Supporting Implementation Through Online Learning Communities: Lessons Learned From a National Training and Technical Assistance Network

Supporting Implementation Through Online Learning Communities: Lessons Learned From a National Training and Technical Assistance Network

Recent implementation science frameworks highlight the role of training and technical assistance (TTA) in building workforce capacity to implement evidence-based practices (EBPs). However, evaluation of TTA is limited. We describe three case examples that highlight TTA by three regional centers in t...

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Bibliographic Details
Published in:Evaluation & the health professions Vol. 47; no. 2; pp. 178 - 191
Main Authors: Olson, Jonathan R., Walker, Elizabeth Reisinger, Chwastiak, Lydia, Druss, Benjamin G., Molfenter, Todd, Benson, Felicia, Cerrato, Alfredo, Gotham, Heather J.
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01-06-2024
SAGE PUBLICATIONS, INC
Subjects:
Adult
Capacity Building - organization & administration
Capacity building approach
Collaboration
Education, Distance - organization & administration
Electronic Learning
Evidence Based Practice
Evidence-Based Practice - organization & administration
Female
Health behavior
Health Personnel - education
Humans
Implementation
Implementation Science
Internet
Intervention
Labor Force
Learning
Male
Medical personnel
Medical technology
Mental health
Online Systems
Problem solving
Qualitative Research
Self report
Technical assistance
Technology transfer
Trainers
Workforce
Workplaces
evaluation
evidence-based practice
training
workforce development
technical assistance
behavioral health
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Summary:Recent implementation science frameworks highlight the role of training and technical assistance (TTA) in building workforce capacity to implement evidence-based practices (EBPs). However, evaluation of TTA is limited. We describe three case examples that highlight TTA by three regional centers in the national Mental Health Technology Transfer Center (MHTTC) network. Each MHTTC formed Learning Communities (LCs) to facilitate connections among behavioral health professionals with the goals of sharing implementation strategies, discussing best-practices, and developing problem solving techniques. Data on outcomes were collected through a combination of self-report surveys and qualitative interviews. LC participants reported strong connectedness, gains in knowledge and skills, improvements in implementation capacity, and intentions to advocate for organizational and systems-level change. Furthermore, across the case examples, we identified LC characteristics that are associated with participant perceptions of outcomes, including tailoring LC content to workforce needs, providing culturally relevant information, engaging leaders, forming connections among participants and trainers, and challenging participants’ current workplace practices. These findings are interpreted through the lens of the Interactive Systems Framework, which focuses on how TTA, such as LCs, can facilitate connections between the theoretical and empirical foundations of interventions and the practices of implementing interventions in real-world settings to advance workforce capacity.
Bibliography:ObjectType-Article-1
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ISSN:0163-2787
1552-3918
DOI:10.1177/01632787241237246