GLOBAL IMPLEMENTATION CONFERENCE 2019 · Marita Brack, NHS Education for Scotland, Scotland....

INTERACTIVEWORKSHOP

DESCRIPTIONS

GLOBALIMPLEMENTATION

CONFERENCE 2019

MAIN CONFERENCE: 16 - 17 SEPTEMBER 2019 Scottish Event Campus, Glasgow, UK

www.gic.globalimplementation.org

2

Programme: at a glance Programme Time Day one Registration 08:00 – 09:00

Monday 16 Sept

Welcome and opening address 09:00 – 09:45

Plenary: State of the Field – ‘Implementation research’

09:45 – 10:45

Break and transition 10:45 – 11:15

Breakout 1: Interactive workshops & panel discussions

11:15 – 12:45

Lunch 12:45 – 13:30

Plenary: State of the Field – ‘Implementation practice’

13:30 – 15:15

Transition 15.15 – 15.30


15:30 – 17:00

Global Implementation Society Committee Meetings

17:00 – 18:00

Storyboard Sessions 18:00 – 20:00

Informal and social networking 20:00…

Day two Global Implementation Society Plenary Meeting

08:00 – 09:00

Tuesday 17 Sept

Welcome and opening address 09:00 – 09:30

Plenary: State of the Field: ‘Policy implementation’

09:30 – 10:45

Break and transitions 10:45 – 11:15


11:15 – 12:45

Lunch, Networking & Regional meet-ups 12:45 – 13:45

Plenary: State of the Field: ‘Measurement and Data’

13:45 – 15:00

Break and transitions 15:00 – 15:30

Plenary Closing Session 15:30 – 16:30

Announcements and GIC 2021 Send Off! 16:30 – 17:00

3

Interactive workshop descriptions: Day one – 16 September 11.15 – 12.45 - Breakout one

Level Title and description (16 Sept, 11.15 – 12.45 - Breakout one)

Presenters & team contributors

Introductory Interactive workshop [M1]

Implementation Science to Implementation Practice – Creating collaborative solutions together The intersection between the various perspectives is critical in influencing the extent to which implementation science can be translated into implementation practice. At this juncture of the development of implementation science it is critical that we develop the capacity to integrate the knowledge from each perspective to ensure that implementation science achieves its ultimate goal of “bridging the gap”. Building on two previous panels at global conferences this discussion will explore possible solutions and collaborations.

Jacquie Brown, Families Foundation, The Netherlands; Sine Møller, The National Board of Social Services, Denmark; Marita Brack, NHS Education for Scotland, Scotland.

Intermediate Interactive Workshop [Carron 1]

Scaling of Evidence-based Practices: Planning your approach and beyond Two collaborative scaling initiatives, SNAP’s (Stop Now And Plan@) National Expansion in Canada and MRT’s (Moral Reconation Therapy-MRT®) expansion state-wide in New York, will present

Leena Augimeri, Child Development Institute, Toronto, Canada; Margaret Walsh, Child Development Institute, Canada; Raluca Dubrowski, Ontario Shores

4



lessons learned about the effective use of structured implementation approaches. SNAP is an evidence-based, gender specific model for children (6-11) with serious disruptive behaviour problems and their families. It targets emotion regulation, self-control, and problem-solving skills. SNAP National Expansion goal is to reach over 100 communities by 2022. MRT is an international manualized intervention structured around defined steps focusing on risk factors, including anti-social attitudes and values. The MRT cognitive behavioural tool was selected to be implemented in 150 drug courts across the state to directly address criminal thinking issues and decision making. Delegates will engage in interactive discussions and fun activities focused on the capacity needed to develop, sustain, and scale effective interventions; sharing their own lessons learned along the implementation process.

Centre for Mental Health Sciences, Canada; Dennis Reilly, New York State Unified Court System, USA; Kenneth Robinson, Correctional Counseling Inc., Germantown, USA

Intermediate Interactive workshop [Alsh 1]

Going to Scale using Tiered Implementation Approaches This session will describe successful uses of tiered implementation approaches to scale up effective practice in the United States, Iceland and India. The session will address implementation infrastructure to support practice (practitioner, coach, fidelity rater, trainer, governing authority), as well as an aligned evaluation approach (stepped-wedge cluster randomised trial). Using

Laura Rains, Oregon Social Learning Center, Eugene, USA; Margret Sigmarsdottir, Government Agency for Child Protection, Iceland; Luann J Gray, Kalamazoo Community Mental Health and Substance Abuse Services, Kalamazoo, USA;

5



interactive approaches, delegates will brainstorm resources, challenges, and paths forward to effective evaluation and successful scale up with fidelity.

Jasmine Kalha, Centre for Mental Health Law and Policy Indian Law Society, Pune, India; Laura Shields-Zeeman, Netherlands Institute for Mental Health and Addiction (Trimbos Institute), The Netherlands.

Intermediate Interactive workshop [Lomond Auditorium]

Using Decision Support Processes to Improve Programmes and Outcomes In 2014, the Multisystemic Therapy® Services Quality Improvement Council identified particular teams whose outcomes were consistently sub-par. The MST Services (MSTS) data system not only supports programs that implement MST® but also uses the data to improve itself. Tools and standards have been established to assist everyone involved in the implementation process (providers, purveyors, stakeholders) to use data for decision-making. The session will describe the processes established to address the identified problem and to improve outcomes for young people. Delegates will be engaged in a facilitated discussion.

