Trainees' Self-Reported Challenges in Knowledge Translation, Research and Practice

Shalini Lal; Robin Urquhart; Evelyn Cornelissen; Kristine Newman; Dwayne Van Eerd; Byron J. Powell; Vivian Chan

doi:10.1111/wvn.12118

Trainees' Self-Reported Challenges in Knowledge Translation, Research and Practice

Shalini Lal, Robin Urquhart, Evelyn Cornelissen, Kristine Newman, Dwayne Van Eerd, Byron J. Powell, Vivian Chan

Medicine

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

14 Citas (Scopus)

Resumen

Background: Knowledge translation (KT) refers to the process of moving evidence into healthcare policy and practice. Understanding the experiences and perspectives of individuals who develop careers in KT is important for designing training programs and opportunities to enhance capacity in KT research and practice. To date, however, limited research has explored the challenges that trainees encounter as they develop their careers in KT. Aims: The purpose of this study is to identify the challenges that KT trainees face in their KT research or practice. Methods: An online survey was conducted with a sample of trainees associated with the Knowledge Translation Trainee Collaborative or the KT Canada Summer Institutes, with written responses thematically analyzed. Findings: A total of 35 individual responses were analyzed, resulting in the identification of six interrelated themes, listed in descending order of prevalence: limited availability of KT-specific resources (54%), difficulty inherent in investigating KT (34%), KT not recognized as a distinct field (23%), colleagues' limited knowledge and understanding of KT (20%), competing priorities and limited time (20%), and difficulties in relation to collaboration (14%). Discussion: KT trainees experience specific challenges in their work: limited understanding of KT in other stakeholder groups; limited structures or infrastructure to support those who do KT; the inherently interdisciplinary and applied nature of KT; and the resultant complexities of scientific inquiry in this field, such as designing and testing multifaceted, multilevel implementation strategies and accounting for contextual factors. Linking Evidence to Action: KT training and capacity-building efforts are needed to better position health systems to routinely adopt knowledge into healthcare policy and practice.

Idioma original	English
Páginas (desde-hasta)	348-354
Número de páginas	7
Publicación	Worldviews on Evidence-Based Nursing
Volumen	12
N.º	6
DOI	https://doi.org/10.1111/wvn.12118
Estado	Published - dic. 1 2015

Nota bibliográfica

Funding Information:
The authors would like to acknowledge the respondents for their participation in the study. Dr. Lal was partially funded through a postdoctoral fellowship from the Canadian Institutes of Health Research during completion of this work.

Funding Information:
In response to this need, different types of KT training initiatives and opportunities are emerging. For example, KT Canada is a national training initiative funded by the Canadian Institutes of Health Research (Straus et al., ). In the United Kingdom, the University College London (UCL) Center for Behaviour Change offers a course on how to support behavior change in the healthcare setting (UCL Behaviour Change, ). In the United States, a 5‐day Training Institute for Dissemination and Implementation Research in Health is offered annually to provide a foundation in conducting health‐related dissemination and implementation research (Meissner et al., ). The Center for Transdisciplinary Evidence‐based Practice at The Ohio State University College of Nursing also offers 5‐day evidence‐based practice (EBP) immersions to teach healthcare providers across various disciplines how to rapidly transfer knowledge that is generated from research into real‐world clinical settings (B. Melnyk, personal communication, July 18, 2015). There also is a training institute for researchers specializing in implementation science within the field of mental health (Proctor et al., ). However, some of these initiatives are time‐limited; and accessible through competition, fee payment, or through university affiliation. Thus, many trainees do not have access to these training initiatives. As a result, other types of KT training and support models have emerged. For example, the Knowledge Translation Trainee Collaborative is a trainee‐initiated and trainee‐led community of practice that exists to complement formal training opportunities, and also to provide support and resources for trainees in Canada and internationally (Cornelissen et al., ; Urquhart et al., ).

Publisher Copyright:
© 2015 Sigma Theta Tau International.

ASJC Scopus Subject Areas

General Nursing

PubMed: MeSH publication types

Journal Article
Research Support, Non-U.S. Gov't

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title = "Trainees' Self-Reported Challenges in Knowledge Translation, Research and Practice",

abstract = "Background: Knowledge translation (KT) refers to the process of moving evidence into healthcare policy and practice. Understanding the experiences and perspectives of individuals who develop careers in KT is important for designing training programs and opportunities to enhance capacity in KT research and practice. To date, however, limited research has explored the challenges that trainees encounter as they develop their careers in KT. Aims: The purpose of this study is to identify the challenges that KT trainees face in their KT research or practice. Methods: An online survey was conducted with a sample of trainees associated with the Knowledge Translation Trainee Collaborative or the KT Canada Summer Institutes, with written responses thematically analyzed. Findings: A total of 35 individual responses were analyzed, resulting in the identification of six interrelated themes, listed in descending order of prevalence: limited availability of KT-specific resources (54%), difficulty inherent in investigating KT (34%), KT not recognized as a distinct field (23%), colleagues' limited knowledge and understanding of KT (20%), competing priorities and limited time (20%), and difficulties in relation to collaboration (14%). Discussion: KT trainees experience specific challenges in their work: limited understanding of KT in other stakeholder groups; limited structures or infrastructure to support those who do KT; the inherently interdisciplinary and applied nature of KT; and the resultant complexities of scientific inquiry in this field, such as designing and testing multifaceted, multilevel implementation strategies and accounting for contextual factors. Linking Evidence to Action: KT training and capacity-building efforts are needed to better position health systems to routinely adopt knowledge into healthcare policy and practice.",

author = "Shalini Lal and Robin Urquhart and Evelyn Cornelissen and Kristine Newman and {Van Eerd}, Dwayne and Powell, {Byron J.} and Vivian Chan",

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AU - Powell, Byron J.

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Trainees' Self-Reported Challenges in Knowledge Translation, Research and Practice

Resumen

Nota bibliográfica

ASJC Scopus Subject Areas

PubMed: MeSH publication types

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Huella

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