ABSTRACT
Evidence-based practice requires special expertise and ideological commitment which are harder to operationalize than to articulate. Combining the elements of a learning community with the research orientation required of an evidence-based approach to innovation led the authors to revisit the Intervention Design and Development model posited by Rothman and others. Applying it to a staff development initiative provides evidence that an interstitial system composed of academics and agency personnel, drawing on the unique talents and contributions of each, can work together in improving the quality of practice while simultaneously meeting the separate needs of each constituency. doi:10.1300/J394v04n03_l 1 [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-HAWORTH. E-mail address: <docdelivery@haworth press.com> Website: < https://www.HaworthPress.com" xmlns:xlink="https://www.w3.org/1999/xlink">https://www.HaworthPress.com> © 2007 by The Haworth Press, Inc. All rights reserved.]