Molly Brunk, MST Institute, Charleston, USA.

Intermediate Building and Measuring Capacity for Continual Change and the Impact on Readiness

Kathleen Ryan Jackson, National Implementation Research Network,

6



Interactive workshop [Boisdale 1]

Growing awareness of the necessity to build implementation capacity has led to the development of methods to measure implementation capacity; these measures can be used to support action planning. This session will present a panel comprised of representatives from three United States-based organisations, each of which took different paths to improving outcomes through the development of implementation capacity at different levels of the system. The panellists will explore issues of readiness and capacity for continual change. Using the World Café Process delegates will have the opportunity for “natural cross-pollination of relationships, ideas, and meaning” as they move through the structured discussion process.

Eugene, USA; Gail Anderson, Wisconsin Department of Public Instruction, Madison, USA; Melissa Kahn, Wisconsin Department of Public Instruction, Madison, USA; Jessica J Reed, University of North Carolina Chapel Hill, Chapel Hill, USA; Renee Boothroyd, University of North Carolina Chapel Hill, Chapel Hill, USA; Jenna Armstrong, University of North Carolina Chapel Hill, Chapel Hill, USA.

Advanced Interactive workshop [Alsh 2]

Equity and Implementation A systems science approach reminds us that outcomes like inequity result from complex system behavior (Hieronymi, 2013). This session will consider how the science and practice of implementation can inform and be informed by intentional efforts

Sarah A. Morrison, Washington, USA; Pennie Foster-Fishman, Michigan State University, East Lansing, USA; Erin Watson, Michigan State University, East Lansing, USA;

7



to ‘engineer equity’ or close persistent equity gaps – gaps defined by race, class, income, ethnicity, immigration status, gender, and urban/rural/frontier geography. Presenters from two different organisations will share key elements of their approaches to engineering equity, informed by the science and practice of implementation. Case studies of United States-based initiatives will be offered to illustrate how these elements guide the work and delegates will be invited to share how their experiences align with or diverge from these approaches

Rome Meeks, Michigan State University, East Lansing, USA; Corbin Standley, Michigan State University, East Lansing, USA.

Intermediate Interactive workshop [Carron 1]

Improving Service Systems for ‘Hard to Reach’ Populations using the Science and Practice of Implementation This session will present service system improvement efforts in two contexts, Australia and Austria, to improve outcomes for ‘hard to reach’ populations. In both settings, a set of intentional and iterative approaches were used to co-design, improve, implement, and evaluate critical elements of key service systems. Key findings related to collaborative partnership, community engagement, co-design and co-development were found to enhance improvement and implementation outcomes. Delegates will be invited to compare

Jane Yelland, Murdoch Children's Research Institute, Parkville, Australia, University of Melbourne, Department General Practice, Parkville, Australia; Elisha Riggs, Murdoch Children's Research Institute, Parkville, Australia, University of Melbourne, Department General Practice, Parkville, Australia; Rosanna Buchauer, Mental Health Research Program, The Village, Ludwig Boltzmann Gesellschaft; Medical University Innsbruck,

8



and contrast the two approaches to system improvement and to consider the potential relevance to their own settings.

Innsbruck, Austria; Jean Paul, Mental Health Research Program, The Village, Ludwig Boltzmann Gesellschaft; Medical University Innsbruck, Innsbruck, Austria; Ingrid Zechmeister-Koss, Ludwig Boltzmann Institute for Health Technology Assessment, Vienna; Melinda Goodyear, Monash University, Clayton, Australia.

Intermediate Interactive workshop [Boisdale 2]

Developing and Evaluating Capacity for Effective Coaching in Diverse Contexts This session aims to discuss coaching models in Health and Education and to highlight the importance and challenges of program implementation of coaching strategies. First, researchers will present a coaching model developed by the Maternal and Child Health Workforce Development Center, in the United States of America, including description of the support infrastructure needed, and data on challenges and impact of collaborating agencies’ health transformation projects. Following that, a study on the coaching experience developed by the public school system of

Nelson Gimenes, Fundação Carlos Chagas, São Paulo, Brazil; Patrícia Guedes, Fundação Itaú Social, São Paulo, Brazil; Fabiana Fernandes, Fundação Carlos Chagas, São Paulo, Brazil; Cláudia Pimenta1, Fundação Carlos Chagas, São Paulo, Brazil; Juliana Mavoungou Yad, 2Fundação Itaú Social, São Paulo, Brazil; W. Oscar Fleming, National Maternal and Child Health Workforce

9



Manaus, a municipality of Brazil, will be presented. Drawing from the approaches, challenges and lessons learned in the two case examples, participants will be invited to distil and discuss key factors of successful implementation of coaching strategies.

Development Center, University of North Carolina at Chapel Hill, Chapel Hill, USA; National Implementation Research Network, University of North Carolina, USA National Center for Early Childhood Development Teaching and Learning, Carrboro, The USA; Dorothy Cilenti, National Maternal and Child Health Workforce Development Center, University of North Carolina at Chapel Hill, USA; Alexsandra Monge, National Maternal and Child Health Workforce Development Center, University of North Carolina at Chapel Hill, USA; Amy Mullenix, National Maternal and Child Health Workforce Development Center, University of North Carolina at Chapel Hill, USA; Lewis Margolis, National Maternal and Child Health Workforce

10



Development Center, University of North Carolina at Chapel Hill, USA.

