Getting evidence into practice: the role and function of facilitation

Abstract

We propose that facilitation can be represented as a set of continua, with the purpose of facilitation ranging from a discrete task-focused activity to a more holistic process of enabling individuals, teams and organizations to change. A number of defining characteristics of facilitation are proposed. However, further research to clarify and evaluate different models of facilitation is required.

Outcomes of a Partnered Facilitation Strategy to Implement Primary Care–Mental Health

“…[8][9][10][11] Facilitators use particular activities and techniques depending on the purpose of facilitation and stakeholder needs. [12][13][14][15] Unfortunately, when funding ends, sites often have difficulty sustaining changes. 16 We developed an IF strategy in collaboration with the Department of Veterans Affairs' (VA) regional mental health and primary care leadership that addresses these challenges.…”

Translating evidence into healthcare policy and practice: Single versus multi-faceted implementation strategies – is there a simple answer to a complex question?

“…This framework -the Promoting Action on Research Implementation in Health Services framework, or PARIHS as it is commonly known -proposes that successful translation is a function of the interplay between the research evidence (how robust it is and how it aligns with clinical, patient and local evidence), the context in which translation is happening (in terms of its receptivity to new ideas, the prevailing culture, leadership and orientation to evaluation and learning) and the ways in which the process is facilitated (how and by whom) (8)(9)(10). Central to the PARIHS framework is the idea of one or more individuals in a facilitator role using facilitation methods and processes in a flexible way to respond to the contingent nature of evidence and the variable influence of context (11)(12)(13). Thus facilitation functions as the 'active ingredient' in translation, assessing and diagnosing barriers and enablers in the particular setting and devising and implementing appropriate translational strategies.…”

“…Thus facilitation functions as the 'active ingredient' in translation, assessing and diagnosing barriers and enablers in the particular setting and devising and implementing appropriate translational strategies. From the early development of PARIHS, we recognized that a whole range of approaches to facilitation could be appropriate, ranging from goal or task-focused facilitation to more holistic, emancipatory facilitation, depending on the receptivity of the context and the 'fit' of the evidence with local policy, practice and priorities (13). So, for example, in a situation where the context is generally receptive to new ideas (in terms of its learning culture, leadership support, staff involvement and engagement) and the research evidence aligns closely with clinical experience, patient needs and local priorities, then a relatively simple facilitation approach is required.…”

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

“…Others have suggested key skills required (Freeman, Wright, and Lindqvist 2010, Banfield and Lackie 2009, Harvey et al 2002. Some authors suggest strategies for teaching (Derbyshire and Machin 2011, Armitage, Connolly, and Pitt 2008, Craddock et al 2006, but none were located that suggest a method for preparation of uni-professional clinical teachers to support IP student learning in practice.…”