Metz Allison, Jensen Todd M, Dicharry Lacy, Farley Amanda B
School of Social Work, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States.
School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States.
Front Health Serv. 2024 Dec 10;4:1353741. doi: 10.3389/frhs.2024.1353741. eCollection 2024.
Professionals who provide implementation support in human service systems describe relationships as being critical to support evidence use; however, developing trusting relationships are not strongly featured in implementation science literature. The aims of this study were to (a) assess the feasibility and acceptability of a theory-driven training and coaching approach for building trusting relationships among members of an implementation team who were supporting the implementation of an evidence-informed program in a public child welfare system in the United States and (b) gauge the initial efficacy of the approach in terms of the development of trusting relationships and subsequent implementation outcomes.
Consistent with a convergent mixed-methods approach, we collected both quantitative and qualitative data to address our research questions. Quantitative methods included an adapted version of the Trusting Relationship Questionnaire, a seven-item measure of psychological safety, and items designed to measure acceptability of the training. Qualitative data were collected through semi-structured interviews with participants.
Sixteen individuals participated in the program, consisting of a kick-off training event, five monthly training modules, and five monthly coaching sessions with implementation team leads. Session attendance rates and self-reported satisfaction highlight the general feasibility and acceptability of the training and coaching approach. On average, participants also reported significant increases over time in their perceptions that they were trusted by their team. Results from in-depth interviews further indicated the efficacy of the program in terms of cultivating trust among team members and promoting several elements that were theorized to link trusting relationships to implementation outcomes.
Findings suggest the training and coaching approach for trust building was acceptable and feasible. Additionally, results indicate the value of the approach in building trust among implementation partners to increase commitment to implementation efforts, promote a culture of learning and psychological safety, and increase participants' sense of capability and motivation for supporting implementation.
在人类服务系统中提供实施支持的专业人员认为，关系对于支持证据应用至关重要；然而，建立信任关系在实施科学文献中并未得到充分体现。本研究的目的是：（a）评估一种理论驱动的培训和指导方法的可行性和可接受性，该方法旨在在美国公共儿童福利系统中支持循证项目实施的实施团队成员之间建立信任关系；（b）从信任关系的发展以及后续实施结果方面衡量该方法的初步效果。
采用收敛性混合方法，我们收集了定量和定性数据以回答研究问题。定量方法包括一份改编后的《信任关系问卷》、一份七项心理安全感量表以及旨在衡量培训可接受性的项目。定性数据通过对参与者进行半结构化访谈收集。
16人参与了该项目，项目包括一次启动培训活动、五个月度培训模块以及与实施团队负责人进行的五次月度指导会议。课程出席率和自我报告的满意度突出了培训和指导方法的总体可行性和可接受性。平均而言，参与者还报告称，随着时间推移，他们感觉自己被团队信任的程度显著提高。深入访谈的结果进一步表明，该项目在培养团队成员之间的信任以及促进一些理论上认为可将信任关系与实施结果联系起来的要素方面具有成效。
研究结果表明，建立信任的培训和指导方法是可接受且可行的。此外，结果表明该方法在实施伙伴之间建立信任方面具有价值，可增强对实施工作的投入，促进学习文化和心理安全感，并增强参与者支持实施的能力感和动力。