Intermediate Interactive workshop [Hall 2]

Getting published in Evidence & Policy and shaping the future of transdisciplinary implementation journals Evidence & Policy is an international, interdisciplinary journal devoted to studying, discussing and improving the relationship between research and decision making on a wide range of social and public policy issues, including criminal justice, international development, education, the environment, social care and health. Our audience is unusually broad for an academic journal, encompassing policymakers, practitioners as well as researchers. Reflecting these diverse audiences, the journal incorporates three distinct types of paper: Research, Practice, and Debate. Our goal is to become the core journal for academics, policymakers and practitioners from any field who want to know how to improve the use of knowledge in policy and practice, or who are engaged in critical or innovative scholarship on this topic. This session has two goals: To equip participants to submit Research, Practice, and/or Debate papers that build the transdisciplinary field of knowledge about implementation; To enable participants to contribute to developing the agenda for transdisciplinary implementation publishing

Mark Pearson, Wolfson Palliative Care Research Centre, Hull York Medical School, UK; Kat Smith, School of Social Work and Social Policy, University of Strathclyde

11



Intermediate Interactive workshop [Dochart 1]

Using Common Component Analysis, Common Elements Methodology, and Collaborative Design in Research This session will present the use of ‘common elements’ to develop and test implementable evidence-informed interventions in child mental health and welfare services (including veterans), tailored to individual and contextual needs, as well as implementation-informed implementation strategies. Based on work in Norway, presenters will describe the use of common elements methodology to identify common practice-, process-, and implementation elements in interventions identified through systematic reviews, along with collaborative approaches to intervention- and implementation design. Based on work in the United States, presenters will describe the use of common components analysis (CCA) to identify and assess the impact of veteran-focused programs components onto well-being outcomes (i.e., vocational, financial, health, and social relationships domains). Delegates will be invited to consider the risks and benefits of these novel approaches to developing interventions and measuring programme effectiveness without expensive randomized controlled trials.

Daniel Perkins, Clearinghouse for Military Family Readiness at Pennsylvania State University, University Park, USA; Thomas Engell, Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway; Benedicte Kirkøen, Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway; Karianne Thune Hammerstrøm, Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway; Kristine Horseng Ludvigsen, Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway; Hege Kornør, Norwegian Institute of Public Health, Oslo, Norway; Kristine Amlund Hagen, Regional

12



Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway


Leading from Behind: Using evaluation to improve our understanding and implementation of complex health interventions in underserved/rural settings Many public and behavioral health interventions show considerable promise in controlled research but lack sufficient evidence of high-fidelity implementation of the program and robust outcomes in routine practice settings. Other practices show promise in community settings but have neither research nor local supportive evidence. This session will first demonstrate the importance of and share a framework for conducting implementation evaluations to advance the evidence base of complex health interventions in community settings. We will then demonstrate how the process and products of such an evaluation can improve program fidelity and outcomes by activating five core mechanisms of change: reality testing, knowledge translation, conceptual structuring, practice scaffolding, and social influencing. A Solution-Room inspired format will be adopted so that participants can apply the shared knowledge to an implementation challenge of their choosing.

Jim Fauth, Center for Behavioral Health Innovation, Keene, USA; George Tremblay, Center for Behavioral Health Innovation, Keene, USA; Megan Edwards, Center for Behavioral Health Innovation, Keene, USA; Josie Dickerson, Born in Bradford, Bradford, UK; Nimarta Dharni, Born in Bradford, Bradford, UK; Sally Bridges, Born in Bradford, Bradford, UK; Gill Thornton, Better Start Bradford, Bradford, UK

13



Advanced Panel [M2 and M3]

Developing Capacity for Sustainability and Scaling Sustaining and scaling effective innovations over time and across settings is challenging and complex. Sustainability and scaling considerations are important throughout the change process. Considerations range from developing partnerships, to assessing needs, to creating infrastructure, to monitoring outcomes, to considering adaptation and fidelity. Effective implementation strategies are needed in order to build infrastructure and institutional capacity at multiple levels to support scaling and ongoing delivery of effective innovations. Panelists, well-versed in the challenges and successes related to sustaining and scaling innovations, infrastructure development, and systems change will discuss their experiences and invite delegates’ perspectives

Laura Ghiron (Moderator and speaker), Partners in Expanding Health Quality and Access and Expandnet, USA; Terje Ogden, The Norwegian Centre for Child Behavioural Development, Norway; Barbara Smith, University of Denver, USA.

Advanced Panel [M4]

Conceptual and Methodological Issues in Implementation Research and Evaluation While the implementation research and evaluation literature has grown significantly in the last 10 years, implementation science is still a relatively young discipline. This panel will explore challenges and progress in conceptualizing and conducting sound studies. Issues range from meta-challenges related to building science across content areas (e.g. health, education, justice), to methodological

Annette Boaz, Kingston University, UK (Moderator); Dean Fixsen, Active Implementation Research Network, USA; Jo Rycroft-Malone, Lancaster University, UK; Abe Wandersman, Wandersman Center, Columbia, USA.

14



challenges related to developing measures and designs, to the role of efficacy and effectiveness trials. Panel members will share their perspectives and invite participants to share theirs.

