Sentence examples for in relation to programme from inspiring English sources

Implementing an evaluation framework within a service setting involves several challenges, particularly in relation to programme capacity.

Figures  1 and 2 show that patients consistently rated themselves better than staff rated them, in relation to programme completion and forensic recovery scores.

To improve efficiency in coordination, partners should be selected using transparent and rigorous procedures; clearly delineated roles and responsibilities should be formalized; and training, mentoring and support should be improved, particularly in relation to programme management.

Secondly, rules and regulations, establishes a reference for stakeholders to review the purpose of the assessment and the rights and duties of all stakeholders in relation to programme in action and supporting the programme.

In addition to the time frame for the intervention, which is discussed above in relation to programme failures, the non-randomized design might have caused bias.

He said the role of the BBC Trust – which replaced the BBC's board of governors as the corporation's governance and regulatory body in 2007 – "maybe constrains one too much in relation to programmes, but that's the situation as it is".

We will develop evidence informed framework of what is likely to work for whom and in what context in relation to programmes to manage FI for people with dementia in care homes.

Studies of nurse prescribing to date have drawn prescribing evidence at single points in time or from aggregated data [ 12, 13, 35, 36], often in relation to programmes targeted at specific patient populations [ 5, 37] or particular types of medicines such as analgesics or antidepressants [ 38, 39].

32 33 Realist reviews differ from more traditional synthesis methods, such as scoping and systematic reviews, because they explain how complex programmes work or do not work within various contexts by exploring context, mechanisms and outcomes in relation to a programme's activities.

In relation to the programme itself, these include peer educators' preference for didactic methods and biomedical frameworks, unequal gender dynamics amongst the peer educators, the highly regulated and teacher-driven nature of the school environment and negative learner attitudes to the programme.

We obtained data on cumulative activity in relation to the programme from all 28 cancer networks in England and for 8179 practices.