Advances in Bridging Research and Practice: Introduction to the Second Special Issue on the Interactive System Framework for Dissemination and Implementation

Department of Psychology and Center for School Based Mental Health Programs, Miami University, Oxford, OH, USA, .
American Journal of Community Psychology (Impact Factor: 1.74). 08/2012; 50(3-4). DOI: 10.1007/s10464-012-9545-3
Source: PubMed


The need for new ways to bridge the gap between research and practice is clear; the use of evidence-based prevention programs and implementation with fidelity in practice are strikingly limited. The Interactive Systems Framework for Dissemination and Implementation (ISF) was created to help bridge research and practice by specifying the systems and processes required to support dissemination and implementation of evidence-based programs, processes, practices, and policies. The ISF identifies three key systems necessary for this process which include the Synthesis and Translation System, the Support System, and the Delivery System. The ISF was featured in a special issue of the American Journal of Community Psychology in 2008. This special issue extends that work by including both researchers who have applied an ISF lens to aspects of their current work and researchers who have proactively applied the ISF in a process that goes across the various systems of the ISF, i.e., Synthesis and Translation, Support, and Delivery. Content areas include: children's mental health, teen pregnancy prevention, HIV prevention, violence prevention, heart disease and stroke prevention, breast cancer prevention, and substance abuse prevention. In this introductory article, we provide a brief description of the history of the ISF and a summary of the articles in the special issue.

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Available from: Catherine A Lesesne, May 05, 2014
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    • "Fortunately, 65% of daily teen smokers report that they want to quit (13, 14). The prevalence and consequences of teen smoking coupled with the new evidence on cessation program effectiveness, indicates an unequivocal need for effective, widely disseminated youth smoking cessation interventions (7, 15). "
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    ABSTRACT: The not-on-tobacco program is an evidence-based teen smoking cessation program adopted by the American Lung Association (ALA). Although widely disseminated nationally via ALA Master Trainers, in recent years, adoption and implementation of the N-O-T program in West Virginia (WV) has slowed. WV, unfortunately, has one of the highest smoking rates in the US. Although it is a goal of public health science, dissemination of evidence-based interventions is woefully understudied. The present manuscript reviews a theoretical model of dissemination of the not-on-tobacco program in WV. Based on social marketing, diffusion of innovations, and social cognitive theories, the nine-phase model incorporates elements of infrastructure development, accountability, training, delivery, incentives, and communication. The model components as well as preliminary lessons learned from initial implementation are discussed.
    Frontiers in Public Health 08/2014; 2:101. DOI:10.3389/fpubh.2014.00101
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    • "As is common in community intervention research, early in the project the partnership capacity to implement the intervention and related research was limited. Our team thus provided consultation and technical support to ensure effective implementation and appropriate collection, safety, and use of data, and then established ongoing structures to sustain these changes (Flaspohler et al. 2012). "
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    ABSTRACT: In this paper we maintain that twenty-first century science is, fundamentally, a relational process in which knowledge is produced (or co-produced) through transactions among researchers or among researchers and public stakeholders. We offer an expanded perspective on the practice of twenty-first century science, the production of scientific knowledge, and what community psychology can contribute to these developments. We argue that: (1) trends in science show that research is increasingly being conducted in teams; (2) scientific teams, such as transdisciplinary teams of researchers or of researchers collaborating with various public stakeholders, are better able to address complex challenges; (3) transdisciplinary scientific teams are part of the larger, twenty-first century transformation in science; (4) the concept of heterarchy is a heuristic for team science aligned with this transformation; (5) a contemporary philosophy of science known as perspectivism provides an essential foundation to advance twenty-first century science; and (6) community psychology, through its core principles and practice competencies, offers theoretical and practical expertise for advancing team science and the transformation in science currently underway. We discuss the implications of these points and illustrate them briefly with two examples of transdisciplinary team science from our own work. We conclude that a new narrative is emerging for science in the twenty-first century that draws on interpersonal transactions in teams, and active engagement by researchers with the public to address critical accountabilities. Because of its core organizing principles and unique blend of expertise on the intersection of research and practice, community psychologists are well-prepared to help advance these developments, and thus have much to offer twenty-first century science.
    American Journal of Community Psychology 02/2014; 53(3-4). DOI:10.1007/s10464-014-9625-7 · 1.74 Impact Factor
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    ABSTRACT: Currently, national training programs do not have the capacity to meet the growing demand for dissemination and implementation (D&I) workforce education and development. The Colorado Research in Implementation Science Program (CRISP) developed and delivered an introductory D&I workshop adapted from national programs to extend training reach and foster a local learning community for D&I. To gauge interest and assess learning needs, a pre-registration survey was administered. Based on feedback, a 1.5-day workshop was designed. Day 1 introduced D&I frameworks, strategies, and evaluation principles. Local and national D&I experts provided ignite-style talks on key lessons followed by panel discussion. Breakout sessions discussed community engagement and applying for D&I grants. A workbook was developed to enhance the training and provided exercises for application to an individual's projects. Day 2 offered expert-led mentoring sessions with selected participants who desired advanced instruction. Two follow-up surveys (immediate post-workshop, 6 months) assessed knowledge gained from participation and utilization of workshop content. Ninety-three workshop registrants completed an assessment survey to inform workshop objectives and curriculum design; 43 % were new and 54 % reported a basic understanding of the D&I field. Pre-registrants intended to use the training to "apply for a D&I grant" (73 %); "incorporate D&I into existing projects" (76 %), and for quality improvement (51 %). Sixty-eight individuals attended Day 1; 11 also attended Day 2 mentoring sessions. In the 1-week post-workshop survey (n = 34), 100 % strongly agreed they were satisfied with the training; 97 % strongly agreed the workshop workbook was a valuable resource. All Day 2 participants strongly agreed that working closely with faculty and experts increased their overall confidence. In the 6-month follow-up evaluation (n = 23), evidence of new D&I-related manuscripts and grant proposals was found. Training materials were published online ( ) and disseminated via the National Institutes of Health (NIH) Clinical and Translational Science Awards Consortium. To sustain reach, CRISP adapted the materials into an interactive e-book ( ) and launched a new graduate course. Local D&I training workshops can extend the reach of national training programs.
    Implementation Science 12/2015; 10(1):94. DOI:10.1186/s13012-015-0281-6 · 4.12 Impact Factor
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