research in practice

MORE THAN WORDSWhat must organisations do to

support evidence-informed practice?

Celia Atherton and

Rhiannon Hodson

Launch of Firm Foundations: a practical guide to organisational support for the use of research evidence

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Introduction

research in practice – a network of children’s services agencies committed to using research evidence to improve outcomes for children

what is Firm Foundations? A product and a process

firmly connected … firmly built… widely focussed…

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Consensus?

best available evidence should INFORM practitioners’ decisions

practitioners draw on different types and sources of evidence

a considered and thoughtful process

influence of research often subtle and indirect

multi-disciplinary teams make clarity about the social care evidence-base even more important

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Debate?

what counts as ‘best evidence’?

practitioners finding and using research to inform individual cases?

explicit reference to the influence of research on decisions and proposals?

who’s responsible for developing research knowledge and use?

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Whose responsibility?

National requirements

‘Research, analyse, evaluate and use current knowledge of best social work practice.’

National Occupational Standards for SW

‘90 hours or 15 days of study, training, courses, seminars, reading, teaching or other activities which could reasonably be expected to advance the social worker's professional development, or contribute to the development of the profession as a whole.’ GSCC re-registration policy

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Whose responsibility?

Quality Strategy for Social Care

‘Excellent councils will ensure…that there are clear mechanisms for keeping staff up-to-date with practice development, research findings and active participation in research and learning networks…[and] that there is a shift to a culture of continuous improvement.’

Department of Health (2000)

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Whose responsibility?

Research (1)

it’s shared (but the agency is significantly more responsible)

extent to which the agency encourages you to keep abreast of research: 5% a lot, 66% some/little, 25% none

physical facilities and opportunities: 45-67% satisfied

CEBSS survey of social care professionals

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Whose responsibility?

Research (2)

‘The responsibility for EBP should be held by practitioners and guided by management’: 42% agree, 32% disagree, 26% unsure

‘There should be an identified person within the organisation who has overall responsibility for EBP, who is responsible for a strategy of growth and development of EBP’: 87% agree

research in practice Delphi survey

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Whose responsibility?

Our experience

There are limits to what (even very committed) teams and individuals can achieve alone. They need:

leaders who embed the use of research in the organisation’s culture and bloodstream

processes that reinforce these expectations

enabling facilities and opportunities

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Echoes in other people’s findings

‘The role of leadership and senior management was noted to be crucial in demonstrating the value of research as a source for new ideas, in accessing and making use of research, in encouraging research by practitioners and in active collaboration with research producers.’

Barnardo’s (2000)

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Our collaborative enquiry

What do organisations need to do to promoteawareness and use of research?

what needs to be in place to facilitate this? what constrains progress? which strategies and approaches ‘work’? what materials help?

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Five ‘firm foundations’

actions that need to be taken on an agency-wide basis

about creating a conducive climate, culture or environment

things beyond the capacity or capability of individual practitioners and teams to take-on

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Five ‘firm foundations’

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1. Giving a strategic lead

What we mean

nominated senior leader steering group a vision of what EIP means a strategic plan about how to get there based on strategic planning approaches monitoring and review processes

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1. Giving a strategic lead

Help and ideas

separate Action Pack / CD on leading EIP steering group exercises tools to help develop a vision a suggested outline for a strategy and

some real examples strategic planning tools an audit some change management theory suggestions about ways of tracking

changes in research awareness and use

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Audit

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2. Setting expectations

What we mean

‘translating’ the vision and strategy into clear expectations of staff

using staff recruitment and development processes to support these expectations

embedding the use of evidence into working practices

managers modelling and setting an example

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2. Setting expectations

Help and ideas

real examples of job descriptions and selection tests

materials for use in staff induction supervision proformas standards for training events suggestions for case file audits ideas about what managers can do to

model EIP

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3. Encouraging learning from research

What we mean

a ‘learning culture’ protected time help for staff to keep themselves up-to-

date support for teams as powerful places for

learning lateral structures being outward-looking

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3. Encouraging learning from research

Help and ideas

some theory about learning organisations ideas about shaping the right culture practical suggestions about protecting

time examples of in-house research-based

events separate handbook / video CD on

supporting teams filmed case studies about developing

links with local universities

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4. Improving access to research

What we mean

library facilities subscriptions to journals internet access investment in developing skills ‘scanning’ function effective dissemination

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4. Improving access to research

Help and ideas

suggestions about how to establish library facilities

key basics that should go into local (workbase) resource libraries

guidance on key journals recommended websites examples of in-house bulletins examples of laminated ‘practice

messages from research’ cards guidance on dissemination and an

exercise to check-out its effectiveness

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5. Supporting local research

What we mean

enabling service evaluation promoting user feedback creating a focus on outcomes programme of research share local results

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5. Supporting local research

Help and ideas

separate handbook on single service evaluation

links to good practice guides on participation

links to outcome measurement tools examples of Research Governance

Frameworks and approaches

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Our practical handbook

Guidance Ideas and advice Tools / exercises Video CD Links to real

examples and ‘dig deeper’ resources

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Conclusion

EIP is a shared responsibility to deliver organisational support is crucial – but it must be

more than words six years worth of learning about ‘what works’ sought to showcase innovative ideas practical product is testament to the value of a

network to share learning

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Questions or comment?