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The transfer of CBT education from classroom to work setting: getting it right or wasting the opportunities?

Published online by Cambridge University Press:  01 April 2008

Alec Grant ,
Michael Townend  and
Graham Sloan
Alec Grant*
Affiliation:
School of Nursing and Midwifery, University of Brighton, Brighton, UK
Michael Townend
Affiliation:
University of Derby, Derby, UK
Graham Sloan
Affiliation:
Consulting and Clinical Psychology Services (CCPS), Ayr, Scotland, UK
*
*Author for correspondence: Dr A. Grant, Principal Lecturer, School of Nursing and Midwifery, University of Brighton, Robert Dodd Building, 49 Darley Road, Eastbourne, East Sussex BN23 5NE, UK. (email: A.Grant@bton.ac.uk)
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Abstract

Recent policy, service and financial drivers that are aimed at improving access to psychological services with a particular focus on cognitive behavioural approaches have resulted in a number local and national service planning initiatives. The extent to which these developments ought to be informed by theory and research regarding the transfer of classroom-based learning to the work setting is made clear. The existing evidence base has implications for how education providers develop collaborative curricula with NHS employers in order to prepare students for the practice setting, and for how service providers support the students' knowledge, skills development, skills transfer and consolidation of these within the practice setting. The dangers of assuming that the dissemination of the clinical evidence base is straightforward within complex organizations and the structure of the NHS are also critically discussed.

Keywords

CBT disseminationclassroom-work setting transferclinical supervisionorganizational uptakesupportive organizations
Type
Education and supervision
Information
the Cognitive Behaviour Therapist , Volume 1 , Issue 1 , April 2008 , pp. 27 - 44
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2008

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