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Health Education Research, Vol. 10, No. 3, 283-295, 1995
© 1995 Oxford University Press

research-article

Diffusion of an effective tobacco prevention program. Part I: evaluation of the dissemination phase

Susan G. Brink, Karen M. Basen-Engquist1, Nancy M. O'Hara-Tompkins1, Guy S. Parcel1, Nell.H. Gottlieb1 and Chris Y. Lovato2

HealthMark Associates 1714 U Street NW, Washington, DC 20009, USA
1University of Texas Houston Health Science Center, Center for Health Promotion Research and Development, School of Public Health Houston, TX 77225-9960, USA
2institute of Health Promotion Research, University of British Columbia 6248 Biological Sciences Road, Vancouver, BC V6T 1Z4, Canada Correspondence to K.M.Basen-Engquist

As health promotion methods are proven effective, the diffusion and widespread implementation of successful programs can significantly reduce behaviors that pose risks to health within a targeted population. The Smart Choices Diffusion Project developed and evaluated a dissemination intervention program that targeted 128 school districts in east Texas. The project employed a theory-based model to disseminate information about a proven tobacco prevention program to opinion leaders in each district. These opinion leaders were asked to personally communicate the program information within their district using a videotape and printed materials, and advocate for program adoption. In addition to personal communication, a news-letter linked school districts. Opinion leaders in 52% of the districts showed the videotape, which modeled program adoption. A quasi-experimental design was used to evaluate the impact of the dissemination phase on teachers' and administrators' readiness to adopt a tobacco prevention program. Evaluation of the dissemination phase revealed no differences between the intervention and comparison districts in a district's readiness to adopt a tobacco prevention program. However, in intervention districts where school administrators viewed the video-tape, the administrators were more likely to perceive the innovative program as having a relative advantage and to perceive their district's organizational and social environment as supportive of adopting the program.


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