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Table 2 Outcome measures of process evaluation based on RE-AIM framework

From: Background and evaluation design of a community-based health-promoting school intervention: Fit Lifestyle at School and at Home (FLASH)

Goal Method, Population and Frequency Reach Effectiveness Adoption Implementation Maintenance
Assessing changes in community capacity Semi-structured interviews with stakeholders (N = 6–8, at start and end of intervention) Subjective reach of FLASH as identified by interviewees Comparing scores for community capacity composed at start and end of intervention Number of people involved in implementing FLASH intervention Evaluation of used strategies to increase community capacity Evaluation of resources and plans to structurally embed a community based approach
Assessing changes on health promotion activities Questionnaires for assessing activities on each pillar: education, policy, environment, monitoring (filled out by coordinator at start and end of intervention)   Changes in activities with regard to health education, policy, environment (social and physical), and monitoring. Assessed on number and content   Evaluation of who was involved in changes with regard to the pillars and how were changes achieved  
Observational scans of physical environment: canteen scan (nutrition) and school yard scan (PA) (performed by trained researcher at start and end of intervention)   Changes in physical environment   Evaluation of who was involved in changes and how changes came to be  
Questionnaire and/or focus group among initiators and target group of specific activities in a school community (third year) Number of stakeholders participating in activities Evaluation among target group to what extent aim of an activity is achieved Number of people involved in implementing an activity Evaluation with key stakeholders of each communities’ action plan vs what happened Evaluation with leaders and key stakeholders if and how actions can be repeated and become structurally embedded
Monitoring of daily processes for capacity building School coordinator journals (every 2 months)   Satisfaction in the role of coordinator   How the available hours were used and how expert roles were used  
Document analysis (minutes of meetings, continuous during 3 years)     Experiences on barriers, opportunities and conditions for implementation Identifying opportunities for structural embedding
Interviews and questionnaires with key-stakeholders (third year)     Experiences on barriers, opportunities and conditions for implementation Views on opportunities conditions necessary for continuation and adaption