Dissemination and implementation of evidence–based practices: Training and consultation as implementation strategies.

Edmunds, Julie; Beidas, Rinad S.; Kendall, Philip C.

doi:10.1111/cpsp.12031

Cited by 153 publications

(164 citation statements)

References 55 publications

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“…An integrated research-practice partnership can provide tools, ongoing training, technical assistance, and quality improvement/quality assurance [15,45]. Finally, contrary to the idea that observability of effectiveness enhances program adoption [43], the adopters in this study were less likely to perceive that the program was effective in community settings than non-adopters.…”

Section: Discussionmentioning

confidence: 56%

Improving physical activity program adoption using integrated research-practice partnerships: an effectiveness-implementation trial

Harden

Johnson

Almeida

et al. 2016

Behav. Med. Pract. Policy Res.

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Integrated research-practice partnerships (IRPPs) may improve adoption of evidence-based programs. The aim of this study is to compare adoption of an IRPP-developed physical activity (PA) program (Fit Extension, FitEx) to a typical efficacy-effectiveness-dissemination pipeline model program (Active Living Every Day, ALED). Guided by the Reach Effectiveness Adoption Implementation Maintenance (RE-AIM) framework, a randomized controlled trial assigned health educators (HEs) to FitEx (n = 18) or ALED (n = 18). Fourteen HEs adopted FitEx, while two HEs adopted ALED (χ 2 = 21.8; p < 0.05). FitEx HEs took less time to deliver (p < 0.05), stated greater intentions for continued program delivery (p < 0.05), and reached more participants (n = 1097 total; 83 % female; 70 % Caucasian; M age = 44 ± 11.8) per HE than ALED (n = 27 total; 60 % female; 50 % Caucasian; M age = 41 ± 11.3). No significant difference existed in FitEx or ALED participants' increased PA (M increase = 9.12 ±29.09 min/ day; p > 0.05). IRPP-developed programs may improve PA program adoption, implementation, and maintenance and may also result in programs that have higher reach-without reducing effectiveness. KeywordsTranslation, Physical activity, RE-AIM, Researchpractice Regular physical activity plays an important role in the prevention, onset, and management of many adverse chronic health conditions [1]. Conversely, physical inactivity is one of the primary behavioral causes of death in the USA [2] and contributes to the 483.8 billion dollars spent each year for the management and treatment of cardiovascular diseases and diabetes [3]. Unfortunately, less than half of the adult population is active at a recommended level [4] of moderate intensity for at least 30 min/day, 5 days or more per week [5]. While interventions (programs, policy, and practice) exist that aim to increase physical activity, there is a lack of translation of effective evidence-based programs into practice [6].Reasons for this lack of translation are related to both research and practice. First, using research reporting guidelines that are predominantly focused on internal validity (e.g., CONSORT Statement [7]) results in a body of literature that values the strong internal validity but attributes only a passing focus on issues of external validity [8]. In fact, a series of reviews of intervention studies published in leading journals that targeted physical activity (as well as nutrition and smoking) bears this out, showing that external validity (e.g., participant's representativeness, organizational adoption, and program sustainability) was rarely reported [9][10][11]. Second, a linear (or top down) model of dissemination, which highlights the researcher as the expert and developer of products, and the delivery system as a simple receptor of evidence-based programs are a common depiction of translation of research to practice [12]. A linear model has a number of drawbacks for translation of research to practice: (1) it fails to address the organizational and community ca...

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Section: Discussionmentioning

confidence: 56%

Improving physical activity program adoption using integrated research-practice partnerships: an effectiveness-implementation trial

Harden

Johnson

Almeida

et al. 2016

Behav. Med. Pract. Policy Res.

