Since both R0 and diagnosis coverages are difficult to estimate with a high degree of certainty, one important statistic is an upper bound on the number of antiviral courses needed to implement a particular intervention strategy.
Recently, theory-based tools for assisting implementers in planning and 'thinking through' particular interventions with reference to the social and organisational contexts in which they are to be implemented have been offered [ 35, 36].
The two major challenges that we identified included a lack of rigorous evidence for particular interventions, and a fundamental disconnect between stakeholders who pay for and implement education and those who benefit (or suffer) from the outcomes of education.
Given the above mentioned complexities in community based interventions, it is very important to know the extent to which a particular intervention has been implemented.
For example, reliance on a checkbox included in an order set to order deep vein thrombosis (DVT) prophylaxis may result in this particular intervention not being implemented in the absence of the preprinted orders.
A second reason is that even if one particular intervention has never been implemented, making any ex post assessment impossible, related interventions may have been implemented, whose ex post assessment could be used in the ex ante assessment of the novel intervention.
However, we identified many barriers to implementing intensive hygiene interventions, in particular time constraints and competing health issues.
Implications for fatigue risk management systems (FRMS) are also discussed, in particular the importance of maintaining nurse autonomy in decision-making when implementing fatigue interventions or countermeasures.
Since a high prevalence of cardiovascular risk factors has been recently reported in this particular population [ 15, 16], these findings may be crucial for implementing prophylactic interventions in order to prevent or delay CKD and CVD.
Future studies on student learning should disaggregate the students involved in the study (if possible), so instructors looking to implement an intervention can determine whether, and potentially how well, a particular intervention will work for their population of students.
