Lorra Garey1, Clayton Neighbors1, Isabel Martinez Leal2, Cho Y Lam3, William T Wilson4, Bryce Kyburz4, Tim Stacey4, Virmarie Correa-Fernández5, Teresa Williams4, Michael J Zvolensky6, Lorraine R Reitzel7. 1. The University of Houston, Department of Psychology, Houston, USA. 2. University of Houston, Department of Psychological, Health, and Learning Sciences, Houston, USA. 3. University of Utah, Department of Population Health Sciences, Salt Lake City, USA. 4. Austin Travis County Integral Care, Austin, USA. 5. University of Houston, Department of Psychological, Health, and Learning Sciences, Houston, USA; University of Houston, HEALTH Research Institute, Houston, USA. 6. The University of Houston, Department of Psychology, Houston, USA; University of Houston, HEALTH Research Institute, Houston, USA; The University of Texas MD Anderson Cancer Center, Department of Behavioral Science, Houston, USA. 7. University of Houston, Department of Psychological, Health, and Learning Sciences, Houston, USA; University of Houston, HEALTH Research Institute, Houston, USA. Electronic address: Lrreitzel@uh.edu.
Abstract
OBJECTIVE: Although smoking prevalence rates among behavioral health consumers is nearly five times that of the general population, evidence-based policies and practices to address tobacco use are uncommon within behavioral health settings. This study assessed changes in non-clinical, general staff and clinician tobacco-related knowledge following brief education provided as part of a comprehensive tobacco-free workplace program implementation and explored organizational moderators of pre- to post-education knowledge change. METHODS: Fifteen behavioral health facilities, comprising hundreds of individual clinics in Texas, participated in a one (for general staff) or two (for clinicians) hour educational session. RESULTS: There were large effect sizes in general staff knowledge gain within each consortium, and large effect sizes in clinician knowledge gain in all but one consortium. Knowledge of the requirements for change, perceived availability of resources, and total number of client contacts moderated general staff knowledge gain. Value in the change and total number of client contacts moderated training effectiveness among clinicians. CONCLUSIONS: We conclude that a brief tobacco-related education for behavioral health employees was effective in increase attendee knowledge. PRACTICE IMPLICATIONS: Attention to organization-level factors moderating knowledge gain has the potential to guide and improve program implementation.
OBJECTIVE: Although smoking prevalence rates among behavioral health consumers is nearly five times that of the general population, evidence-based policies and practices to address tobacco use are uncommon within behavioral health settings. This study assessed changes in non-clinical, general staff and clinician tobacco-related knowledge following brief education provided as part of a comprehensive tobacco-free workplace program implementation and explored organizational moderators of pre- to post-education knowledge change. METHODS: Fifteen behavioral health facilities, comprising hundreds of individual clinics in Texas, participated in a one (for general staff) or two (for clinicians) hour educational session. RESULTS: There were large effect sizes in general staff knowledge gain within each consortium, and large effect sizes in clinician knowledge gain in all but one consortium. Knowledge of the requirements for change, perceived availability of resources, and total number of client contacts moderated general staff knowledge gain. Value in the change and total number of client contacts moderated training effectiveness among clinicians. CONCLUSIONS: We conclude that a brief tobacco-related education for behavioral health employees was effective in increase attendee knowledge. PRACTICE IMPLICATIONS: Attention to organization-level factors moderating knowledge gain has the potential to guide and improve program implementation.
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