Table of Contents

Introduction, Overview, and Perspectives
Phase I. Basic Program Planning
Step 1. Conduct Preimplementation Planning
Phase II. Implementation Planning
Step 2. Describe the Program, Policy, or Practice, Organizational Setting, and Broader Context
Step 3. Determine Strategies for Facilitating Adoption of the Program, Policy, or Practice at the Organizational Level
Step 4. Establish Complete and Acceptable Delivery/ Installation of the Program, Policy, or Practice
Step 5. Develop Strategies for Facilitating Program, Policy, or Practice Implementation and Sustainability
Step 6. Develop or Update the Action Model, Action Plan, and Logic Model to Integrate Planning
Phase III. Implementation Monitoring Planning
Step 7. Develop Initial Implementation Monitoring Questions
Step 8. Choose Implementation Monitoring Methods and Compile the Comprehensive Implementation Monitoring Plan
Phase IV. Implementation
Step 9. Implement the Program, Policy, or Practice and Use Implementation Data for Formative Purposes
Step 10. Collect and Manage Implementation Data
Phase V. A nalysis/Synthesis, Reporting, and Use
Step 11. Analyze and Synthesize Implementation Monitoring Data
Step 12. Report and Use Implementation Data
Future Directions

About the Author

Ruth P. Saunders, PhD, is an professor emerita in the Department of Health Promotion, Education, and Behavior in the Arnold School of Public Health at the University of South Carolina. Dr. Saunders has 25 years of research and practice experience in conducting program, policy, and practice change in organizational settings, including preschools, schools, after-school settings, children’s group homes, and faith-based settings. Her roles in these projects, which include eight large-scale interventions, have encompassed using multi-level conceptual models to develop a comprehensive model of organizational environments, constructing scales and indexes to assess contextual factors and implementation processes, addressing challenges involved in intervention design and implementation in field-based settings, and designing and carrying comprehensive intervention implementation monitoring. She has authored or co-authored numerous publications based on her research. Dr. Saunders also has 28 years of teaching experience with master’s and doctoral level courses in program planning, program evaluation, process evaluation and implementation monitoring, and interventions targeting physical and social environments.

Reviews

Across the whole text it is clear that the author has been there. The manuscript is filled with concrete and grounded tips for being successful at doing this ‘messy’ work.
*Gene Hall, University of Nevada, Las Vegas*