15

15:30 – 17:00: Breakout two

Level Title and description (16 Sept, 15:30 – 17:00: Breakout two)



Assessing and Addressing Fit and Feasibility Factors to Improve Uptake, Implementation, and Sustainability This session will compare and contrast key factors related to the assessment of fit and feasibility across projects in the United States and Ghana. Presenters will compare and contrast the value of various structured methods and novel approaches to assess fit and feasibility in high and low income settings, while noting possible limitations due to contextual differences. Using the world café method, delegates will participate in dialogue around 1) applying implementation tools such as the Hexagon tool, Intervention Mapping and Plan-Do-Study-Act cycle to adapt and scale evidence-based programs 2) sharing challenges and barriers to using implementation tools and frameworks to address implementation bottlenecks of evidence-based intervention and 3) discussing novel uses of implementation tools such as the Hexagon tool.

Alfred Kwesi Manyeh, School of Public Health, University of the Witwatersrand, Johannesburg, South Africa; Dodowa Health Research Centre, Ghana, Dodowa, Ghana; Latifat Ibisomi, School of Public Health, University of the Witwatersrand, Johannesburg, South Africa; Frank Baiden, London School of Hygiene and Tropical Medicine, London, UK Tobias Chirwa, Division of Epidemiology and Biostatistics, School of Public Health, University of the Witwatersrand, Johannesburg; Ramaswamy Rohit, Public Health Leadership Program, Gillings School of Global Public Health, University of North Carolina, North Carolina, USA; Dorothy Cilenti, The National Maternal

16


Presenters & team contributors and Child Health Workforce Development Center , Chapel Hill, USA; Alexsandra Monge, The National Maternal and Child Health Workforce Development Center , Chapel Hill, USA; Cindy Reese, Missouri - Department of Health and Senior Services , Jefferson City, USA; Alicia Curran, Thompson Center for Autism & Neurodevelopmental Disorders, Columbia, USA; W. Oscar Fleming, The National Maternal and Child Health Workforce Development Center, Chapel Hill, USA.


Effective Approaches to Implementing National to Local Level Policy Combining the insights from implementation efforts in Ireland and the United States, this session will describe keys themes related to

Hazel O'Byrne, Department of Children and Youth Affairs, Ireland; Debra Pacchiano, Ounce of Prevention Fund, Chicago, USA; Rebecca Klei,

17



effective approaches to policy implementation. The session will discuss some of the constraints that operate in developing and implementing policy at a national level, particularly related to integrated policy approaches across sectors and disciplines, as well as the issues involved in translating national level policy to local level implementation and the stages involved. This session will also highlight the pros and cons of top-down policy infrastructure related to program requirements and professional competencies, along with the importance of bottom-up improvement and innovation infrastructure related to data systems and scaling of workforce capacity.

Ounce of Prevention Fund, Chicago, USA; Ann Hanson, Ounce of Prevention Fund, Chicago, USA; Maia Connors,, Ounce of Prevention Fund, Chicago, USA;


Sharing experiences regarding ethical challenges of Implementation Research and Research Partnership approaches: Perspectives from Egypt, Morocco and Canada Drawing from findings from the research partnership literature and experiences with implementation research activities in Egypt and Morocco, this session will discuss and explore best practices and processes (i.e. principles, strategies, ethics) of working collaboratively together with community stakeholders to conduct and disseminate research. More specifically, the ethical challenges of

Latifa Adarmouch, School of Medicine Cadi Ayyad University, Marrakesh, Morocco; Nahla Abdel-Tawab, Population Council Egypt, Cairo, Egypt; Bouchra Assarag, National School of Public Health, Rabat, Morocco; Menat Zenaty, Bibliotheca Alexandrina, Alexandria, Egypt; Henry

18



implementation research and research partnerships will be explored. Delegates will be asked to share and reflect on their own experiences when exploring best practices and processes of conducting implementation research from two partnership studies in Egypt and Morocco.

Silverman, University of Maryland Baltimore, Baltimore, USA; Femke Hoekstra, School of Health and Exercise Sciences, University of British Columbia Okanagan, Kelowna, Canada Tram Nguyen Faculty of Medicine, University of Ottawa, Canada; CanChild Centre for Childhood Disability Research, McMaster University, Canada; Kelly Mrklas, Alberta Health Services, Calgary, Canada; Cumming School of Medicine, University of Calgary, Canada; Anita Kothari, School of Health Studies, Western University, Canada; Kathryn Sibley, Max Rady College of Medicine, Winnipeg, Canada; Centre for Healthcare Innovation, University of Manitoba, Canada; Mathew Vis-Dunbar, Library,

19


Presenters & team contributors University of British Columbia Okanagan, Kelowna, Canada Christine Neilson, University of Manitoba, Winnipeg, Canada; Leah Crockett, George and Fay Yee Centre for Healthcare Innovation, Winnipeg, Canada; Max Rady College of Medicine, University of Manitoba, Winnipeg, Canada; Heather Gainforth, School of Health and Exercise Sciences, University of British Columbia Okanagan, Kelowna, Canada Ian Graham, Ottawa Hospital Research Institute, Ottawa, Canada; School of Epidemiology and Public Health, University of Ottawa, Canada

Intermediate Interactive workshop [M1]

Disseminating and Sustaining Evidence-Based Practices: High Fidelity with Flexibility This session will highlight how two organizations have disseminated evidence-based interventions, PMTO (Parent Management Training

