Sustainment of Trauma-Focused and Evidence-Based Practices Following Learning Collaborative Implementation

Helseth, Sarah A.; Peer, Samuel O.; Are, Funlola; Korell, Alyssa M.; Saunders, Benjamin E.; Schoenwald, Sonja K.; Chapman, Jason E.; Hanson, Rochelle F.

doi:10.1007/s10488-020-01024-3

Cited by 17 publications

(27 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another recent review of training effectiveness found that half of the included studies included trainees or unlicensed individuals, but did not specify educational levels of participants 76 . All providers, regardless of experience, likely need some level of ongoing support to continue delivering EBTs with high fidelity 73,75‐77 . In this study, all providers who were trained in AF‐CBT received extensive training followed by a brief period of consultation (6 months), but agencies likely varied in the level and type of implementation support provided.…”

Section: Discussionmentioning

confidence: 92%

“…In this study, all providers who were trained in AF‐CBT received extensive training followed by a brief period of consultation (6 months), but agencies likely varied in the level and type of implementation support provided. There is some early evidence that community‐based learning collaboratives result in sustained organizational supports that may positively influence provider attitudes toward EBTs over time 73 . Future research should examine how organizational supports influence EBT competency and use and if the effects of these supports differ by provider education and training.…”

Section: Discussionmentioning

confidence: 99%

“…All providers, regardless of experience, likely need some level of ongoing support to continue delivering EBTs with high fidelity 73,[76][77] In this study, all providers who were trained in AF-EBTs over time 73. Future research should examine how organizational supports influence EBT competency and use and if the effects of these supports differ by provider education and training.…”

mentioning

confidence: 99%

“…Overall, we know little about the quality with which EBTs are sustained after training and consultation 68. Sustainment studies typically focus on whether the EBT is still in use, with more research needed to understand how to maintain fidelity and delivery quality over long periods of time [68][69][70][71][72][73]. It is possible that individuals with less mental health training and experience prior to EBT training may need more ongoing supervision than those with advanced degrees, or may differ in the benefits they receive from different training and supervision approaches 10,40,[74]…”

mentioning

confidence: 99%

See 3 more Smart Citations

An equivalence analysis of provider education in youth mental health care

McGuier

Rothenberger

Friedman

et al. 2021

Health Services Research

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

An equivalence analysis of provider education in youth mental health care

McGuier

Rothenberger

Friedman

et al. 2021

Health Services Research

View full text Add to dashboard Cite

show abstract

“…In external facilitation, an outside coach supports and advises a local site champion, who works with their clinic team to develop and enact implementation plans that are tailored to their particular circumstance (Ritchie et al., 2017; Stetler et al., 2006). Learning collaboratives help different sites mutually assist each other in implementing a new practice by sharing tools, strategies, and lessons learned (Helseth et al., 2020; McLean & Foa, 2013; Monson et al., 2018).…”

Section: Program Components Access Model Domain Competency‐based Traimentioning

confidence: 99%

Training During a Pandemic: Successes, Challenges, and Practical Guidance From a Virtual Facilitated Learning Collaborative Training Program for Written Exposure Therapy

Worley

LoSavio

Aajmain

et al. 2020

Journal of Traumatic Stress

View full text Add to dashboard Cite

In response to COVID-19, continued workforce training is essential to ensure that evidence-based treatments are available on the frontline to meet communities' ongoing and emerging mental health needs. However, training during a pandemic imposes many new challenges. This paper describes a multisite training and implementation pilot program, facets of which allowed for continued training despite the onset of the COVID-19 pandemic and subsequent social distancing guidelines. This virtual facilitated learning collaborative in Written Exposure Therapy, an evidence-based treatment for posttraumatic stress disorder, included virtual workshop training, phone-based clinical consultation, implementation-focused video calls for program leadership, and program evaluation. Data are presented about program enrollees and patient impact following the onset of COVID-19-related social distancing restrictions. Challenges, successes, and practical guidance are discussed to inform the field regarding training strategies likely to be durable in an uncertain, dynamic healthcare landscape. A key task of the mental health field is the dissemination and implementation of effective interventions. Numerous factors contribute to the gap between research and practice, including the broad sociopolitical context; organizational factors, such as leadership support and availability of resources; provider motivation, attitudes, and skills; and characteristics of the interventions themselves (Chen et al., 2017; Stirman et al., 2016). Research suggests that training alone is insufficient to fully implement and sustain effective interventions over the longer term (Godley et al., 2011; Herschell et al., 2010) and that factors at the system, organizational, and individual levels need to be addressed simultaneously to facilitate successful implementation (Beidas et al., 2010; Stirman et al., 2010).

show abstract

Implementing a trauma‐informed system of care: An analysis of learning collaborative outcomes

Bills

Hutchison

Snider

et al. 2023

Journal of Traumatic Stress

View full text Add to dashboard Cite

Trauma exposure can negatively impact health. Trauma-informed care implementation within health care systems may improve the identification and treatment of trauma-related illness on a population health level. The current study investigated outcomes of a multiagency implementation of trauma-informed care for Medicaid-enrolled adults and children in 23 rural Pennsylvania (United States) counties. Changes in trauma symptom screening, the number of staff trained in trauma-informed care, and clinician confidence in using trauma-informed care were assessed in participating treatment agencies (N = 22) over the course of a 15-month trauma-informed care learning collaborative (TLC). Data included monthly agency-reported screening, training, and confidence outcomes, which were analyzed using repeated-measures analyses of variance. Trauma symptom screening rates improved from 41.1% (SD = 43.0%) to 93.3% (SD = 12.0), p < .001; η p 2 = .30. The average number of cumulative staff members trained in trauma-informed care per agency increased from 24.43 (SD = 42.22) to 140.00 (SD = 150.87), p < .001, Kendall's W = .09. The percentage of agencies that reported high confidence in delivering trauma-informed care increased from 15.8% (SD = 15.5%) to 80.5% (SD = 17.7%), p < .001; η p 2 = .45. Pairwise comparisons revealed both screening rates and confidence ratings reached significant improvement in Month 11 of the TLC, suggesting that these processes may be related. A total of 2,935 staff members were trained during the TLC. The immediate impact of system-level implementation of trauma-informed care was evident for agency processes and staff confidence, with support provided by multiple stakeholders.

show abstract

Sustainment of Trauma-Focused and Evidence-Based Practices Following Learning Collaborative Implementation

Cited by 17 publications

References 40 publications

An equivalence analysis of provider education in youth mental health care

An equivalence analysis of provider education in youth mental health care

Training During a Pandemic: Successes, Challenges, and Practical Guidance From a Virtual Facilitated Learning Collaborative Training Program for Written Exposure Therapy

Implementing a trauma‐informed system of care: An analysis of learning collaborative outcomes

Contact Info

Product

Resources

About