Article

Lost in Knowledge Translation: Time for a Map?

Journal of Continuing Education in the Health Professions (Impact Factor: 1.36). 11/2006; 26(1):13 - 24. DOI: 10.1002/chp.47
Source: PubMed

ABSTRACT

There is confusion and misunderstanding about the concepts of knowledge translation, knowledge transfer, knowledge exchange, research utilization, implementation, diffusion, and dissemination. We review the terms and definitions used to describe the concept of moving knowledge into action. We also offer a conceptual framework for thinking about the process and integrate the roles of knowledge creation and knowledge application. The implications of knowledge translation for continuing education in the health professions include the need to base continuing education on the best available knowledge, the use of educational and other transfer strategies that are known to be effective, and the value of learning about planned-action theories to be better able to understand and influence change in practice settings.

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Available from: Margaret B Harrison
    • "The action cycle involves identifying the problem; tailoring knowledge to the specified context; determining the factors that hinder knowledge use; choosing, adapting and carrying out knowledge use interventions; monitoring interventions; and evaluating outcomes and efforts to sustain knowledge use (Straus, Tetroe, & Graham, 2009). Feedback is provided throughout all phases so that action phases can be adjusted based on knowledge phases, and knowledge can be adapted to user groups (Graham et al., 2006). According toRegeer and Bunders' (2009)typology, this approach to research translation also appears to be in Mode-1 as translation activities are primarily led by academics, although the feedback loops within the model illustrate the co-operation between communities and academic researchers. "
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    ABSTRACT: In the context of a call for public health research to address social challenges and transform communities and society, research translation has increasingly become an imperative in South Africa. Research translation seeks to improve real-world settings and enhance quality of life by applying research-generated knowledge. These goals are shared by proponents of participatory action research (PAR). However, the way in which research is pursued constitutes a major focus for PAR, where the paradigmatic position influences how we relate to knowledge and people, and whether and how we achieve the goals concerned. This article contrasts the meta-theoretical positioning of PAR with that of research translation as it is pursued within public health circles, and then argues how PAR both challenge and optimise the espoused goals of research translation through its accent on co-learning, knowledge co-construction, social action and the dialectic between research and action. We offer two African-centred examples of community-engaged research focusing on violence prevention, and safety and peace promotion to illustrate how the participatory mechanisms of empowerment and agency, knowledge co-construction and knowledge sharing foster research translation. Attention to power dynamics, exemplified through researcher reflexivity is emphasised as a key challenge for researchers wishing to address public health challenges.
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    • "In addition, there are some deviations that can be attributed to the difficulties of translating research findings into practice. As reported in (Graham et al., 2006), sometimes patients cannot benefit of treatments of proven validity because of the time needed to incorporate research results into practice. Generally speaking, if some deviations can positively affect the patient process care, others represent errors that can compromise the patient recovery. "
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    • "Researchers have identified complexities and inconsistent implementation of FCS because of a lack of understanding of the construct, its vague definition and a paucity of guidelines (Lawlor & Mattingly 1998). This points to a need to better understand how to optimize the uptake of FCS (Graham et al. 2006). Currently, barriers to FCS implementation are poorly understood (Lawlor & Mattingly 1998). "
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