Margret Sigmarsdottir, School of Education, University of Iceland; Jolle Tjaden; Goye Thorn Svendsen, The National Board of Social Service

20



– Oregon) and ORTIi (Oregon Response to Instruction & Intervention) across multiple implementation locations. The presentation will highlight how each organization has ensured high fidelity of their practices, while still allowing for site-based customization and flexibility to ensure staff ownership and sustainability over time. From PMTO, delegates will learn how regular measurement of fidelity and coaching supports, with the use of technology, has increased the implementation of PMTO across multiple countries including Iceland, Denmark, and the Netherlands. From ORTIi, delegates will learn about a data-based decision-making process, Core Data Review Meetings, that can help facilitate the development of collective teacher efficacy, ensuring greater fidelity through staff buy-in and ownership of the evidence-based practices. After hearing about the successes and challenges of PMTO and ORTIi, delegates will engage in group discussion about their own experiences and challenges with disseminating evidence-based practices while ensuring high fidelity with flexibility that leads to increased sustainability.

Child, Youth and Family, Odense, Denmark; David Putnam, Oregon Response to Instruction and Intervention, Tigard, USA; Jon Potter, Oregon Response to Instruction and Intervention, Tigard, USA Lisa Bates,, Oregon Response to Instruction and Intervention, Tigard, USA


Implementing implementation competencies This session will highlight various efforts to operationalise the competencies for implementation practice and research. The session will provide an overview of a fully operationalised implementation practice profile (Van Dyke, 2015) and its use in building capacity

Marie-Therese Schultes,

University of Vienna, Austria; Fiona Mitchell, CELCIS, University of Strathclyde, UK; Dominique Harvey, CELCIS, University of Strathclyde, UK;

21



within an intermediary organisation - growing its own implementation practice expertise - while also supporting the development of implementation practitioners and teams whose function is more closely aligned to the delivery of evidence-informed innovations. The session will also present the essential topics for education and training, based on a survey of global implementation professionals, included in the competence profile for implementation practice and research (Schultes et al., 2018). Delegates will be invited to consider the value of these types of profiles, methods to strengthen these profiles, study designs to evaluate these profiles, and the need for the development of fidelity measures to support adherence.

Melissa Van Dyke, CELCIS, University of Strathclyde, UK


Strategies, Data, Tools and Resources to Support Scaling and Sustaining Effective Practices This session will share lessons learned, data, tools and resources from 15 years of implementation and scale-up of evidence-based models and evidence-informed service delivery in the United States, the Republic of Ireland, and Northern Ireland to improve outcomes from children and families. Information will be presented on the systems and policies needed to adopt, sustain and scale effective implementation in a variety of communities and settings. Small group work will be used to reflect on the learning, and their resonance and applicability to their own contexts and settings.

Barbara Smith, University of Denver, Denver, USA; Mary Louise Hemmeter, Vanderbilt University, Nashville, USA; Phillip Strain, University of Denver, Denver, USA; Aisling Sheehan, Centre for Effective Services, Dublin, Ireland; Anne Pardy, Health Service

22


Presenters & team contributors Executive, Tullamore, Ireland; Siobhán Slavin, Public Health Agency, Belfast, United Kingdom; Francis Chance,

Katharine Howard Foundation, Dublin, Ireland


The development and implementation of practice standards to improve outcomes A well-defined set of professional standards or practice model provides a unifying framework for those working in a profession. This session will compare the methodology used to develop practice standards in two different domains – foster care and frontline implementers. This session will also describe how a well-defined practice model informs and requires the development of implementation supports to achieve improved outcomes. Delegates will be asked to discuss how practice standards are best developed; and the infrastructure and supports needed to embed practice standards.

Matthew Claps, Casey Family Programs, Seattle, USA; Kristina Carter, Casey Family Programs, Seattle, USA; Heather Morris, Monash University, Clayton , Australia; Monisa Aijaz, University of North Carolina at Chapel Hill, Chapel Hill, USA; Jennifer Pierce, American Institute for Research , Washington, USA Tamara Halle, Child Trends, Bethesda, USA; Paul Tortolani, Wilson Language Training, Oxford, USA Yolanda Green-Rogers, Chapin Hall, University of Chicago,

23


Presenters & team contributors Chicago, USA; Linda Roussel, Texas Women’s University, Denton, USA; Berenice Rushovich, Child Trends, Bethesda, USA; Tim Goldsmith, University of New Mexico, Albuquerque, USA; Louise Davies, Veterans Affairs Medical Center, Lebanon, USA; Lionel Alvarez, l'Enseignement/Apprentissage par les Technologies numériques (C·R·E/A·TE), Fribourg, Syrian Arab Republic; Kathleen Conte, Menzies Centre for Health Policy, University of Sydney, Australia; Jeremy Zhou, Changi General Hospital, Singapore; Mila Obucina, Griffith University, Nathan, Australia; John Øvretveit, Karolinska Institutet, Stockholm, Sweden

24




Practical methods to adapt interventions to different social care contexts Implementation researchers and practitioners continue to be curious about the process of adapting interventions to different contexts. Adaptation may involve the broadening of application of an effective practice to new populations or new delivery systems, or the adaptation of interventions transferring into low or middle income countries (LMIC), so that they have a greater chance of being effective and sustainable. This session will describe new and existing approaches to adaptation, based on work in social care contexts in the United States, South Africa and Tanzania. Delegates will engage in small group discussions using questions that encourage an open and practice-oriented dialogue.

