A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements: Barriers and Facilitators to the Use of “SBIRT”

Ogden, Lydia P.; Vinjamuri, Mohan; Kahn, Jessica

doi:10.1080/01488376.2016.1182097

Cited by 25 publications

(20 citation statements)

References 26 publications

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“…None of the ideas in these pieces have been tested properly, and so none provide robust evidence of their effectiveness. The existing evidence on the relative ‘effectiveness’ of these approaches is largely limited to asking those involved in evidence‐use how it works, and what the barriers are, based on case studies, observational data, interviews and surveys, in passive research designs (Daugherty, 2008; Honig & Coburn, 2008; Sirat & Azman, 2014; Urwick, 2014; Briand‐Lamarche et al , 2016; Ogden et al , 2016). There are also Toolkits and similar guidelines for evidence translation, or using evidence in policy‐making, and ideas for training practitioners in evidence‐use (Winters & Echeverri, 2012).…”

Section: The Quality Of Existing Research On Evidence‐into‐usementioning

confidence: 99%

What is the evidence on the best way to get evidence into use in education?

Gorard

See

Siddiqui

2020

Review of Education

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For decades there have been calls by concerned stakeholders to improve the quality of education research, and some progress has been made towards creating a more secure evidence base in some areas. More programmes and approaches that have a reasonable evidence base are now also being used in schools (but not in policy, and not necessarily because they have a reasonable evidence base). However, there has been no equivalent improvement in secure knowledge about how best to get that evidence into use, or even what difference it makes when such evidence is used. This paper looks at what little is already known about the different ways to get research evidence into use in education by summarising the results of a large-scale review of the literature. A total of 323 of the most relevant studies were looked at across all areas of public policy, and judged for quality and contribution. Very few (33) were of the appropriate design and quality needed to make robust causal claims about evidence-intouse, and even fewer of these concerned education. This means that despite over 20 years of modest improvement in research on what works in education policy and practice, the evidence on how best to deploy these findings is still very weak. We consider studies in terms of several issues, including whether they look at changes in user knowledge and behaviour, or student outcomes, and how evidence is best modified before use. Providing access to raw research evidence or even slightly simplified evidence is not generally an effective way of getting it used, even if that evidence is presented to users by knowledge-brokers, in short courses or similar. What is more likely to work for both policy and practice is the engineering of high quality evidence into a more usable format and presenting it actively or iteratively via a respected and trusted conduit, or through population measures such as legislation. Having the users actually do the research is another promising approach. Expecting each individual study they fund to have an impact is not the way forward, as this may encourage widespread use of ineffective or even harmful interventions. Publicly-funded users, including policy-makers, should be required to use evidence-led programmes from those libraries providing them and which are appropriate and relevant to their aims. Research funders should support these approaches, and help to build up libraries of successfully tested programmes. Researchers need to be scrupulous, looking at their new evidence in the context of what is already known and not looking to obtain 'impact' from single studies. More and better research is needed on the best routes for evidence-into-use. However, the improvements required of all parties are as much ethical in nature as they are technical or scientific.Keywords use of evidence, engineering of evidence, translation of evidence, research impact, knowledge transfer, robust evidence.

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Section: The Quality Of Existing Research On Evidence‐into‐usementioning

confidence: 99%

What is the evidence on the best way to get evidence into use in education?

Gorard

See

Siddiqui

2020

Review of Education

View full text Add to dashboard Cite

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“…Previously, the authors (Ogden et al, 2016) used focus group data to develop a model (herein referred to as "the Implementation Model") that identified barriers and facilitators to implementing SBIRT in social work student fieldwork placements (see Figure 1). Development of the Implementation Model revealed issues related to model fidelity.…”

Section: An Sbirt-based Implementation Modelmentioning

confidence: 99%

“…The following is a basic overview of the Implementation Model, which is provided to contextualize this inquiry and findings. (Ogden et al, 2016) The Implementation Model (Ogden et al, 2016) identified multiple interacting factors influencing students, faculty members, and fieldwork instructors. These three stakeholder groups can also be considered representative of practitioners, trainers, and supervisors, respectively.…”

Section: An Sbirt-based Implementation Modelmentioning

confidence: 99%

“…This article reports on second and third year focus group evaluation data of a threeyear SBIRT training grant. The training model is described more thoroughly elsewhere (Ogden et al, 2016). The present study examined data from end-of-year focus groups with students, faculty, and fieldwork instructors, with one of each group held in 2015 and 2016, totaling six focus groups.…”

Section: Sample and Recruitmentmentioning

confidence: 99%

“…This focus group-based study addresses this important ongoing issue and contributes to knowledge about how an evidence-based protocol reaches clients and whether it reaches clients in a way faithful to the original model. Informed by the authors' (Ogden, Vinjamuri, & Kahn, 2016) empirically-based model of barriers and facilitators to implementing an EBP in student fieldwork placements, this study addressed the question: What were the approaches of faculty, students, and field instructors to implementing SBIRT that impeded or promoted model fidelity? For the purpose of this project we defined "approaches" as the combination of self-reported perspectives, attitudes, and actions around SBIRT implementation.…”

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confidence: 99%

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Student, Faculty, and Field Instructor Approaches to SBIRT Implementation

Vinjamuri

Ogden²,

Kahn³

2019

ASW

Self Cite

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Informed by an empirically-based implementation model, this study examined how social work faculty, student, and fieldwork instructor approaches to using the evidence-based SBIRT protocol affected implementation and model fidelity. Data were obtained from two rounds of focus groups with three groups of stakeholders (faculty, students, and fieldwork instructors) about their experiences teaching, learning, using, and supervising SBIRT and were analyzed using a hybrid inductive and deductive process. Analyses yielded three main categories of approaches: those that impeded implementation and model fidelity; those that supported implementation but were not congruent with model fidelity; and those that supported both implementation and model fidelity. Lack of consciousness about model fidelity was an issue across groups. Efforts to find a fit between the protocol, settings, and professional approaches to social work often led to implementation but questionable model fidelity. Repeated exposure to new material and opportunities to engage with it, having specific tools, and supporting learners’ efforts to uphold social work values can promote faithful implementation.

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Nurses' experience of integrating evidence‐based changes into their practice: A qualitative study

et al. 2023

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AimTo explore the experiences of neonatal and NICU nurses on participating in evidence‐based changes in their neonatal pain management practice.DesignIt is a qualitative conventional content analysis.MethodsA purposive sample with nurses working in neonatal and NICUs was used. The data were collected through 11 semi‐structured in‐depth individual interviews, five focused group discussions, and observations and analyzed using the conventional content analysis method based on the Elo and Kyngäs model. The COREQ checklist was used for writing the report.ResultsAnalysis of gathered data led to the emergence of four themes, including ‘being in a supportive and encouraging atmosphere’, ‘a journey from resistance to adherence’, ‘achieving multi‐dimensional improvements’, and ‘facing obstructive challenges’.

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A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements: Barriers and Facilitators to the Use of “SBIRT”

Cited by 25 publications

References 26 publications

What is the evidence on the best way to get evidence into use in education?

What is the evidence on the best way to get evidence into use in education?

Student, Faculty, and Field Instructor Approaches to SBIRT Implementation

Nurses' experience of integrating evidence‐based changes into their practice: A qualitative study

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