Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Community Based Intervention01:30

Community Based Intervention

110
Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
110
Health Literacy01:21

Health Literacy

4.4K
Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
4.4K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

2.0K
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
2.0K
Nursing Implementation01:15

Nursing Implementation

5.5K
Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
5.5K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

"When a Thorn Comes Into Your Body, You Must Remove It". A Socio-Ecological Analysis of the Acceptability of Intravaginal Artesunate as Cervical Precancer Treatment in a Phase 1 Clinical Trial.

International journal of women's health·2026
Same author

Preferences for rapid implementation science: a real-time discrete choice experiment.

Implementation science communications·2026
Same author

Brief Report: Closing the Implementation Gap: Prioritizing Rapid Science for Global HIV Impact.

Journal of acquired immune deficiency syndromes (1999)·2026
Same author

A Global Prospective Harmonization Framework for Suicidality, Anhedonia, and Obsessive-Compulsive Symptoms in Psychiatric Genetic Studies: A Cross-Continental Study Within the Ancestral Population Network.

American journal of medical genetics. Part B, Neuropsychiatric genetics : the official publication of the International Society of Psychiatric Genetics·2026
Same author

Adolescent and Young Adult Leadership and Engagement in HIV Strategy and Policy Development: Experiences from the UNICEF/WHO/UNAIDS Blueprint Collaborative.

Current HIV/AIDS reports·2026
Same author

"My childhood affected my ability to be resilient in both good and bad ways": A mixed methods examination on the links between adverse childhood experiences, resilience, and transactional sex among young South African women.

PloS one·2026

Related Experiment Video

Updated: Oct 11, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

3.8K

Learning needs assessment for multi-stakeholder implementation science training in LMIC settings: findings and

Mallory Wolfe Turner1, Stephanie Bogdewic1, Erum Agha1

  • 1University of North Carolina, Chapel Hill, Chapel Hill, NC, USA.

Implementation Science Communications
|December 5, 2021
PubMed
Summary

Implementation science training in low- and middle-income countries is insufficient, lacking practical application and broad competencies. Future training must be context-specific, incorporating mentorship to bridge the knowledge-practice gap.

Keywords:
Capacity buildingImplementation scienceIntelligent swarmingLow- and middle-income countries

More Related Videos

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.6K
Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

3.9K

Related Experiment Videos

Last Updated: Oct 11, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

3.8K
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.6K
Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

3.9K

Area of Science:

  • Implementation Science (IS)
  • Global Public Health
  • Health Systems Strengthening

Background:

  • Current implementation science (IS) training programs are inadequate globally, particularly in low- and middle-income countries (LMICs).
  • A significant knowledge-practice gap exists, hindering the translation of implementation research findings into practical application by field professionals.
  • Addressing complex public health challenges in LMICs necessitates improved IS capacity and training.

Purpose of the Study:

  • To formally assess the learning needs, priority topics, and preferred delivery methods for implementation science (IS) training among stakeholders in LMICs.
  • To identify key competencies and contextual factors crucial for developing effective IS training curricula tailored to LMIC settings.

Main Methods:

  • Systematic review of recent IS literature to identify and define relevant stakeholder groups.
  • Multi-step and random sampling to recruit 39 participants (program managers, researchers, physicians) from over 20 countries, primarily LMICs.
  • Semi-structured interviews (30-60 min) followed by thematic analysis of interview memos using a deductively created codebook and validation techniques.

Main Results:

  • Participants, despite experience, reported basic or minimal IS knowledge, highlighting a gap between formal training and practical needs.
  • Training preferences were diverse, indicating a need for curricula beyond core IS, encompassing broader competencies and mentorship.
  • Emphasis on context-specific training and mentorship is crucial for effective IS capacity building in LMICs.

Conclusions:

  • Existing IS training in LMICs is insufficient, too narrowly focused, and fails to meet heterogeneous stakeholder needs.
  • There is a critical need for accessible, contextually relevant IS training and mentorship programs in LMICs.
  • Proposes 'intelligent swarming' as a novel, sustainable, and equitable approach to build IS capacity in LMICs.