Molly Brunk, MST Institute, Charleston, The United States of America; Louise Brown, Department of Social & Policy Sciences, University of Bath, UK; Alexandra Ziemann, CHIR Centre for Healthcare Innovation Research, City, University of London, London, UK; Lorna Templeton, Department of Social & Policy Sciences, University of Bath, UK


Outcomes-Focused: Using Accreditation to Bring Evidence-Based Solutions to a Socially Significant Scale Accreditation has not been explored as a potential intervention for effective and efficient implementation of evidence-based policies, practices, and solutions. Though much work has been done to improve efforts seeking to close the science-to-practice gap and bring evidence-based practices into communities with a high degree of fidelity, there has been little to no consideration given to

Peggy McElgunn, Proven Quality Practices, Midlothian, USA; Zachary McElgunn, Proven Quality Practices, Midlothian, USA; Kurt Jensen, Proven Quality Practices, Midlothian, USA

25



understand how accreditation of evidence-based interventions might serve as a robust tool to accomplish this goal. Accreditation itself can be viewed as an evidence-based practice designed to support broad implementation of evidence-based interventions, and should be formulated, measured, evaluated, and improved with the same rigor and data-driven approach as other evidence-based interventions. When seen in this light, accreditation will provide a number of auxiliary benefits to organizations seeking accreditation in their implementation of an evidence-based practice, while promoting the broad impact of implementation of evidence-based solutions on a socially significant scale.


The Value of Boundary Objects and Realist Formative Process Evaluation in Effective Implementation and Achieving Outcomes This session will present the use of ‘common elements’ to develop and test implementable evidence-informed interventions in child mental health and welfare services (including veterans), tailored to individual and contextual needs, as well as implementation-informed implementation strategies. Based on work in Norway, presenters will describe the use of common elements methodology to identify common practice-, process-, and implementation elements in interventions identified through systematic reviews,

Sarah L. Brand, Children's Social Care Research and Development Centre (CASCADE), University of Cardiff, UK. Lucy Melville-Richards, School of Health Sciences, Bangor University, UK. Jo Day, University of Exeter, UK. Mark Pearson, Wolfson Palliative Care Research Centre, Hull York Medical School, UK.

26



along with collaborative approaches to intervention- and implementation design. Based on work in the United States, presenters will describe the use of common components analysis (CCA) to identify and assess the impact of veteran-focused programs components onto well-being outcomes (i.e., vocational, financial, health, and social relationships domains). Delegates will be invited to consider the risks and benefits of these novel approaches to developing interventions and measuring programme effectiveness without expensive randomized controlled trials.

Intermediate Interactive workshop [Hall 2]

Disseminating lessons across disciplines and settings: Implementation Applications and Research, a new GIS journal Implementation science is applied across diverse disciplines and settings. Developed by a Global Implementation Society committee, Implementation Applications and Research is a new journal that will encourage participants from any discipline or setting to share learnings from implementation research and practice. Following presentation of the premises and intent for this new journal, presenters will invite participants to engage in: identifying objectives for this GIS journal; common threads in implementation methods and strategies across disciplines and settings; sharing their perspectives and experiences to inform initial calls for manuscripts

Rosalyn M. Bertram, University of Missouri-Kansas City, School of Social Work, Kansas City, USA; Thomas Engell, Universitet i Oslo, The Center for Child and Adolescent Mental Health, Oslo, Norway; Karin Waldherr, FernFH Distance Learning University of Applied Sciences, Wiener Neustadt, Austria; Susie Breitenstein, Ohio State University, College of Nursing, Columbus, USA;

27



and possible special issues and to identify non-academic contributors to the journal who may serve as editorial board members, reviewers, and authors.

Nancy Covell, Columbia University, Department of Psychiatry, and New York State Psychiatric Institute, New York, USA

Advanced Panel [M2/M3]

Meta-Learning Across Domains Each innovation, EBP, or systems change has specific core elements, context, and requirements. By working across domains (e.g. health, education, child welfare, adult services, community) and with different innovations, we have the opportunity to better understand principles and processes that ‘travel well’ across domains (e.g. discerning common functions, understanding common implementation pathways, fostering buy-in, utilizing data). This panel will share and discuss with each other, and the audience, what they’ve learned by working across domains and with diverse innovations.

Dan Edwards, Evidence Based Associates (Moderator and speaker); Francisca Infante, University de Las Americas, Chile; Melissa Van Dyke, CELCIS, University of Strathclyde, UK.

Advanced Panel [M4]

Outer Context: Systemic Conditions, Organizations, and Professional Factors Implementation practice and research can inform and improve services to benefit recipients and consequently, society. Implementation takes place amid broad contextual factors (e.g.

Jacquie Brown (Moderator and speaker), Families Foundation, The Netherlands & Child and Family Evidence Based Consortium, Canada; Pennie Foster Fishman,

28



professional preparation of practitioners, leadership, competing societal agendas, funding, regulations, policy, poverty, power). Such meta-variables create a messy environment for research, practice, and policy. Presentations by and discussions among panel members, and with the audience, will focus on how implementation science and implementation best practices might create more hospitable environments for innovations and influence the broader context to promote social change.

Michigan State University, East Lansing, USA; John Øvertveit, Karolinska Instituet, Sweden.

