FACILITADORES Y BARRERAS PARA LA IMPLEMENTACIÓN DEL PROGRAMA CHILENO HABILIDADES PARA LA VIDA SEGÚN EL MARCO CONSOLIDADO PARA LA INVESTIGACIÓN DE LA IMPLEMENTACIÓN
DOI:
https://doi.org/10.4067/s0718-50652024000100222Palabras clave:
cuidado de la salud mental, implementación de proyectos, salud escolar, salud mentalResumen
Objetivo: Identificar las barreras y facilitadores que afectan la implementación del programa HPV-Junaeb desde las perspectivas de los líderes y coordinadores institucionales a nivel nacional, regional y local. Métodos: Se realizaron entrevistas a 16 coordinadores del programa utilizando el modelo del Marco Consolidado para la Investigación en Implementación, que agrupa los factores de implementación en cinco dimensiones: características de la innovación, contexto externo de la institución implementadora, contexto interno de la institución, características de los individuos y proceso de implementación. La información se sometió a un análisis de contenido deductivo, clasificando los factores según su contribución a la implementación (facilitador [+] o barrera [–]) y su impacto en ella (2 = fuerte; 1 = débil; 0 = neutral). Resultados: Entre los facilitadores fuertes identificados se incluyeron la capacitación de los profesionales responsables de la ejecución del programa, la participación de los estudiantes y la comunidad, y la adaptación del programa a las necesidades y especificidades locales. Entre las barreras fuertes identificadas se incluyeron la resistencia cultural al cuidado de la salud mental y al trabajo de los psicólogos, la escasez de recursos y apoyo institucional, y la débil coordinación entre los diversos actores involucrados. Conclusión: Las características del programa y su proceso de ejecución son fuertes facilitadores. En contraste, los factores contextuales externos actúan como barreras significativas para la implementación. La evaluación continua del programa es crucial para garantizar su efectividad y adaptabilidad a diversos contextos.
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López, V., & Álvarez, J. P. (2018). Diseño, desarrollo y transferencia de un sistema de monitoreo de la convivencia escolar al Programa Habilidades Para la Vida. In F. Peña Quintanilla (Ed.), Apoyando el Bienestar en las Comunidades Educativas. Programa Habilidades Para la Vida (1st ed., pp. 43–63). Junta Nacional de Auxilio Escolar y Becas (JUNAEB). www.simplecomunicacion.cl
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Murphy, J. M., Abel, M. R., Hoover, S., Jellinek, M., & Fazel, M. (2017). Scope, Scale, and Dose of the World’s Largest School-Based Mental Health Programs. Harvard Review of Psychiatry, 25(5), 218–228. https://doi.org/10.1097/HRP.0000000000000149
Newbury, D., Mesa, C., Puglisi, M., Nash, M., Nag, S., Hulme, C., & Snowling, M. (2022). Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities. Research Papers in Education. https://doi.org/10.1080/02671522.2022.2065526
Nilsen, P. (2015). Making sense of implementation theories, models and frameworks. Implementation Science, 10(1), 53. https://doi.org/10.1186/s13012-015-0242-0
Owens, J. S., Lyon, A. R., Brandt, N. E., Masia Warner, C., Nadeem, E., Spiel, C., & Wagner, M. (2014). Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda. School Mental Health, 6(2), 99–111. https://doi.org/10.1007/s12310-013-9115-3
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Richter, A., Sjunnestrand, M., Strandh, M. R., & Hasson, H. (2022). Implementing School-Based Mental Health Services: A Scoping Review of the Literature Summarizing the Factors That Affect Implementation. International Journal of Environmental Research and Public Health, 19(6). https://doi.org/10.3390/ijerph19063489
Rojas-Andrade, R., & Leiva Bahamondes, L. (2019). Adherencia y resultados. Un análisis de componentes estratégicos en salud mental escolar. Health and Addictions/Salud y Drogas, 19(1), 47–59. https://doi.org/10.21134/haaj.v19i1.403
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Aranguren Zurita, S., López-Donaire, V., Meza-Ibarra, M., Parra Moraga, B., Prosser Bravo, G., Caro Zúñiga, C., & Rojas-Andrade, R. (2022). Análisis de un programa chileno de salud mental escolar desde el enfoque de fases de implementación. Revista de Psicología, 31(2). https://doi.org/10.5354/0719-0581.2022.69305
Bertram, R., Edwards, D., Engell, T., Kerns, S. E. U., Øvretveit, J., Rojas-Andrade, R., Sarkies, M., & Williams, C. R. (2021). Welcome to Global Implementation Research and Applications. Global Implementation Research and Applications, 1(1), 1–4. https://doi.org/10.1007/s43477-021-00006-3
Creswell, J., & Creswell, D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6ta ed.). SAGE Publications, Inc.
