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. 2016 Jan;43(1):79-92.
doi: 10.1007/s10488-014-0621-x.

Can Learning Collaboratives Support Implementation by Rewiring Professional Networks?

Alicia C Bunger  1 , Rochelle F Hanson  2 , Nathan J Doogan  3 , Byron J Powell  4 , Yiwen Cao  5 , Jerry Dunn  6
Affiliations

Can Learning Collaboratives Support Implementation by Rewiring Professional Networks?

Alicia C Bunger et al. Adm Policy Ment Health. 2016 Jan.

Abstract

This study examined how a learning collaborative focusing on trauma-focused CBT (TF-CBT) impacted advice-seeking patterns between clinicians and three key learning sources: (1) training experts who share technical knowledge about TF-CBT, (2) peers from other participating organizations who share their implementation experiences, and (3) colleagues from their own agency who provide social and professional support. Based on surveys administered to 132 clinicians from 32 agencies, participants' professional networks changed slightly over time by forming new advice-seeking relationships with training experts. While small, these changes at the clinician-level yielded substantial changes in the structure of the regional advice network.

Keywords: Implementation; Implementation strategies; Learning collaborative; Mental health; Social networks.

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Figures

Figure 1
Figure 1
Professional Advice Sharing Network at the Beginning of the LCs (LS1) (N=422) *Note: Each individual is represented as a node (circle), colored nodes are LC participants; diamond shaped nodes are faculty trainers. Lines between nodes represent an advice-seeking relationship. Participants from the same agency have similar colors.
Figure 2
Figure 2
Professional Advice Sharing Network at the End of the LCs (LS3) (N=422) *Note: Each individual is represented as a node (circle), colored nodes are LC participants; diamond shaped nodes are faculty trainers. Lines between nodes represent an advice-seeking relationship. Participants from the same agency have similar colors.
See this image and copyright information in PMC

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