Table 2 Outcome measures of process evaluation based on RE-AIM framework
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) | Â | Changes in activities with regard to health education, policy, environment (social and physical), and monitoring. Assessed on number and content | Â | Evaluation of who was involved in changes with regard to the pillars and how were changes achieved | Â |
Observational scans of physical environment: canteen scan (nutrition) and school yard scan (PA) (performed by trained researcher at start and end of intervention) | Â | Changes in physical environment | Â | Evaluation of who was involved in changes and how changes came to be | Â | |
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) | Â | Â | Â | Experiences on barriers, opportunities and conditions for implementation | Views on opportunities conditions necessary for continuation and adaption |