Damschroder, L. J., Aron, D. C., Keith, R. E., Kirsh, S. R., Alexander, J. A., & Lowery, J. C. (2009). Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science. Implementation Science, 4(1), 50. https://doi.org/10.1186/1748-5908-4-50
Damschroder, L. J., & Lowery, J. C. (2013). Evaluation of a large-scale weight management program using the consolidated framework for implementation research (CFIR). Implementation Science, 8(1), 51. https://doi.org/10.1186/1748-5908-8-51
Damschroder, L. J., Reardon, C. M., Widerquist, M. A. O., & Lowery, J. (2022). The updated Consolidated Framework for Implementation Research based on user feedback. Implementation Science, 17(1). https://doi.org/10.1186/s13012-022-01245-0
de Chaisemartin, C., & Navarrete, N. (2020). The direct and spillover effects of a nationwide socio-emotional learning program for disruptive students. http://arxiv.org/abs/2004.08126
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Fixsen, D. L., Blase, K., & Van Dyke, M. K. (2019). Implementation practice & science. The Active Implementation Research Network.
Forman, J., & Damschroder, L. (2008). Qualitative content analysis. In L. Jacoby & L. A. Siminoff (Eds.), Advances in Bioethics (1st ed., Vol. 11, pp. 39–62). Elsevier Ltd.
George, M., Guzmán Piña, J., Flotts De Los Hoyos, M., Squicciarini Navarro, M. A., & Guzmán Llona, M. P. (2012). Salud mental en escuelas vulnerables: evaluación del componente promocional de un programa nacional Mental health in vulnerable schools: evaluation of the promotional component of a national program. Revista de Psicología, 21(2), 55–81. http://www.redalyc.org/articulo.oa?id=26424861003
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Guzmán, J., Kessler, R. C., Squicciarini, A. M., George, M., Baer, L., Canenguez, K. M., Abel, M. R., McCarthy, A., Jellinek, M. S., & Murphy, J. M. (2015). Evidence for the Effectiveness of a National School-Based Mental Health Program in Chile. Journal of the American Academy of Child & Adolescent Psychiatry, 54(10), 799-807.e1. https://doi.org/10.1016/j.jaac.2015.07.005
Hoover Stephan, S., Weist, M., Kataoka, S., Adelsheim, S., & Mills, C. (2007). School mental health. Psychiatric Service, 58(10), 1330–1338. https://ps.psychiatryonline.org/doi/full/10.1176/ps.2007.58.10.1330
Hudson, K. G., Lawton, R., & Hugh-Jones, S. (2020). Factors affecting the implementation of a whole school mindfulness program: A qualitative study using the consolidated framework for implementation research. BMC Health Services Research, 20(1). https://doi.org/10.1186/s12913-020-4942-z
Kirk, M. A., Kelley, C., Yankey, N., Birken, S. A., Abadie, B., & Damschroder, L. (2016). A systematic review of the use of the Consolidated Framework for Implementation Research. Implementation Science, 11(1). https://doi.org/10.1186/s13012-016-0437-z
Kok, G., Gottlieb, N. H., Peters, G. J. Y., Mullen, P. D., Parcel, G. S., Ruiter, R. A. C., Fernández, M. E., Markham, C., & Bartholomew, L. K. (2016). A taxonomy of behaviour change methods: an Intervention Mapping approach. Health Psychology Review, 10(3), 297–312. https://doi.org/10.1080/17437199.2015.1077155
Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child and Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7
Leiva, L., George, M., Antivilo, A., Squicciarini, A. M., Simonsohn, A., Vargas, B., & Guzmán, J. (2015). Salud mental escolar: Logros de una intervención preventiva en salud mental en niños y niñas del primer ciclo de enseñanza básica. Psicoperspectivas, 14(1), 31–41. https://doi.org/10.5027/PSICOPERSPECTIVAS-VOL14-ISSUE1-FULLTEXT-508
Leiva, L., Zavala‐Villalón, G., Antivilo‐Bruna, A., Torres, B., & Ganga‐León, C. (2021). Implementation of a national mental health intervention in educational communities: What do successful teams do differently? Journal of Community Psychology, 49(1), 133–151. https://doi.org/10.1002/jcop.22370
