Exploring Program Dissemination and Sustainability in Community-Based Participatory Research: The Padres Informados/Jóvenes Preparados Experience

INTRODUCTION: There is a growing interest in addressing complex health issues through community-university research collaboration. In community-based participatory research (CBPR) studies, after completing the research and funding ends, many community collaborators wonder what is next. Little is known about participatory dissemination and sustainability practices in CBPR interventions. Padres Informados/Jóvenes Preparados (PI/JP) is a nine-year community-university partnership that has collaboratively developed a locally relevant, culturally appropriate family-based intervention. We conducted a NIH-funded randomized trial evaluating the effectiveness of our intervention at promoting positive parenting practices and parent-youth relationships and reducing tobacco and substance use intention among Latine youth from immigrant families. METHODS: Two approaches were used to develop a multi-prong approach to dissemination and sustainability. First, the core PI/JP collaborators including directors and organization staff of four community-university partners (one social service agency, one health clinic, and two University departments) met monthly. Using principles of CBPR established in a collaborative agreement to guide our process, including communication expectations and shared decision making, to identify key goals for the dissemination process. Second, a group of six past and potential community organization users of PI/JP participated in a facilitated group and priority setting process to define the set of supports, tools, and approaches necessary to facilitate sustainability of PI/JP. RESULTS: Goals identified by the collaborators included accessibility, affordability, flexibility and fidelity. The facilitated group preferences included: 1) Flexibility in training approaches with in-person training being preferred, but the need for a combined in-person and webinar training approaches acknowledged as addressing barriers of time and cost, 2) Need for easy accessibility to information and materials via a website, 3) Desire for a focused evaluation process that aligns with typical funders priorities. CONCLUSIONS: Based on these findings, we developed a web-based content management system for training, resource sharing, communication among program facilitators. The Train-the-Trainer model was developed to prepare Spanish speaking facilitators to teach PI/JP program with fidelity and adherence to the facilitator’s manual. Future plans for adaptation include a mixed in person and distant format. Both the content management website and the Train-the-Trainer effort are under evaluation. CBPR requires increased attention to participatory dissemination.