A Research-Informed Approach to Providing Behavioral Healthcare to Women with Extensive Trauma Histories

Translating research to behavioral healthcare practice is vital for improving treatment impact but can be challenging. Current and lifetime histories of trauma need to be considered in behavioral healthcare provision as they can significantly affect an individual's treatment experience. This article provides guidance on how to utilize research findings regarding trauma prevalence and experiences of women who have substance use disorder and who are homeless or near homeless to help guide responsive healthcare and treatment in practice.

An eLearning series for staff working in Title X-funded settings: An effort to disseminate national family planning recommendations

OBJECTIVES

A team of trainers and instructional designers who develop federally funded training for staff working in Title X-funded settings developed an eLearning series of seven modules to support dissemination of Providing Quality Family Planning Services: Recommendations from CDC and the US Office of Population Affairs. QFP outlines how to provide services related preventing and achieving pregnancy.

STUDY DESIGN

We evaluated participant reactions and intention to apply what they learned from the eLearning modules.

RESULTS

In 2021, 6132 unique individuals completed 12,102 modules, and of those, 5324 unique individuals completed 10,460 evaluations (86% evaluation response rate). Nearly all respondents agreed that the modules were useful (97%), that they would recommend the training to others (96%), and that they were confident in their ability to apply what they learned (97%). More than half (60%) of respondents intended to share information and tools with colleagues and with clients; one in ten (10%) intended to change program practices.

CONCLUSIONS

eLearning modules can be an efficient way to disseminate recommendations.

Considering the implementation research-to-practice gap: An experimental evaluation of intervention-general methods for assessing and supporting intervention fidelity through coaching

Implementation support through coaching-such as with embedded fidelity assessment, performance feedback, modeling, and alliance building-has been empirically supported as a way to increase and sustain interventionists' fidelity levels. However, education research consistently shows that practitioners struggle to monitor and improve interventionists' fidelity using implementation support strategies. One explanation for this type of implementation research-to-practice gap is that evidence-based coaching strategies have significant limitations with respect to their usability, feasibility, and adaptability. This study is the first to experimentally evaluate an evidence-based set of adaptable materials and procedures designed to assess and support the intervention fidelity of school-based interventions. Using a randomized multiple-baseline-across-participants design, we examined the extent to which these materials and procedures would influence intervention adherence and quality of an evidence-based reading intervention. Across all nine interventionist participants, data revealed that the implementation strategies meaningfully improved intervention adherence and quality, and high levels of intervention fidelity maintained 1 month after removing the support procedures. Findings are discussed with respect to how these materials and procedures address a critical need within school-based research and practice as well as how they may help to inform and address the implementation research-to-practice gap in education.

Barriers and facilitators of clinician and researcher collaborations: a qualitative study

BACKGROUND

The poor translation of research findings into routine clinical practice is common in all areas of healthcare. Having a better understanding of how researchers and clinicians experience engagement in and with research, their working relationships and expectations of each other, may be one way to help to facilitate collaborative partnerships and therefore increase successful translation of research into clinical practice.

AIMS

To explore the views of clinical and research staff about their experiences of working together during research projects and identify the facilitators and barriers.

METHODS

We conducted four focus groups with 18 participants - clinicians, researchers and those with a dual clinical-research role, recruited from one mental health Trust and one university. Data was analysed using thematic analysis.

RESULTS

Eight themes were identified under the headings of two research questions 1) Barriers and facilitators of either engaging in or with research from the perspective of clinical staff, with themes of understanding the benefits of the research; perceived knowledge and personal qualities of researchers; lack of time and organisational support to be involved in and implement research; and lack of feedback about progress and outcome of research. 2) Barriers and facilitators for engaging with clinicians when conducting research, from the perspective of researchers, with themes of understanding what clinicians need to know and how they need to feel to engage with research; demonstrating an understanding of the clinician's world; navigating through the clinical world; and demands of the researcher role.

CONCLUSION

There was agreement between clinicians and researchers about the barriers and facilitators for engaging clinicians in research. Both groups identified that it was the researcher's responsibility to form and maintain good working relationships. Better support for researchers in their role calls for training in communication skills and bespoke training to understand the local context in which research is taking place.

Moving FOCUS - The Fire Service Organizational Culture of Safety survey - From research to practice

INTRODUCTION

FOCUS, the Fire Service Organizational Culture of Safety survey, has evolved from a research to practice enterprise within the United States fire and rescue service. The FOCUS tool was developed through a FEMA Assistance to Firefighters Research & Development grant. Then it moved to practice in the field. To date over 35,000 firefighters have participated. A current FEMA Fire Prevention & Safety grant can support FOCUS assessment in up to 1,000 fire departments, with the potential of nearly 120,000 respondents. With each funding cycle, the goal of the FOCUS program is to grow and measure its research to practice impact.

METHODS

We describe how FOCUS safety culture results are disseminated to fire service stakeholders. By utilizing customized reports and a training curriculum we demonstrate how FOCUS is moving research to practice by: (1) illustrating how survey results can be delivered effectively to practitioners, (2) providing examples of how fire departments are using results, and (3) sharing the reactions of the fire service to the FOCUS instrument, reports, and our flagship data training curriculum - Culture Camp. Results' Conclusions: Qualitative and quantitative data are analyzed to demonstrate the impact and acceptance of the FOCUS report and Culture Camps. Stakeholders reflect on the report and the experience of having quantitative safety culture data. Culture Camps are evaluated qualitatively and quantitatively using a matching game exercise, pre/post-test, a fire department teach back, and a Qualtrics evaluation. Practical Applications: Traditionally, the fire service has focused on reducing negative safety outcomes. FOCUS is helping shift their attention further upstream in the prevention pathway through the measurement of important organizational outcomes. The research to practice evolution of the FOCUS program may hold utility for other occupational groups when considering how to steadily move occupational health and safety research to practice in the field for measurable impact.

Dissemination and Implementation Research for Occupational Safety and Health

The translation of evidence-based health innovations into real-world practice is both incomplete and exceedingly slow. This represents a poor return on research investment dollars for the general public. U.S. funders of health sciences research (e.g., NIH, CDC, NIOSH) are increasingly calling for dissemination plans, and to a lesser extent for dissemination and implementation (D&I) research, which are studies that examine the effectiveness of D&I efforts and strategies and the predictors of D&I success. For example, rather than merely broadcasting information about a preventable hazard, D&I research in occupational safety and health (OSH) might examine how employers or practitioners are most likely to receive and act upon that information. We propose here that D&I research should be seen as a dedicated and necessary area of study within OSH, as a way to generate new knowledge that can bridge the research-to-practice gap. We present D&I concepts, frameworks, and examples that can increase the capacity of OSH professionals to conduct D&I research and accelerate the translation of research findings into meaningful everyday practice to improve worker safety and health.