Building programme theory to develop more adaptable and scalable complex interventions: Realist formative process evaluation prior to full trialCitation formats

  • External authors:
  • Sarah Louise Brand
  • Cath Quinn
  • Mark Pearson
  • Christabel Owens
  • Tim Kirkpatrick
  • Lynne Callaghan
  • Alex Stirzaker
  • Susan Michie
  • Mike Maguire
  • Richard Byng

Standard

Building programme theory to develop more adaptable and scalable complex interventions: Realist formative process evaluation prior to full trial. / Brand, Sarah Louise; Quinn, Cath; Pearson, Mark; Lennox, Charlotte; Owens, Christabel; Kirkpatrick, Tim; Callaghan, Lynne; Stirzaker, Alex; Michie, Susan; Maguire, Mike; Shaw, Jennifer; Byng, Richard.

In: Evaluation, 2018, p. 1-22.

Research output: Contribution to journalArticle

Harvard

Brand, SL, Quinn, C, Pearson, M, Lennox, C, Owens, C, Kirkpatrick, T, Callaghan, L, Stirzaker, A, Michie, S, Maguire, M, Shaw, J & Byng, R 2018, 'Building programme theory to develop more adaptable and scalable complex interventions: Realist formative process evaluation prior to full trial', Evaluation, pp. 1-22. https://doi.org/10.1177/1356389018802134

APA

Brand, S. L., Quinn, C., Pearson, M., Lennox, C., Owens, C., Kirkpatrick, T., Callaghan, L., Stirzaker, A., Michie, S., Maguire, M., Shaw, J., & Byng, R. (2018). Building programme theory to develop more adaptable and scalable complex interventions: Realist formative process evaluation prior to full trial. Evaluation, 1-22. https://doi.org/10.1177/1356389018802134

Vancouver

Author

Brand, Sarah Louise ; Quinn, Cath ; Pearson, Mark ; Lennox, Charlotte ; Owens, Christabel ; Kirkpatrick, Tim ; Callaghan, Lynne ; Stirzaker, Alex ; Michie, Susan ; Maguire, Mike ; Shaw, Jennifer ; Byng, Richard. / Building programme theory to develop more adaptable and scalable complex interventions: Realist formative process evaluation prior to full trial. In: Evaluation. 2018 ; pp. 1-22.

Bibtex

@article{31e671af23e94436bea305e154e009a3,
title = "Building programme theory to develop more adaptable and scalable complex interventions: Realist formative process evaluation prior to full trial",
abstract = "Medical Research Council guidelines recognise the need to optimise complex interventions prior to full trial through greater understanding of underlying theory and formative process evaluation, yet there are few examples. A realist approach to formative process evaluation makes a unique contribution through a focus on theory formalisation and abstraction. The success of an intervention is dependent on the extent to which it gels or jars with existing provision and can be successfully transferred to new contexts. Interventions with underlying programme theory about how they work, for whom, and under which circumstances will be better able to adapt to work with (rather than against) different services, individuals, and settings.In this methodological article, we describe and illustrate how a realist approach to formative process evaluation develops contextualised intervention theory that can underpin more adaptable and scalable interventions. We discuss challenges and benefits of this approach.",
author = "Brand, {Sarah Louise} and Cath Quinn and Mark Pearson and Charlotte Lennox and Christabel Owens and Tim Kirkpatrick and Lynne Callaghan and Alex Stirzaker and Susan Michie and Mike Maguire and Jennifer Shaw and Richard Byng",
year = "2018",
doi = "10.1177/1356389018802134",
language = "English",
pages = "1--22",
journal = "Evaluation",
issn = "1356-3890",
publisher = "Sage Publications Ltd",

}

RIS

TY - JOUR

T1 - Building programme theory to develop more adaptable and scalable complex interventions: Realist formative process evaluation prior to full trial

AU - Brand, Sarah Louise

AU - Quinn, Cath

AU - Pearson, Mark

AU - Lennox, Charlotte

AU - Owens, Christabel

AU - Kirkpatrick, Tim

AU - Callaghan, Lynne

AU - Stirzaker, Alex

AU - Michie, Susan

AU - Maguire, Mike

AU - Shaw, Jennifer

AU - Byng, Richard

PY - 2018

Y1 - 2018

N2 - Medical Research Council guidelines recognise the need to optimise complex interventions prior to full trial through greater understanding of underlying theory and formative process evaluation, yet there are few examples. A realist approach to formative process evaluation makes a unique contribution through a focus on theory formalisation and abstraction. The success of an intervention is dependent on the extent to which it gels or jars with existing provision and can be successfully transferred to new contexts. Interventions with underlying programme theory about how they work, for whom, and under which circumstances will be better able to adapt to work with (rather than against) different services, individuals, and settings.In this methodological article, we describe and illustrate how a realist approach to formative process evaluation develops contextualised intervention theory that can underpin more adaptable and scalable interventions. We discuss challenges and benefits of this approach.

AB - Medical Research Council guidelines recognise the need to optimise complex interventions prior to full trial through greater understanding of underlying theory and formative process evaluation, yet there are few examples. A realist approach to formative process evaluation makes a unique contribution through a focus on theory formalisation and abstraction. The success of an intervention is dependent on the extent to which it gels or jars with existing provision and can be successfully transferred to new contexts. Interventions with underlying programme theory about how they work, for whom, and under which circumstances will be better able to adapt to work with (rather than against) different services, individuals, and settings.In this methodological article, we describe and illustrate how a realist approach to formative process evaluation develops contextualised intervention theory that can underpin more adaptable and scalable interventions. We discuss challenges and benefits of this approach.

U2 - 10.1177/1356389018802134

DO - 10.1177/1356389018802134

M3 - Article

SP - 1

EP - 22

JO - Evaluation

JF - Evaluation

SN - 1356-3890

ER -