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The importance of context in logic model construction for a multi-site community-based Aboriginal driver licensing
Patricia Cullen1, Kathleen Clapham2, Jake Byrne3
1The George Institute for Global Health, Level 3, 50 Bridge Street, Sydney, NSW 2000, Australia; School of Public Health, Sydney Medical School, The University of Sydney, Australia.
Evaluation and Program Planning
|April 24, 2016
Summary
The Driving Change program addresses licensing barriers for Aboriginal people in New South Wales. Its formative evaluation confirmed community support and identified systemic factors crucial for improving equitable driver licensing access.
Area of Science:
- Public Health
- Social Sciences
- Health Services Research
Background:
- Aboriginal people face underrepresentation in driver licensing in New South Wales.
- This disparity is linked to significant licensing barriers.
- The Driving Change program was established to offer culturally appropriate licensing services.
Purpose of the Study:
- To conduct a formative evaluation of the Driving Change program.
- To construct a logic model for the program.
- To explore contextual factors influencing program implementation and effectiveness.
Main Methods:
- Purposive sampling of 12 key informants from stakeholder and program staff.
- Semi-structured interviews were conducted and thematically analyzed.
- Interview data informed the development of the program's logic model.
Main Results:
- High participant support for the program, indicating it fills a critical need.
- Identification of systemic barriers to licensing, which the program's logic model addresses.
- Successful management of local capacity and support is essential for program implementation.
Conclusions:
- Formative evaluation underscores the importance of understanding program context for logic model development.
- Consultation clarified program goals and ensured responsiveness to systemic inequities.
- The program aims to improve equitable licensing access for Aboriginal people by addressing underlying factors.
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