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Evaluation and Program Planning



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NOTICE: this is the author’s version of a work that was accepted for publication in Evaluation and Program Planning. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in

Evaluation and Program Planning Volume 47, Dec. 2014, Pages 82-90, doi:10.1016/j.evalprogplan.2014.08.007

The EBP demonstrations of the UNE-Maine (#UB4HP19207) and Virginia (#UB4HP19210) GECs were funded through grants from the Department of Health and Human Services- Bureau of Health Professions- Health Resources Services Administration (DHHS-BHPr-HRSA). The evaluation capacity building of both EBP projects was facilitated through a contract with the National Training and Coordination Collaborative (NTACC) (Contract # HHSH250201200026C). The views expressed in the article are not necessarily those of DHHS-BHPr-HRSA.

Date of Submission

February 2015


Evidence based practices (EBPs) in clinical settings interact with and adapt to host organizational characteristics. The contextual factors themselves, surrounding health professions’ practices, also adapt as practices become sustained. The authors assert the need for better planning models toward these contextual factors, the influence of which undergird a well-documented science to practice gap in literature on EBPs. The mechanism for EBP planners to anticipate contextual effects as programs Unfreeze their host settings, create Movement, and become Refrozen (Lewin, 1951) is present in Lewin's 3-step change model. Planning for contextual change appears equally important as planning for the actual practice outcomes among providers and patients. Two case studies from a Geriatric Education Center network will illustrate the synthesis of Lewin's three steps with collaborative evaluation principles. The use of the model may become an important tool for continuing education evaluators or organizations beginning a journey toward EBP demonstration projects in clinical settings.


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