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


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.

Download full-text


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. "
    [Show abstract] [Hide abstract]
    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.
    No preview · Article · Jan 2016 · Action Research
  • Source
    • "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. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Clinical guidelines aim at improving the quality of care processes through evidence-based insights. However, there may be good reasons to deviate from such guidelines or the guidelines may provide insufficient support as they are not tailored toward a particular setting (e.g., hospital policy or patient group characteristics). Therefore, we report a case study that shows how process mining techniques can be used to mediate between event data reflecting the clinical reality and clinical guidelines describing best-practices in medicine. Declarative models are used as they allow for more flexibility and are more suitable for describing healthcare processes that are highly unpredictable and unstable. Concretely, initial (hand made) models based on clinical guidelines are improved based on actual process executions (if these executions are proven to be correct). Process mining techniques can be also used to check conformance, analyze deviations, and enrich models with conformance-related diagnostics. The techniques have been applied in the urology department of the Isala hospital in the Netherlands. The results demonstrate that the techniques are feasible and that our toolset based on ProM and Declare is indeed able to provide valuable insights related to process conformance.
    Full-text · Article · Dec 2015 · Expert Systems with Applications
  • Source
    • "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). "
    [Show abstract] [Hide abstract]
    ABSTRACT: Background: Family-centred services (FCS) are best practice in paediatric rehabilitation and describe philosophies and approaches to medical care that emphasize the partnership and involvement of parents. While evidence supports FCS, there are complexities to its successful implementation. This mixed-methods study aimed to measure the extent to which parents and the healthcare provider (HCP) perceive service provision as being family centred, and to describe barriers and facilitators to the delivery of FCS. Methods: Parents of children participating in a rehabilitation programme and HCPs providing services participated in this study. Parents completed the measure of processes of care-20 and participated in interviews, while HCPs completed the measure of processes of care-service providers and participated in a focus group. Results: Quantitative analysis revealed that parents were mostly satisfied with features of FCS, which included communication and support between parents and HCPs, respect of diversity and parental collaboration and participation. Parents identified communication methods and psychosocial needs as areas that facilitated but sometimes detracted from FCS. Institutional barriers led to the identification of areas for improvement identified by multiple stakeholders. HCPs identified more areas for improvement than parents. Conclusion: When considering these barriers, it is evident that implementation is a complex process, impacted by institutional barriers. FCS needs to be investigated further, and systemic interventions should be used to facilitate its implementation.
    Full-text · Article · Dec 2015 · Child Care Health and Development
Show more