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Researcher readiness for participating in community-engaged dissemination and implementation research: a conceptual framework of core competencies

  • Original Research
  • Published:
Translational Behavioral Medicine

Abstract

Participating in community-engaged dissemination and implementation (CEDI) research is challenging for a variety of reasons. Currently, there is not specific guidance or a tool available for researchers to assess their readiness to conduct CEDI research. We propose a conceptual framework that identifies detailed competencies for researchers participating in CEDI and maps these competencies to domains. The framework is a necessary step toward developing a CEDI research readiness survey that measures a researcher’s attitudes, willingness, and self-reported ability for acquiring the knowledge and performing the behaviors necessary for effective community engagement. The conceptual framework for CEDI competencies was developed by a team of eight faculty and staff affiliated with a university’s Clinical and Translational Science Award (CTSA). The authors developed CEDI competencies by identifying the attitudes, knowledge, and behaviors necessary for carrying out commonly accepted CE principles. After collectively developing an initial list of competencies, team members individually mapped each competency to a single domain that provided the best fit. Following the individual mapping, the group held two sessions in which the sorting preferences were shared and discrepancies were discussed until consensus was reached. During this discussion, modifications to wording of competencies and domains were made as needed. The team then engaged five community stakeholders to review and modify the competencies and domains. The CEDI framework consists of 40 competencies organized into nine domains: perceived value of CE in D&I research, introspection and openness, knowledge of community characteristics, appreciation for stakeholder’s experience with and attitudes toward research, preparing the partnership for collaborative decision-making, collaborative planning for the research design and goals, communication effectiveness, equitable distribution of resources and credit, and sustaining the partnership. Delineation of CEDI competencies advances the broader CE principles and D&I research goals found in the literature and facilitates development of readiness assessments tied to specific training resources for researchers interested in conducting CEDI research.

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Acknowledgements

The authors would like to thank William (Bill) Kearney; Ginny Lewis, MSW; Lisa Quarles; Ronnie Rubin, PhD; and Shawna Weaver, LCSW for their insightful and comprehensive feedback on the CEDI competencies and domains. The authors also thank Kea Turner for her assistance with literature searches for this project. The authors are all supported by the National Institutes of Health (NIH) through the UNC Clinical Translation Science Award (1UL1TR001111). BJP also was supported in part by NIH through R25 MH080916; L30 MH108060; P30 AI50410; R01 MH106510 and The Duke Endowment (1945-SP). GCS also was supported by NIH through Grant Award Number K24 HL105493. The content is solely the responsibility of the authors and does not necessarily represent the official views of the NIH.

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Authors and Affiliations

  1. North Carolina Clinical and Translational Sciences Institute (NC TraCS), Chapel Hill, NC, USA

    Christopher M. Shea PhD, MPA, MA, Tiffany L. Young PhD, Byron J. Powell PhD, LCSW, Catherine Rohweder DrPH, Zoe K. Enga MPH, Jennifer E. Scott BA, Lori Carter-Edwards PhD & Giselle Corbie-Smith MD, MSc

  2. Department of Health Policy and Management, UNC Gillings School of Global Public Health, UNC-Chapel Hill, CB#7411, Chapel Hill, NC, 27599-7411, USA

    Christopher M. Shea PhD, MPA, MA, Byron J. Powell PhD, LCSW, Catherine Rohweder DrPH & Jennifer E. Scott BA

  3. UNC Center for Health Equity, Department of Social Medicine, UNC-Chapel Hill School of Medicine, Chapel Hill, NC, USA

    Tiffany L. Young PhD & Giselle Corbie-Smith MD, MSc

  4. Department of Medicine, UNC-Chapel Hill School of Medicine, Chapel Hill, NC, USA

    Tiffany L. Young PhD & Giselle Corbie-Smith MD, MSc

  5. Public Health Leadership Program, UNC Gillings School of Global Public Health, UNC-Chapel Hill, CB#7426, Chapel Hill, NC, 27599-7426, USA

    Lori Carter-Edwards PhD

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  1. Christopher M. Shea PhD, MPA, MA
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Correspondence to Christopher M. Shea PhD, MPA, MA.

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The authors declare that they have no competing interests.

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This project did not include human and animal subjects or secondary data sources about human subjects and therefore was not reviewed by an IRB.

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Implications

Research: Future research should focus on development and validation of a CEDI readiness assessment tool comprised of survey measures, with an ultimate goal of disseminating the tool through CTSAs and other research institutions interested in promoting community-engaged D&I research.

Practice: Researchers should use the CEDI competencies to assess their readiness for conducting community-engaged D&I research, and community stakeholders could use the competencies to clarify their understanding of the characteristics and processes of effective community-researcher partnerships.

Policy: Policy makers should use this framework to guide resource allocation and policies that promote effective researcher-community partnerships and interinstitutional collaboration.

Data from this project were presented as a poster at the 9th Annual Conference on the Science of Dissemination and Implementation. The authors have full control of all primary data and agree to allow the journal to review their data if requested. The findings reported have not been previously published, and the manuscript is not being simultaneously submitted elsewhere.

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Shea, C.M., Young, T.L., Powell, B.J. et al. Researcher readiness for participating in community-engaged dissemination and implementation research: a conceptual framework of core competencies. Behav. Med. Pract. Policy Res. 7, 393–404 (2017). https://doi.org/10.1007/s13142-017-0486-0

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