%0 Journal Article
%@ 2561-6722
%I JMIR Publications
%V 7
%N 
%P e55280
%T Implementation of a Parent Training Program During Community-Based Dissemination (From In-Person to Hybrid): Mixed Methods Evaluation
%A McGrane Minton,Heather
%A Murray,Linda
%A Allan,Marjorie J
%A Perry,Roslyn
%A Bettencourt,Amie F
%A Gross,Deborah
%A Strano,Lauri
%A Breitenstein,Susan M
%+ College of Nursing, The Ohio State University, 1577 Neil Ave., Columbus, OH, 43210, United States, 1 6146884614, breitenstein.5@osu.edu
%K COVID-19
%K implementation
%K internet-based intervention
%K parenting
%K community dissemination
%K hybrid delivery
%D 2024
%7 3.7.2024
%9 Original Paper
%J JMIR Pediatr Parent
%G English
%X Background: Parent training interventions support and strengthen parenting practices and parent-child relationships and improve child behavior. Between March 2018 and February 2020, a community-based parenting program conducted 38 in-person Chicago Parent Program (CPP) groups. In response to the COVID-19 pandemic, we modified the delivery of the in-person CPP to hybrid delivery using the self-administered, web-based version of the CPP (ezParent) paired with web-based, videoconferenced group sessions. Objective: This study aims to describe the delivery transition and implementation outcomes of the hybrid delivery of the CPP (ezParent+group) during community-based dissemination. Methods: This single-group, mixed methods retrospective evaluation examined the implementation outcomes using the RE-AIM (Reach, Efficacy, Adoption, Implementation, and Maintenance) framework. We report on data from hybrid ezParent delivery between September 2020 and August 2022. Parents completed pre- and postprogram surveys that included motivation to participate and perceived changes in parent-child behavior. Digital analytics captured ezParent completion. Facilitators completed fidelity assessments and participated in postintervention interviews. Results: In total, 24 hybrid ezParent groups (n=240 parents) were delivered by 13 CPP-trained facilitators. Parents reported high levels of satisfaction with the program and improvements in their feelings of parenting self-efficacy and their child’s behavior following their participation in hybrid ezParent. On average, parents completed 4.58 (SD 2.43) 6 ezParent modules. The average group attendance across the 4 sessions was 71.2%. Facilitators found the hybrid delivery easy to implement and reported high parent engagement and understanding of CPP strategies. Conclusions: Using the hybrid ezParent intervention is a feasible and effective way to engage parents. Lessons learned included the importance of academic and community-based organization partnerships for delivering and evaluating robust programs. Implementation facilitators and barriers and future research recommendations are discussed. 
%R 10.2196/55280
%U https://pediatrics.jmir.org/2024/1/e55280
%U https://doi.org/10.2196/55280