López, V., & Álvarez, J. P. (2018). Diseño, desarrollo y transferencia de un sistema de monitoreo de la convivencia escolar al Programa Habilidades Para la Vida. In F. Peña Quintanilla (Ed.), Apoyando el Bienestar en las Comunidades Educativas. Programa Habilidades Para la Vida (1st ed., pp. 43–63). Junta Nacional de Auxilio Escolar y Becas (JUNAEB). www.simplecomunicacion.cl
Lyon, A. R., & Bruns, E. J. (2019). From Evidence to Impact: Joining Our Best School Mental Health Practices with Our Best Implementation Strategies. School Mental Health, 11(1), 106–114. https://doi.org/10.1007/s12310-018-09306-w
Mascayano, F., & Gerardo, J. (2018). Ciencia de Implementación en la evaluación de programas y servicios de salud en Chile. Revista Médica de Chile, 146(7), 942–945. https://doi.org/10.4067/s0034-98872018000700945
McLoughlin, G. M., Sweeney, R., Liechty, L., Lee, J. A., Rosenkranz, R. R., & Welk, G. J. (2022). Evaluation of a Large-Scale School Wellness Intervention Through the Consolidated Framework for Implementation Research (CFIR): Implications for Dissemination and Sustainability. Frontiers in Health Services, 2. https://doi.org/10.3389/frhs.2022.881639
Means, A. R., Kemp, C. G., Gwayi-Chore, M. C., Gimbel, S., Soi, C., Sherr, K., Wagenaar, B. H., Wasserheit, J. N., & Weiner, B. J. (2020). Evaluating and optimizing the consolidated framework for implementation research (CFIR) for use in low- And middle-income countries: A systematic review. Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-0977-0
Murphy, J. M., Abel, M. R., Hoover, S., Jellinek, M., & Fazel, M. (2017). Scope, Scale, and Dose of the World’s Largest School-Based Mental Health Programs. Harvard Review of Psychiatry, 25(5), 218–228. https://doi.org/10.1097/HRP.0000000000000149
Newbury, D., Mesa, C., Puglisi, M., Nash, M., Nag, S., Hulme, C., & Snowling, M. (2022). Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities. Research Papers in Education. https://doi.org/10.1080/02671522.2022.2065526
Nilsen, P. (2015). Making sense of implementation theories, models and frameworks. Implementation Science, 10(1), 53. https://doi.org/10.1186/s13012-015-0242-0
Owens, J. S., Lyon, A. R., Brandt, N. E., Masia Warner, C., Nadeem, E., Spiel, C., & Wagner, M. (2014). Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda. School Mental Health, 6(2), 99–111. https://doi.org/10.1007/s12310-013-9115-3
Patel, V., Flisher, A. J., Hetrick, S., & McGorry, P. (2007). Mental health of young people: a global public-health challenge. The Lancet, 369(9569), 1302–1313. https://doi.org/10.1016/S0140-6736(07)60368-7
Patton, M. Q. (2014). Qualitative Research & Evaluation Methods (4ta ed.). SAGE Publications, Inc.
Peters, D. H., Adam, T., Alonge, O., Agyepong, I. A., & Tran, N. (2014). Republished research: Implementation research: what it is and how to do it. British Journal of Sports Medicine, 48(8), 731–736. https://doi.org/10.1136/bmj.f6753
Powell, B. J., Fernandez, M. E., Williams, N. J., Aarons, G. A., Beidas, R. S., Lewis, C. C., McHugh, S. M., & Weiner, B. J. (2019). Enhancing the impact of implementation strategies in healthcare: A research agenda. Frontiers in Public Health, 7(JAN). https://doi.org/10.3389/fpubh.2019.00003
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28-11-2024
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Rojas-Andrade, R. M., Aranguren Zurita, S. A., Morales Jaque, F., Prosser Bravo, G. I., & Norambuena Meléndez, E. (2024). FACILITADORES Y BARRERAS PARA LA IMPLEMENTACIÓN DEL PROGRAMA CHILENO HABILIDADES PARA LA VIDA SEGÚN EL MARCO CONSOLIDADO PARA LA INVESTIGACIÓN DE LA IMPLEMENTACIÓN. Límite (Arica), 19. https://doi.org/10.4067/s0718-50652024000100222
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Derechos de autor 2024 Rodrigo Miguel Rojas-Andrade, Samuel Alejandro Aranguren Zurita, Francisca Morales Jaque, Gabriel Ignacio Prosser Bravo, Evelyn Norambuena Meléndez
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
