new practices), and Divergence (perceived divergence between research developed interventions and current practice), which sum up to a total score representing respondents' global attitude toward adopting and using evidence-based practice. Respondents will indicate the extent to which they agree with each item on a 5-point Likert scale ranging from 0 (Not at all) to 4 (Very great extent). A higher total score indicates a more positive attitude toward adopting and using evidence-based practice. 23 items are reverse-scored.
Time Frame
Baseline, 1 week or less post-training, 12 months
Title
Implementation Progress
Description
Implementation Progress as measured by the Prevention Implementation Progress Scale
Time Frame
Baseline, 12 months
Title
Peer Educator Self-Efficacy
Description
Peer Educator Self-Efficacy as measured by the 14-item Peer Educator Self-Efficacy Questionnaire. Respondents will degree of confidence on a 6-point scale ranging from 1 (No Confidence) to 6 (Complete Confidence). Scores will range from 14 (no demonstrated peer educator self-efficacy) to 84 (high peer educator self-efficacy.)
Time Frame
Baseline, 1 week or less post-training, 12 months
Title
Inner Setting
Description
Inner Setting sub domains assessed using the Team Climate Inventory
Time Frame
Baseline, 12 months
Title
Outer Setting
Description
Evaluate presence or absence of formal policies related to evidence-based programs, fiscal and other organizational resources for peer educators based on two coded interviews
Time Frame
Baseline

10. Eligibility

Sex
All
Minimum Age & Unit of Time
17 Years
Accepts Healthy Volunteers
Accepts Healthy Volunteers
Eligibility Criteria
Five Categories of Study Participant: (1) Peer Educator, (2) Peer Educator Supervisor, (3) Clinician, (4) Body Project Group Participant, (5) Usual Care Participant Peer Educator Inclusion Criteria: College undergraduate student Peer Educators with an interest in promoting body satisfaction Willing to attend a 2-day Body Project train-the-trainer (TTT) training Exclusion Criteria: Undergraduate college students from a college or university* that does not have a formal Peer Education Program Peer Educator Supervisor Inclusion Criteria: College or University* staff members with an interest in promoting body satisfaction Willing to attend a 2-day Body Project train-the-trainer (TTT) training Exclusion Criteria: Not a staff member Clinician Inclusion Criteria: Clinician working at a US College or University* Exclusion Criteria: Not a clinician Body Project Group Participant Inclusion Criteria: College* students with an interest in promoting body satisfaction Exclusion Criteria: Not a college student Usual Care Participant Inclusion Criteria: College* students with an interest in promoting body satisfaction Exclusion Criteria: Not a College* student Current or past participant in a Body Project group Participating students and staff are randomized at the school level.
Overall Study Officials:
First Name & Middle Initial & Last Name & Degree
Eric Stice, PhD
Organizational Affiliation
Stanford University
Official's Role
Principal Investigator
Facility Information:
Facility Name
Stanford University
City
Stanford
State/Province
California
ZIP/Postal Code
94305
Country
United States
Facility Name
Oregon Research Institute
City
Eugene
State/Province
Oregon
ZIP/Postal Code
97403
Country
United States
Facility Name
University of Texas at Austin
City
Austin
State/Province
Texas
ZIP/Postal Code
78712
Country
United States
Facility Name
Trinity University
City
San Antonio
State/Province
Texas
ZIP/Postal Code
78212
Country
United States

12. IPD Sharing Statement

Plan to Share IPD
No

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Implementation Support for Prevention Program Delivery by College Peer Educators

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