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Implementing the LifeSkills Training drug prevention program: factors related to implementation fidelity.

Mihalic SF, Fagan AA, Argamaso S.

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Feasibility and outcomes of paid undergraduate student nurse positions.

Gamroth L, Budgen C, Lougheed M.

Nurs Leadersh (Tor Ont). 2006 Sep;19(3):e1-14.PMID: 19830923 [PubMed - indexed for MEDLINE]Related articles

Fidelity of implementation in Project Towards No Drug Abuse (TND): a comparison of classroom teachers and program specialists.

Rohrbach LA, Dent CW, Skara S, Sun P, Sussman S.

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Implementation of a comprehensive AIDS education programme for schools in Masaka District, Uganda.

Kinsman J, Harrison S, Kengeya-Kayondo J, Kanyesigye E, Musoke S, Whitworth J.

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Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools.

Webster-Stratton C, Jamila Reid M, Stoolmiller M.

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A review of research on fidelity of implementation: implications for drug abuse prevention in school settings.

Dusenbury L, Brannigan R, Falco M, Hansen WB.

Health Educ Res. 2003 Apr;18(2):237-56. Review.PMID: 12729182 [PubMed - indexed for MEDLINE]Related articlesFree article

Efficacy of training and fidelity of implementation of the life skills training program.

Hahn EJ, Noland MP, Rayens MK, Christie DM.

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The Project Towards No Drug Abuse (TND) dissemination trial: implementation fidelity and immediate outcomes.

Rohrbach LA, Gunning M, Sun P, Sussman S.

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Diffusion of a school-based substance abuse prevention program: predictors of program implementation.

Rohrbach LA, Graham JW, Hansen WB.

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School climate and teachers' beliefs and attitudes associated with implementation of the positive action program: a diffusion of innovations model.

Beets MW, Flay BR, Vuchinich S, Acock AC, Li KK, Allred C.

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Teacher perspectives after implementing a human sexuality education program.

Gingiss PL, Hamilton R.

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Implementation evaluation of the Blueprint multi-component drug prevention programme: fidelity of school component delivery.

Stead M, Stradling R, MacNeil M, MacKintosh AM, Minty S.

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Factors influencing teachers' implementation of an innovative tobacco prevention curriculum for multiethnic youth: Project SPLASH.

Sy A, Glanz K.

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Process evaluation of a school-based HIV/AIDS intervention in South Africa.

Mukoma W, Flisher AJ, Ahmed N, Jansen S, Mathews C, Klepp KI, Schaalma H.

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Fidelity of implementation in a treatment effectiveness trial of Reconnecting Youth.

Sánchez V, Steckler A, Nitirat P, Hallfors D, Cho H, Brodish P.

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Implementing evidence-based substance use prevention curricula with fidelity: the role of teacher training.

Hanley S, Ringwalt C, Vincus AA, Ennett ST, Bowling JM, Haws SW, Rohrbach LA.

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An evaluation of the fidelity of implementation of a school-based drug abuse prevention program: project toward no drug abuse (TND).

Skara S, Rohrbach LA, Sun P, Sussman S.

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Program characteristics and organizational factors affecting the implementation of a school-based indicated prevention program.

Thaker S, Steckler A, Sánchez V, Khatapoush S, Rose J, Hallfors DD.

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Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Promoting Alternative THinking Skills Curriculum.

Kam CM, Greenberg MT, Walls CT.

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The effect of two types of teacher training on implementation of Smart Choices: a tobacco prevention curriculum.

Basen-Engquist K, O'Hara-Tompkins N, Lovato CY, Lewis MJ, Parcel GS, Gingiss P.

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