运用理论指导的学习协作模型改善州立儿童心理健康系统中循证实践的实施：一项试点研究。
Using a Theory-Guided Learning Collaborative Model to Improve Implementation of EBPs in a State Children's Mental Health System: A Pilot Study.
作者信息
Nadeem Erum, Weiss Dara, Olin S Serene, Hoagwood Kimberly E, Horwitz Sarah M
机构信息
Ferkauf Graduate School of Psychology, Yeshiva University, Rousso Building, 1165 Morris Park Avenue, Bronx, NY, 10461, USA.
Department of Child and Adolescent Psychiatry, New York University School of Medicine, New York, NY, USA.
出版信息
Adm Policy Ment Health. 2016 Nov;43(6):978-990. doi: 10.1007/s10488-016-0735-4.
Abstract
Learning collaboratives (LCs) are used widely to promote implementation of evidence-based practices. However, there has been limited research on the effectiveness of LCs and models vary widely in their structure, focus and components. The goal of the present study was to develop and field test a theory-based LC model to augment a state-led, evidence-based training program for clinicians providing mental health services to children. Analysis of implementation outcomes contrasted LC sites to matched comparison sites that participated in the clinical training program alone. Results suggested that clinicians from sites participating in the LC were more highly engaged in the state-led clinical training program and were more likely to complete program requirements.
摘要
学习协作组（LCs）被广泛用于促进循证实践的实施。然而，关于学习协作组有效性的研究有限，并且其模式在结构、重点和组成部分上差异很大。本研究的目的是开发并实地测试一种基于理论的学习协作组模式，以增强由州主导的、为为儿童提供心理健康服务的临床医生开展的循证培训项目。对实施结果的分析将参与学习协作组的站点与仅参与临床培训项目的匹配对照站点进行了对比。结果表明，来自参与学习协作组站点的临床医生更积极地参与了由州主导的临床培训项目，并且更有可能完成项目要求。
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