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“…To enhance the clinical utility of process and outcome evaluation, researchers have developed methods for providing clinicians with feedback about client progress, which has been demonstrated to improve client outcomes and decrease clinical deterioration (Lambert et al, 2003). The benefit of this feedback process parallels the support for providing feedback to supervisors to enhance clinician competence (Edmunds, Beidas, & Kendall, 2013) and client outcomes (Reese et al, 2009). Therefore, it is imperative to measure client outcomes across the process (e.g., therapeutic relationship), outcomes (e.g., symptoms), and putative mechanisms of change (e.g., readiness to change) to gain a better understanding of the role that supervision plays in improving client care.…”

Section: Client Outcomesmentioning

confidence: 99%

A model and guide for evaluating supervision outcomes in cognitive–behavioral therapy-focused training programs.

Lewis¹,

Scott²,

Hendricks³

2014

Training and Education in Professional Psychology

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Only recently have investigative teams focused their research on understanding the effects of supervision on key outcomes, largely in response to the implementation science movement. Two steps are necessary to better understand the effects of supervision and set the stage for subsequent research to identify evidence-based supervision structures, methods, and content. First, critical domains of supervision outcomes need to be delineated to promote cross-study comparisons and focus research efforts. Second, psychometrically validated measures for evaluating these outcome domains need to be identified and systematically administered. Building on recent reviews that lay the foundation for assessing the impact of cognitive-behavioral therapy training (e.g., Muse & McManus, 2013;Simons, Rozek, & Serrano, 2013), the main goal of this article is to present a model of a Cognitive Behavioral Therapy Research and Training Clinic that exemplifies a systematic approach to supervision outcome assessment. Falender and Shafranske (2004) provide a relevant framework that specifies key supervision outcome domains at the clinician level (knowledge, skills, attitudes, and values) to which we have added the supervisory relationship, general competencies, and client-level outcomes. Exemplars of psychometrically sound measures to assess these outcome domains are provided, with a focus on cognitive-behavioral therapyspecific measures, given the strength of its evidence base. With the inclusion of a model for how to implement supervision outcome assessment, this article will position other training programs to assess supervision outcomes and to engage in subsequent inquiry into the key components of evidence-based supervision.

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“…Typical training efforts include printed education materials and one-time didactic workshops and are better than no training in improving therapist knowledge, but have no significant effect on client outcomes (Beidas & Kendall, 2010; Farmer et al, 2008; Fixsen et al, 2005; Shafran et al, 2009) or therapist behavior (Hawkins & Sinha, 1998; Sholomskas et al, 2005). Ongoing support, or consultation (Edmunds, Beidas, & Kendall, 2013; Nadeem, Gleacher, & Beidas, 2013), appears to be a critical discrete implementation strategy that needs to be included in the training process (Beidas, Edmunds, Marcus, & Kendall, 2012). An additional explanation for ineffectiveness of training alone is that it likely does not attend to contextual factors that may impact therapist behavior.…”

mentioning

confidence: 99%

Are Inner Context Factors Related to Implementation Outcomes in Cognitive-Behavioral Therapy for Youth Anxiety?

Beidas

Edmunds

Ditty

et al. 2013

Adm Policy Ment Health

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Among the challenges facing the mental health field are the dissemination and implementation of evidence-based practices. The present study investigated the relationships between inner context variables (i.e., adopter characteristics and individual perceptions of intra-organizational factors) and two implementation outcomes – independently rated therapist fidelity on a performance-based role-play (i.e., adherence and skill) and self-reported penetration of cognitive behavioral therapy for youth anxiety following training. A significant relationship was found between inner context variables and fidelity. Specifically, adopter characteristics were associated with adherence and skill; individual perceptions of intra-organizational factors were associated with adherence. Inner context variables were not associated with penetration. Future directions are discussed.

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Dissemination and implementation of evidence–based practices: Training and consultation as implementation strategies.

Cited by 153 publications

References 55 publications

Improving physical activity program adoption using integrated research-practice partnerships: an effectiveness-implementation trial

Improving physical activity program adoption using integrated research-practice partnerships: an effectiveness-implementation trial

A model and guide for evaluating supervision outcomes in cognitive–behavioral therapy-focused training programs.

Are Inner Context Factors Related to Implementation Outcomes in Cognitive-Behavioral Therapy for Youth Anxiety?

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