Putting Science into Practice

Abstract

Prevention science and knowledge have clearly developed to a stage that prevention policymakers and professionals can confidently apply them in the conceptualization, development, and implementation of prevention policies and programs at the national, state, and community levels. However, all too often prevention science and knowledge are left in professional journals and at conferences and are not applied in the field in a timely manner. The reasons are many—the differences in priorities for researchers and policymakers and practitioners, the lack of agreement of what constitutes “enough” science to move forward and begin to design programs, the considerable complexity of the language often used to relate research findings, and differences in communicating research to the wide range of community professionals and volunteers who implement programs. Successful transfer of science to practice requires information in repackaged or customized formats, seeking out innovators and early adopters, engaging in relationship building, problem solving, coaching, technical assistance, and facilitating networks at the national, state, and local level. While we are making progress in identifying approaches that facilitate the transfer of prevention science to practice, many of these approaches are in fledgling stages and are not yet evaluated. However, these approaches do address many of the concerns of previous efforts to transfer science to practice. Information alone is not enough; research reported in scientific journals is not enough; “one-shot” workshops and training are not enough.