The importance of context in logic model construction for a multi-site community-based Aboriginal driver licensing program. (August 2016)

• Record Type: Journal Article
• Authors: Cullen, Patricia; Clapham, Kathleen; Byrne, Jake; Hunter, Kate; Senserrick, Teresa; Keay, Lisa; Ivers, Rebecca
• Is Part Of: Evaluation and program planning. Volume 57(2016:Aug.)
• Page Start: 8
• Page End: 15
• Publication Date: 2016-08
• Subjects: Aboriginal -- Community -- Formative -- Evaluation -- Logic model -- Context -- Assumptions -- Licensing -- Cultural -- Social inclusion; Health planning -- Periodicals; Medical care -- Evaluation -- Periodicals; 362.1068
• DOI: 10.1016/j.evalprogplan.2016.03.011
• Languages: English
• ISSNs: 0149-7189

Abstract

Highlights: Exploring contextual factors was key to understanding and defining the problem. Understanding the context augmented a culturally responsive approach. The logic model clarified evaluation framework for a multi-site community program. Testing assumptions revealed the impact of community variability. Exploring context and assumptions is invaluable to Aboriginal community programs. Abstract: Evidence indicates that Aboriginal people are underrepresented among driver licence holders in New South Wales, which has been attributed to licensing barriers for Aboriginal people. The Driving Change program was developed to provide culturally responsive licensing services that engage Aboriginal communities and build local capacity. Aim: This paper outlines the formative evaluation of the program, including logic model construction and exploration of contextual factors. Methods: Purposive sampling was used to identify key informants (n = 12) from a consultative committee of key stakeholders and program staff. Semi-structured interviews were transcribed and thematically analysed. Data from interviews informed development of the logic model. Results: Participants demonstrated high level of support for the program and reported that it filled an important gap. The program context revealed systemic barriers to licensing that were correspondingly targeted by specific program outputs in the logic model. Addressing underlying assumptions of the program involved managing local capacity and support to strengthen implementation. Discussion: This formative evaluation highlights the importance of exploring program context as a crucial first step in logic model construction. The consultation process assisted in clarifying program goals and ensuring that the program was responding to underlying systemic factors that contribute to inequitable licensing access for Aboriginal people.