Evaluation of a University-Based Certificate Program Designed to Bolster the Workforce of Implementation Support Practitioners

Jensen, T. M., Metz, A. J., Disbennett, M. E., Afkinich, J. L., & Farley, A. B. (2026). Evaluation of a university-based certificate program designed to bolster the workforce of implementation support practitioners. Implementation Research and Practice. https://doi.org/10.1177/26334895261456681

There is a dearth of studies on implementation science capacity-building programs for nonresearchers. Specifically, recent reviews point to the lack of capacity-building and training programs for professionals who support service providers to implement evidence-based programs, practice, and policies. This study assesses the acceptability and effectiveness of a university-based certificate program in implementation practice for professionals who provide implementation support. The results are promising, with program participants showcasing notable and sustained gains in implementation-related knowledge, skills, motivation, capability, and opportunity. This study addresses both a gap in the literature and the growing divide between implementation research and practice.

Background: There is an increasing demand for building a workforce capable of using evidence generated from implementation science to support the wide-scale use of evidence-informed interventions to achieve equitable outcomes. This study focuses on the feasibility of growing the competencies of professionals who actively support change efforts in service systems—referred to as implementation support practitioners—through a synchronous, university-based, online certificate program in implementation practice.

Method: The certificate program consisted of three 2-day courses, each grounded in 15 core competencies linked to skillful implementation support and delivered using an online synchronous approach to three cohorts of participants between February 2023 and May 2024. Enrollment for each cohort was limited to ensure personalized interaction between program faculty and participants, with cohort sizes ranging from 36 to 47. Leveraging a mixed-methods approach, we collected and analyzed both quantitative and qualitative evaluation data to evaluate the certificate program.

Results: A large majority of participants from all three cohorts agreed that they were satisfied with program and experienced gains in knowledge, skills, and perceived capability, motivation, and opportunity to apply their learnings. Participants also yielded significant gains from pre- to post-program across all 15 targeted competencies. Qualitative analyses indicated that participants appreciated the program’s high-qualty faculty, skilled facilitation, respectful learning environment, and practical curriculum. The synchronous format and consistent small-group work also were valued. Suggested program improvement included more small-group time and clearer links between readings and speaker content. Follow-up surveys indicated sustained impacts and content application in participants’ day-to-day work activities.

Conclusions: Alongside other extant training approaches, university-based, competency-focused certificate programs delivered using an online synchronous approach could offer an effective strategy for bolstering the workforce of implementation support practitioners. Efforts on this front could aid in reducing a growing divide between implementation research and practice.

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LACY DICHARRY, MS, MS, MBA

Lived experience. Academic rigor. Professional triumph.

Some of the world’s most successful speakers, leaders, and coaches rely on just one of these credentials in their work. Lacy Dicharry combines all three to deliver empowerment and actionable insight to every audience she reaches.

A survivor of childhood trauma and the trials of the foster care system, Lacy’s story of personal strength and resilience began at a young age. Resulting battles with mental health and addiction were to follow. To some, a story of perseverance. For Lacy, a journey to becoming the person she was meant to be.

Lacy has earned designation as a Master of Business Administration, a dual Master of Science in both Counseling Psychology and Leadership and Human Resource Development and is actively completing her PhD in Philosophy, Leadership and Human Resource Development. Her research centers on the same objective that forms the foundation of her career as both a speaker and workforce champion: revolutionizing leadership.

Lacy’s approach to leadership development fosters an environment where culture and collaboration flourish, creating a workplace where every voice is represented. She has been instrumental in transforming corporate environments, youth engagement efforts, and advocacy programs. She has worked across the U.S. and internationally in a variety of high profile roles, bringing innovative solutions to high stakes challenges.

In concepts including transformational leadership and healing-centered leaders, Lacy Dicharry lives to empower others to transform the way they live, the way they lead, and the world around them.

Lacy has dedicated her life to becoming a force for positive change in organizations around the world. Lacy is a fearlessly authentic leader, speaker, and individual. By sharing her challenges, her experiences, and her transformation with the world, Lacy connects with her audiences in a way nobody else does, because she brings to her work what nobody else can.

Marita Brack is the Associate Director for Psychology within NHS Education for Scotland, and has worked as a Clinical Psychologist for 25 years. Her clinical work has principally been within specialist mental health services for children, young people and their families, both in Scotland and Australia. Marita has also worked within university settings in relation to the training of Applied Psychologists, and was the Clinical Practice Director on the MSc in Applied Psychology for Children and Young People, delivered in partnership between the NHS and the University of Edinburgh. Marita joined NES in 2010 as the Head of Programme for the Parenting and Infant Mental Health workstream, within the Psychology Directorate, and through this role has led on the development and implementation of several strands of work, including the Psychology of Parenting Project (PoPP), the NES Infant Mental Health training plan, the Early Intervention Framework, and most recently Marita has been co-leading on the implementation of the Enhanced Psychological Practice-Children and Young People certificate level course that has been created within NES. Marita has a long-standing interest in early intervention and prevention approaches to strengthening mental health and wellbeing, evidence-based parent-child relationship interventions and public health.

Category A – The UNC School of Social Work is approved by the American Psychological Association to sponsor continuing education for psychologists. The UNC School of Social Work maintains responsibility for this program and its content.

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UNC SSW, #1406, is approved by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. UNC-SSW maintains responsibility for this course. ACE provider approval period: 8/10/2022 to 8/10/2025. Continuing education activities vary in the number of social work hours awarded based on the length of the program. See individual programs for specific CE credit information.