beyond broadcast: the art (and science) of getting research into practice
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Beyond broadcast: the art (and science) of getting research into practice. Dez Holmes Director Research in Practice. Knowledge utilisation. Passive dissemination is not effective Five key mechanisms for successful utilisation: - PowerPoint PPT PresentationTRANSCRIPT
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Beyond broadcast: the art (and science) of getting research into practice
Dez HolmesDirectorResearch in Practice
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Knowledge utilisation
Passive dissemination is not effective
Five key mechanisms for successful utilisation:• Dissemination, interaction, social influence,
facilitation, incentives and reinforcement
Nutley et al
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Mission: to build capacity in
evidence-informed practice in services
for children
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Knowledge mobilisation
Academics Broker Practitioners
The broker interprets, analyses and summarises evidence to increase understanding and use
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Evidence-informed practice organisations
‘Research-based practitioner’ model
‘Embedded research’ model
‘Organisational Excellence’ model
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Social workers should not blindly apply or impose research findings to every individual client, but instead use their own experience as well as the client’s preferences to honor client self-determination (Petr 2009)
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Barriers and de-motivators
Policy Users Employers Individuals Evidence
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Motivators and enablers
Leadership Culture Communication Support to understand
and use evidence Commitment
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‘push factors’ Clear expectations of professionals Greater scrutiny of decisions (e.g. courts,
inspection, performance assessment, media) Government pressure to tackle enduring
problems (e.g. troubled families, integration of health and care, cost of care)
Integrated working with other disciplines and professions – what knowledge does your organisation ‘bring to the party’?
Evidence-informed commissioning
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‘pull factors’
We’re more likely to achieve the outcomes if we know more about what’s likely to work best
It’s at the heart of continued professional development
It supports transparency in decision-making of the organisation and gives us the opportunity to explain to families/users/carers how decisions are made
It equips us to make cases for investment
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websitepublications
change projectslearning events
in-house workshops
360˚ support for EIP
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handbooks
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research reviews Children experiencing domestic violence
(Stanley 2011) Safeguarding in the 21st century (Barlow
and Scott 2010) One in ten: key messages from policy,
research and practice about young people who are NEET (Tunnard, Barnes and Flood 2008)
Relatively speaking: developments in research and practice in kinship care (Nixon 2008)
Disengagement and re-engagement of young people in learning at Key Stage 3 (Morris and Pullen 2007)
Conduct Disorder in older children and young people (Joughin and Morley 2007)
Parental mental health problems (Tunnard 2004)
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learning programme range of events:
• Partnership Conferences• Research Messages Workshops• Team Managers’ Workshops• In-house workshops• webinars
certificates provided to contribute to re-registration requirements
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website
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Change Projects Collaborative learning between researchers and
practitioners to create new knowledge and accessible evidence-informed resources for practitioners
Change Projects include:• Analysis and Critical Thinking in Assessment• Housing and Play • Change Project around the topic of early intervention
commissioning• Parental Capacity to Change / Training Transfer• Voice of CYP (2014)
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a ‘third generation approach’Unaided clinical judgement in relation to the assessment of risk of harm, is now widely recognised to be flawedBarlow 2012: 20
Evidence-based actuarial tools
Professional judgement
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Checklist Improve access User engagement Analyse barriers
and enablers Align needs and
knowledge
Support for knowledge use
Credibility Training Co-production
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Unilever’s “5 levers of change model”
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Make it PERSONAL
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“Evidence is to a practitioner what a rudder is to a boat...Both rudder and sail actually.”
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“It’s like the compass and the safety helmet to a climber.”
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“It’s the recipe that helps you know what you’re doing and why you’re doing it – and what difference you’ve made.”
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“It protects you and it gives you confidence – like wearing shin-pads and stilettos at the same time.”
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“It’s the raft you hold onto when everything else in your organisation is adrift.”
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Thank you