29

Interactive workshop descriptions: Day Two – 17 September 11.15 – 12.45 - Breakout three

Level Title and description ( 17 Sept, 11.15 – 12.45 - Breakout three)



International Implementation of Effective Practices: What it takes to get it right KEEP and Stepping Stones are evidence-based programs (EBP) for respectively foster and kinship parents (KEEP) and parents with a child with a disability (Stepping Stones). Using examples from these implementation processes, the session will discuss what it takes to make a solid cultural implementation in a new context while keeping an eye on fidelity. From the point of view of KEEP this involves 5 phases: (1) engagement, (2) readiness, (3) training in service delivery, (4) implementation, and (5) sustainability. A full transfer of an EBP from one context to another requires this focus on both cultural, organizational and linguistic adoptions and adaptions. Next we will discuss implementation on a local level – from the point of view of Stepping Stones. A model of working with local organizations (municipalities) to support sustainable implementation is presented: PREPARE ⇒ CHANGE ⇒ ANCHOR. To draw on the expertise, knowledge and experience in the room, the session will include group discussions, based on a Jeopardy style

Sine Møller The National Board of Social Services, Odense, Denmark; Patricia Chamberlain, Oregon Social Learning Center, Eugene, USA Goye Thorn Svendsen,

Socialstyrelsen, Odense, Denmark

30



game, focused on identifying challenges and potential solutions.


Embedding Coaching in Existing Systems Coaching is key to effective implementation and sustainability of effective practices. This session will focus on the elements of high quality coaching practice based on the experiences of a team in the United States who are facilitating the delivery of family- and youth-driven Wraparound approaches. The presentation will focus on a reflective coaching model, and include an examination of modelling, teaching, data, and self –reflection used by coaches to scale-up and ensure fidelity to the practice. The presenters will also discuss examples of how they lead continuous quality improvement activities involving coaches. Delegates will be engaged in dialogue to analyze the facilitators and barriers to effective coaching in their systems.

JoAnne Malloy, Institute of Disability, University of New Hampshire, USA; Katheryn Francoeur, Institute of Disability, University of New Hampshire, USA; Heidi Cloutier, Institute of Disability, University of New Hampshire, USA


Implementation Design for a Complex World - Application of Contextual Analysis and Systems Engineering Approaches in Ireland and the United States This session offers an opportunity to learn and apply two approaches to implementation in complex service delivery systems. It will provide an introduction to Contextual Analysis for Practical Action or CAPA for working with ‘local context’ as a determinant of

Sarah E. Barry, Trinity College Dublin, Republic of Ireland; Aaron M. Sawyer, Cognosante, USA; Subhamoy Pal, Cognosante, USA; Tara Dean, Cognosante, USA.

31



implementation success. Context matters particularly given challenges with scalability and policy translation. This work emerges from the health systems sector in Ireland as a practical methodological tool. It will also provide insight into the application of a Systems Approach to Knowledge Translation (SysKT) to combat casualty care in the U.S. Military Health System (MHS). This generalizable approach employs best practices from systems engineering, project management, and implementation science combined with systems engineering to break down complex processes. These complementary frameworks offer ways for implementers to manage organizational and environmental characteristics critical to service design, delivery, and sustainability. Session participants will have an opportunity to apply each approach and receive feedback from the presenters.


Readiness to Address “Wicked” Problems To impact health and wellness outcomes requires innovations to be adopted and implemented well. However, global uptake of effective practices is limited by the readiness of organisations and individuals to address “wicked” problems. This session describes approaches that successfully promote readiness at the organizational and individual levels. These approaches will be explored through a case example from Nigeria. Delegates will also have an opportunity to

Abraham Wandersman, Wandersman Center, Columbia, USA; David Osher, American Institutes for Research, Washington, USA; Amber Watson, Wandersman Center, Columbia, USA;

32



work collaboratively to identify solutions to create readiness and to address related barriers to successful implementation.

Jessica Johnson, American Institutes for Research, Washington, USA


Lessons Learned from National Commitments to Use Structured Implementation Approaches to Design, Implement, and Evaluate Innovations This session will describe the development, mainstreaming, and scaling up of innovative, effective practices in the United States, Republic of Ireland, and Northern Ireland. Key lessons learned relate to the careful articulation of innovative practices, the investment in the capacity of the workforce, and the political context needed to grow and sustain complex change.

Marlene Matarese, The Institute for Innovation and Implementation, University of Maryland School of Social Work, Baltimore, USA; Angela Weeks, The Institute for Innovation and Implementation, University of Maryland School of Social Work, Baltimore, USA; Elizabeth Greeno, The Institute for Innovation and Implementation, University of Maryland School of Social Work, Baltimore, USA; Meredith Gunn, The Institute for Innovation and Implementation, University of Maryland School of Social Work, Baltimore, USA; Debbie Riley,, Center for Adoption Support and Education, Burtonsville, USA;

33



Fergal Landy, Tusla Child and Family Agency, Galway, Ireland; Caroline Jordan, Tusla Child and Family Agency, Dublin, Ireland; Amy Mulvihill, Tusla Child and Family Agency, Dublin, Ireland


