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Applying a context-informed approach to evaluation of a licensing support program with Aboriginal communities: a study protocol

Journal Article


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Abstract


  • Aboriginal and Torres Strait Islander people in Australia are more likely to experience transport disadvantage, which

    contributes to observed health disparities. Transport disadvantage has been attributed to low rates of licensed drivers in

    Aboriginal communities; to address this the Driving Change program was developed to support Aboriginal communities in

    New South Wales (NSW) to facilitate equitable access to licensing. This article presents the protocol for the Driving Change

    process evaluation and outlines the application of a context-informed approach. The process evaluation triangulates program

    data, stakeholder interviews and discussion groups. Descriptive and regression analyses of quantitative data (demographics,

    interaction with the program, service delivery and outcomes) will review reach, fidelity and dosage. Framework

    analysis of qualitative data will seek to uncover a richer understanding of context including barriers and facilitators to

    implementation. Community engagement and acceptability will be explored to determine the program’s responsiveness to

    community and cultural needs. Understanding community and cultural context is crucial to evaluation in complex multisite

    interventions. Using a context-informed approach, the Driving Change process evaluation will provide valuable insight

    into implementation and evaluation of multi-site programs in Aboriginal communities. We encourage evaluators to consider

    context at all stages of evaluation, particularly for complex and multi-site community interventions.

Authors


  •   Cullen, Patricia (external author)
  •   Clapham, Kathleen F.
  •   Hunter, Kate (external author)
  •   Rogers, Kris (external author)
  •   Ivers, Rebecca Q. (external author)

Publication Date


  • 2017

Citation


  • P. Cullen, K. Clapham, K. Hunter, K. Rogers & R. Ivers, "Applying a context-informed approach to evaluation of a licensing support program with Aboriginal communities: a study protocol", Journal of the Australasian College of Road Safety 28 4 (2017) 31-39.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1905&context=ahsri

Ro Metadata Url


  • http://ro.uow.edu.au/ahsri/884

Number Of Pages


  • 8

Start Page


  • 31

End Page


  • 39

Volume


  • 28

Issue


  • 4

Place Of Publication


  • Australia

Abstract


  • Aboriginal and Torres Strait Islander people in Australia are more likely to experience transport disadvantage, which

    contributes to observed health disparities. Transport disadvantage has been attributed to low rates of licensed drivers in

    Aboriginal communities; to address this the Driving Change program was developed to support Aboriginal communities in

    New South Wales (NSW) to facilitate equitable access to licensing. This article presents the protocol for the Driving Change

    process evaluation and outlines the application of a context-informed approach. The process evaluation triangulates program

    data, stakeholder interviews and discussion groups. Descriptive and regression analyses of quantitative data (demographics,

    interaction with the program, service delivery and outcomes) will review reach, fidelity and dosage. Framework

    analysis of qualitative data will seek to uncover a richer understanding of context including barriers and facilitators to

    implementation. Community engagement and acceptability will be explored to determine the program’s responsiveness to

    community and cultural needs. Understanding community and cultural context is crucial to evaluation in complex multisite

    interventions. Using a context-informed approach, the Driving Change process evaluation will provide valuable insight

    into implementation and evaluation of multi-site programs in Aboriginal communities. We encourage evaluators to consider

    context at all stages of evaluation, particularly for complex and multi-site community interventions.

Authors


  •   Cullen, Patricia (external author)
  •   Clapham, Kathleen F.
  •   Hunter, Kate (external author)
  •   Rogers, Kris (external author)
  •   Ivers, Rebecca Q. (external author)

Publication Date


  • 2017

Citation


  • P. Cullen, K. Clapham, K. Hunter, K. Rogers & R. Ivers, "Applying a context-informed approach to evaluation of a licensing support program with Aboriginal communities: a study protocol", Journal of the Australasian College of Road Safety 28 4 (2017) 31-39.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1905&context=ahsri

Ro Metadata Url


  • http://ro.uow.edu.au/ahsri/884

Number Of Pages


  • 8

Start Page


  • 31

End Page


  • 39

Volume


  • 28

Issue


  • 4

Place Of Publication


  • Australia