Research article
Establishing an implementation network: lessons learned from community-based participatory research
-
* Corresponding author: Laurie A Lindamer llindamer@ucsd.edu
1 Department of Psychiatry, University of California, San Diego, La Jolla, California, USA
2 Center of Excellence for Stress and Mental Health (CESAMH), VA San Diego Healthcare Systems, San Diego, California, USA
3 Stein Institute for Research on Aging, University of California, La Jolla, California, USA
4 Psychiatry and Family & Community Medicine, Center for Rural and Community Behavioral Health (CRCBH), University of New Mexico, School of Medicine, Dexter, New Mexico, USA
5 San Diego County Adult and Older Adult Mental Health Services, San Diego, California, USA
Implementation Science 2009, 4:17 doi:10.1186/1748-5908-4-17
Published: 31 March 2009Abstract
Background
Implementation of evidence-based mental health assessment and intervention in community public health practice is a high priority for multiple stakeholders. Academic-community partnerships can assist in the implementation of efficacious treatments in community settings; yet, little is known about the processes by which these collaborations are developed. In this paper, we discuss our application of community-based participatory research (CBPR) approach to implementation, and we present six lessons we have learned from the establishment of an academic-community partnership.
Methods
With older adults with psychosis as a focus, we have developed a partnership between a university research center and a public mental health service system based on CBPR. The long-term goal of the partnership is to collaboratively establish an evidence-based implementation network that is sustainable within the public mental healthcare system.
Results
In building a sustainable partnership, we found that the following lessons were instrumental: changing attitudes; sharing staff; expecting obstacles and formalizing solutions; monitoring and evaluating; adapting and adjusting; and taking advantage of emerging opportunities. Some of these lessons were previously known principles that were modified as the result of the CBPR process, while some lessons derived directly from the interactive process of forming the partnership.
Conclusion
The process of forming of academic-public partnerships is challenging and time consuming, yet crucial for the development and implementation of state-of-the-art approaches to assessment and interventions to improve the functioning and quality of life for persons with serious mental illnesses. These partnerships provide necessary organizational support to facilitate the implementation of clinical research findings in community practice benefiting consumers, researchers, and providers.