Implementing Large-Scale Implementation Research Project in Low Income Counties and the Role of Government, NGOs, & Communities This session will demonstrate the use of various structured implementation methodologies to guide large-scale implementation research projects in service systems in two low-income counties. Based on research in Uganda, guided by the PRISM and RE-AIM frameworks, the presenter will describe the key roles and activities of implementation scientists, to include engaging communities and government to identify the needs of the population, agree upon solutions, and support the ongoing implementation and sustainability of effective programmes. Based on research in Jordan in partnership with an international NGO, guided by the Active Implementation Frameworks (NIRN), these presenters will describe the challenge of building the case for government to invest

Mary McKay, Brown School, Washington University in St. Louis, St. Louis, USA; Ozge Sensoy Bahar, Brown School, Washington University in St. Louis, St. Louis, USA; Fred Ssewamala, Brown School, Washington University in St. Louis, St. Louis, USA; Simba Machingaidze, ChildFund International, Kampala, Uganda; Abel Mwebembezi, Reach the Youth Uganda, Kampala, Uganda; William Byansi, Brown School, Washington University in St. Louis, St. Louis;

34



in an intentional approach to implement effective practices, as well as the challenge of maintaining fidelity within a developing-economy context. Delegates will be engaged in dialogue to consider similarities and differences in the case examples and analyze the facilitators and barriers to effective implementation in low-income settings.

Rawan Ibrahim, Department of Social Work, German Jordanian University, Amman, Jordan; Melissa Van Dyke, CELCIS , University of Strathclyde, UK; Lisa Holmes, Rees Centre, University of Oxford, UK


Innovative Methods to Support Effective Clinical Implementation of Evidence-Based Programmes The expertise that has been developed through the repeated and effective replication of FFT and MST provides these two Evidence-Based Programmes with significant insights into how clinical implementation supports can become increasingly aligned and effective in support consistently high quality practice. This session will describe the development and use of effective clinical decision support processes, the use of work samples, and the integration of feedback into the continuous improvement process. Delegates will have an opportunity to experience the various tools and methods described to consider the potential relevance to their own settings.

Sylvia Rowlands, New York Foundling, New York, USA; Thomas Sexton, Ph. D., Functional Family Therapy, Bloomington, USA; Arik Hill, New York Foundling, New York, USA; Lisa Reiter, MST Services, Durham, USA

Intermediate Interactive workshop

Understanding the Methods to Operationalise, Design and Refine Services to Better Meet the Needs of Specific

Linda Callejas, University of South Florida, Tampa, USA;

35



[Carron 2] Populations Leading with evidence or leading with practice, a fuller understanding of effective implementation has led to additional attention to the co-design of interventions and the integration of cultural competence into service systems. This session will describe two distinct methods, from Canada and the United States, to design or refine services, both of which lead to improved outcomes for the individuals served by those systems. Delegates will be engaged to consider ways in which these two processes may complement each other. Delegates will also interrogate the value of design processes led by practice-based evidence and evidence-based practice.

Mario Hernandez, University of South Florida, Tampa, USA


Expanding the use of effective implementation: the role of implementation teams This session will be jointly conducted by two teams from a high-income and a low-middle-income setting. Drawing upon the Active Implementation Framework the two teams will showcase the vital role of implementation teams in making implementation of evidence-based models and innovation effective. For 20 years Parent Management Training – Oregon (PMTO) and Early Initiatives for Children at Risk (TIBIR) has been implemented in Norway at multiple system levels, with sustained fidelity across seven

Anette Grønlie, The Norwegian Center for Child Behavioral Development (NCCBD), Oslo; Elisabeth Askeland, The Norwegian Center for Child Behavioral Development (NCCBD), Oslo; Anett Apeland,, The Norwegian Center for Child Behavioral Development (NCCBD), Oslo; Saima Hamid, Health Services

36



generations of therapists. Several facilitators and barriers have been identified through research and practice, and one important success factor is the continued engagement of implementation teams. A public health capacity development institute in Pakistan has recently established the implementation of the WHO’s Safe Childbirth Checklist as a promising and effective intervention, using Active Implementation Framework, for improving quality of care of maternal and newborn services. Capacity building and implementation teams are crucial factors for the uptake of the innovation.

Academy, Islamabad, Pakistan; Sheh Mureed, Health Services Academy, Islamabad, Pakistan; Aasia Kayani, Rawalpindi Medical University, Rawalpindi, Pakistan

Advanced Panel [M2/M3/M4]

Establishing a Science and Profession of Implementation This panel brings together perspectives from the four previous Advanced Sessions to discuss themes that emerged from the sessions and implications related to establishing a science, as well as a profession of implementation. Panellists will highlight progress and next steps toward developing a science of implementation (e.g. common concepts, common language, common measures). And they will discuss progress and next steps in furthering the development of the profession of implementation science and practices for researchers, evaluators, policy makers and implementation specialists. Audience input and questions encouraged.

Karen Blase, Active Implementation Research Network, USA (Moderator); Annette Boaz, Kingston University, UK; Jacquie Brown, Families Foundation, The Netherlands & Child and Family Evidence Based Consortium, Canada; Dan Edwards, Evidence Based Associates, USA; Partners in Expanding Health Quality and Access and Expandnet, USA.

GLOBAL IMPLEMENTATION CONFERENCE 2019 · Marita Brack, NHS Education for Scotland, Scotland....

Documents

Transcript of GLOBAL IMPLEMENTATION CONFERENCE 2019 · Marita Brack, NHS Education for Scotland, Scotland....