ArticleImplementation research and practice
Evaluation of a University-Based Certificate Program Designed to Bolster the Workforce of Implementation Support Practitioners.
Article in Implementation research and practice. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
5 authors.
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Abstract
Background: There is an increasing demand for building a workforce capable of using evidence generated from implementation science to support the wide-scale use of evidence-informed interventions to achieve equitable outcomes. This study focuses on the feasibility of growing the competencies of professionals who actively support change efforts in service systems-referred to as implementation support practitioners-through a synchronous, university-based, online certificate program in implementation practice. Method: The certificate program consisted of three 2-day courses, each grounded in 15 core competencies linked to skillful implementation support and delivered using an online synchronous approach to three cohorts of participants between February 2023 and May 2024. Enrollment for each cohort was limited to ensure personalized interaction between program faculty and participants, with cohort sizes ranging from 36 to 47. Leveraging a mixed-methods approach, we collected and analyzed both quantitative and qualitative evaluation data to evaluate the certificate program. Results: A large majority of participants from all three cohorts agreed that they were satisfied with program and experienced gains in knowledge, skills, and perceived capability, motivation, and opportunity to apply their learnings. Participants also yielded significant gains from pre- to post-program across all 15 targeted competencies. Qualitative analyses indicated that participants appreciated the program's high-qualty faculty, skilled facilitation, respectful learning environment, and practical curriculum. The synchronous format and consistent small-group work also were valued. Suggested program improvement included more small-group time and clearer links between readings and speaker content. Follow-up surveys indicated sustained impacts and content application in participants' day-to-day work activities. Conclusions: Alongside other extant training approaches, university-based, competency-focused certificate programs delivered using an online synchronous approach could offer an effective strategy for bolstering the workforce of implementation support practitioners. Efforts on this front could aid in reducing a growing divide between implementation research and practice.
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