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The Development and Evaluation of a Statewide Training Center for Home Visitors and Supervisors
Author(s) -
Schultz David A.,
Schacht Rebecca L.,
Shanty Lisa M.,
Dahlquist Lynnda M.,
Barry Robin A.,
Wiprovnick Alicia E.,
Groth Elisabeth C.,
Gaultney Wendy M.,
Hunter Bronwyn A.,
DiClemente Carlo C.
Publication year - 2019
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1002/ajcp.12320
Subject(s) - medical education , certificate , focus group , psychology , faculty development , workforce development , professional development , workforce , conceptualization , needs assessment , nursing , medicine , business , computer science , algorithm , marketing , artificial intelligence , social science , sociology , economics , economic growth
Abstract This paper informs practice in community‐based home visiting workforce development by describing the development and evaluation of a university‐based training certificate program for home visitors and supervisors. The Interactive Systems Framework for Dissemination and Implementation ( ISF ; Wandersman et al., 2008) guides our conceptualization and paper organization. The ISF describes the components involved in translating research findings into effective implementation of prevention programs. We describe implementation and lessons learned from seven development activities: (a) review of the literature, (b) survey of other training initiatives across the country, (c) focus groups with home visitors and supervisors, (d) consultation with individual home visitors, (e) creation of a state advisory board of home visiting providers and stakeholders, (f) evaluation of two pilot trainings, and (g) video development. We then present evaluation data from 49 home visitors and 23 supervisors who completed the training certificate program after the pilot trainings. Both home visitors and supervisors rated training satisfaction highly, reported significant increases in self‐efficacy related to the training topics, and reported extensive use of motivational communication techniques, which are the foundational skills of the training content. These and other favorable results reflect the benefits of building on advances in theory and science‐based practice and of involving providers and stakeholders repeatedly throughout the development process.