Implementation Practice in Human Service Systems: Understanding the Principles and Competencies of Professionals Who Support Implementation

Abstract

This study aims to understand the role implementation support practitioners can have in supporting the use of research-supported practices, policies, and programs in human service sectors. Through a survey design, the authors: 1) confirm and refine principles and competencies used by professionals to provide implementation support in human service systems; 2) increase understanding of the conditions under which implementation support practitioners can be more or less effective; and 3) describe the usefulness of competencies for professionals providing implementation support. Additional findings are presented on the role of context and trusting relationships in implementation support practice. Areas for further research are discussed.

Teaching for implementation: A framework for building implementation research and practice capacity within the translational science workforce

“…For example, many real-world delivery systems leverage the expertise of external implementation support experts in change efforts. Examples include technical assistance providers, implementation coaches, and consultants who often contract with delivery systems but are not embedded in or employed by the systems on a permanent basis 7,10 . These individuals play a critical role in the day-to-day translation of evidence and serve as an important bridge between implementation research and practice.…”

“…Examples include technical assistance providers, implementation coaches, and consultants who often contract with delivery systems but are not embedded in or employed by the systems on a permanent basis. 7,10 These individuals play a critical role in the day-to-day translation of evidence and serve as an important bridge between implementation research and practice. Yet, few formal training opportunities explicitly focused on equipping people for these roles exist.…”

“…It is primarily the work of implementation practitioners 6 , a diverse group of nonacademic stakeholders (e.g. public health practitioners, healthcare providers, policymakers, leaders from community-based organizations, and other implementation support practitioners 7 ) Implementation research and practice represent two ends of a "studying-to-doingimplementation continuum" that overlap in important ways. Indeed, research and practice continuously inform and shape one another, and each depend on individuals with common implementation competencies in order to be carried out effectively.…”

The Mechanisms of Implementation Support - Findings from a Systematic Integrative Review

“…For internal or external ISPs to establish trust in and among staff working in this setting, a state in which "one individual is willing to be vulnerable to another individual" (Lanham et al, 2009, p. 460) in order to enable learning, professional development and-over time-quality implementation of RSIs, can seem an impossible task. However, in a surveybased study of 34 ISPs working for 16 different intermediary organizations in eight different countries, ISPs highlighted trusting relationships as central to successful implementation support and pointed to close linkages between an ISPs ability to utilize a set of skills on the one hand and to build trusting relationships on the other (Metz et al, 2021). For research focused on social and human services, this raises questions such as…”

Evaluating an Implementation Science Training Program: Impact on Professional Research and Practice

“…However, integrating service learning into the training process, as seen in the ITRE, may allow for the addition of structure while also permitting the development and practice of those intangible, non-technical "soft" skills that are better taught and learned outside the classroom. For example, Metz et al (2021) emphasize the importance of researchers and implementation support practitioners interacting with service providers, such as in communicating study findings without overly technical jargon that is common in academic settings. CBPRE methodologies also lend themselves well to the development of soft skills given the emphasis on co-learning, capacity-building, as well as conducting research for the mutual benefit of all partners (Israel et al, 2018).…”