Qualitative evaluation of the implementation of “Tuning in to Kids” in Norwegian Kindergartens
Abstract Background From January to June 2020, 22 FUS kindergartens across Norway implemented Tuning in to Kids for Kindergarten Teachers (TIK-KT) as part of a randomized control trial (RCT). Between the evaluation of an intervention and use of it in daily practice, a research-to-practice gap can of...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2023-03-01
|
| Series: | BMC Psychology |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40359-023-01088-4 |
| _version_ | 1797853501032759296 |
|---|---|
| author | Vilde Randen Skåland Sophie Seychelle Havighurst Egil Nygaard Inger Lise Teig |
| author_facet | Vilde Randen Skåland Sophie Seychelle Havighurst Egil Nygaard Inger Lise Teig |
| author_sort | Vilde Randen Skåland |
| collection | DOAJ |
| description | Abstract Background From January to June 2020, 22 FUS kindergartens across Norway implemented Tuning in to Kids for Kindergarten Teachers (TIK-KT) as part of a randomized control trial (RCT). Between the evaluation of an intervention and use of it in daily practice, a research-to-practice gap can often occur. The theory of planned behavior constituted the theoretical basis for the qualitative interviews that were administered to explore these gaps. This study aimed to explore motivation among kindergarten staff regarding the implementation of TIK-KT. Methods Participants from the FUS kindergartens RCT were part of the current study. A stepwise deductive inductive strategy was used in the thematic content analysis. The data were from eleven semi-structured telephone interviews with kindergarten leaders and teachers. Codes from interviews before and after implementation were grouped based on thematic connections, and code groups were further combined into themes. The Consolidated criteria for reporting qualitative research were used as a reporting standard. Results The interviews resulted in four main themes: (1) understanding the rationale of implementation, (2) "aha"-experiences, (3) the research-to-practice gap and (4) the main motivation. Kindergarten leaders and teachers expressed positive attitudes toward the intervention ideas and motivation to practice emotion coaching skills and toward implementing TIK-KT both before and after implementation. Conclusion Kindergarten leaders’ and teachers’ motivation for implementation came from having a good understanding of the ideas of Tuning in to Kids for Kindergarten Teachers (TIK-KT), experiencing moments of “aha” regarding the intervention, not being held back by practical issues, and working toward their ultimate goal, the wellbeing of the children. These findings have implications for future implementation of TIK-KT and other mental health-promoting interventions and guide further areas of research to examine implementation mechanisms. Trial registration: The study was registered with the Clinical Trials Registry (NCT03985124), June 13th, 2019. |
| first_indexed | 2024-04-09T19:50:36Z |
| format | Article |
| id | doaj.art-2745f6d6636540338adbca625ee199d3 |
| institution | Directory Open Access Journal |
| issn | 2050-7283 |
| language | English |
| last_indexed | 2024-04-09T19:50:36Z |
| publishDate | 2023-03-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj.art-2745f6d6636540338adbca625ee199d32023-04-03T05:44:56ZengBMCBMC Psychology2050-72832023-03-0111111010.1186/s40359-023-01088-4Qualitative evaluation of the implementation of “Tuning in to Kids” in Norwegian KindergartensVilde Randen Skåland0Sophie Seychelle Havighurst1Egil Nygaard2Inger Lise Teig3Department of Psychology, University of OsloDepartment of Psychiatry, Mindful: Centre for Training and Research in Developmental Health, University of MelbourneDepartment of Psychology, University of OsloDepartment of Global Public Health and Primary Care, University of BergenAbstract Background From January to June 2020, 22 FUS kindergartens across Norway implemented Tuning in to Kids for Kindergarten Teachers (TIK-KT) as part of a randomized control trial (RCT). Between the evaluation of an intervention and use of it in daily practice, a research-to-practice gap can often occur. The theory of planned behavior constituted the theoretical basis for the qualitative interviews that were administered to explore these gaps. This study aimed to explore motivation among kindergarten staff regarding the implementation of TIK-KT. Methods Participants from the FUS kindergartens RCT were part of the current study. A stepwise deductive inductive strategy was used in the thematic content analysis. The data were from eleven semi-structured telephone interviews with kindergarten leaders and teachers. Codes from interviews before and after implementation were grouped based on thematic connections, and code groups were further combined into themes. The Consolidated criteria for reporting qualitative research were used as a reporting standard. Results The interviews resulted in four main themes: (1) understanding the rationale of implementation, (2) "aha"-experiences, (3) the research-to-practice gap and (4) the main motivation. Kindergarten leaders and teachers expressed positive attitudes toward the intervention ideas and motivation to practice emotion coaching skills and toward implementing TIK-KT both before and after implementation. Conclusion Kindergarten leaders’ and teachers’ motivation for implementation came from having a good understanding of the ideas of Tuning in to Kids for Kindergarten Teachers (TIK-KT), experiencing moments of “aha” regarding the intervention, not being held back by practical issues, and working toward their ultimate goal, the wellbeing of the children. These findings have implications for future implementation of TIK-KT and other mental health-promoting interventions and guide further areas of research to examine implementation mechanisms. Trial registration: The study was registered with the Clinical Trials Registry (NCT03985124), June 13th, 2019.https://doi.org/10.1186/s40359-023-01088-4Tuning in to Kids for Kindergarten TeachersMotivationImplementation scienceEmotion coaching |
| spellingShingle | Vilde Randen Skåland Sophie Seychelle Havighurst Egil Nygaard Inger Lise Teig Qualitative evaluation of the implementation of “Tuning in to Kids” in Norwegian Kindergartens BMC Psychology Tuning in to Kids for Kindergarten Teachers Motivation Implementation science Emotion coaching |
| title | Qualitative evaluation of the implementation of “Tuning in to Kids” in Norwegian Kindergartens |
| title_full | Qualitative evaluation of the implementation of “Tuning in to Kids” in Norwegian Kindergartens |
| title_fullStr | Qualitative evaluation of the implementation of “Tuning in to Kids” in Norwegian Kindergartens |
| title_full_unstemmed | Qualitative evaluation of the implementation of “Tuning in to Kids” in Norwegian Kindergartens |
| title_short | Qualitative evaluation of the implementation of “Tuning in to Kids” in Norwegian Kindergartens |
| title_sort | qualitative evaluation of the implementation of tuning in to kids in norwegian kindergartens |
| topic | Tuning in to Kids for Kindergarten Teachers Motivation Implementation science Emotion coaching |
| url | https://doi.org/10.1186/s40359-023-01088-4 |
| work_keys_str_mv | AT vilderandenskaland qualitativeevaluationoftheimplementationoftuningintokidsinnorwegiankindergartens AT sophieseychellehavighurst qualitativeevaluationoftheimplementationoftuningintokidsinnorwegiankindergartens AT egilnygaard qualitativeevaluationoftheimplementationoftuningintokidsinnorwegiankindergartens AT ingerliseteig qualitativeevaluationoftheimplementationoftuningintokidsinnorwegiankindergartens |