A pre‐post evaluation of a knowledge translation capacity‐building intervention

Eames, Sally; Bennett, Sally; Whitehead, Mary; Fleming, Jennifer; Low, Shanling; Mickan, Sharon; Caldwell, Elizabeth

doi:10.1111/1440-1630.12483

Cited by 13 publications

(65 citation statements)

References 34 publications

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“…Alarmingly, up to 70% of all organizational improvement efforts fail (4). Key barriers include lack of knowledge and skills, lack of time, competing priorities of organizations, and lack of leadership endorsement (5,6,7). Important enablers include health care professionals' (HCPs) positive beliefs about the consequences of participation in training programs, combined with expert guidance and organizational support (8).…”

Section: Contributions To the Literaturementioning

confidence: 99%

“…Involving those who use research knowledge in efforts to implement the knowledge has multiple bene ts, including enhancing the effectiveness of implementation efforts (10). Eames and colleagues, for example, found changes in clinician-reported behaviour following participation in their KT capacity-building intervention for occupational therapists, as well as changes in the culture to one in which clinicians engaged in KT as part of their clinical practice (6). A longitudinal evaluation of a program for implementers, called Practicing KT, showed increased use of, knowledge of, and self-e cacy in KT among those who completed the program (5).…”

Section: Contributions To the Literaturementioning

confidence: 99%

“…These challenges are common to most KT programs (5,6,15). In response to these challenges, the following steps were taken to improve the program for future cohorts:…”

Section: Gaps In Communication With Mentormentioning

confidence: 99%

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Building Capacity for Implementation – The KT Challenge

Black

Steinberg²,

Chisholm

et al. 2020

Preprint

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Background The KT Challenge program supports health care professionals to effectively implement evidence-based practices. Unlike other knowledge translation (KT) programs, this program is grounded in capacity building, focuses on health care professionals (HCPs), and uses a multi-component intervention. This study presents the evaluation of the KT Challenge program to assess the impact on uptake, KT capacity and practice change. MethodsThe evaluation used a mixed-methods, time-series design involving surveys and review of documents such as teams’ final reports. Online surveys collecting both quantitative and qualitative data were deployed at four time points (after both workshops, six months into implementation, and at the end of the two-year funded projects) to measure KT capacity ( knowledge, skills and confidence), and impact on practice change. Qualitative data was analyzed using a general inductive approach and quantitative data was analysed using non-parametric statistics. ResultsParticipants reported statistically significant increases in knowledge and confidence across both workshops, at the 6-month mark of their projects, and at the end of their projects. In addition, at the 6-month check-in, practitioners reported statistically significant improvements in their ability to implement practice changes. In the first cohort of the program, of the teams who were able to complete their projects, half were able to show demonstrable practice changes. ConclusionsThe KT Challenge was successful in improving the capacity of HCPs to implement evidence-based practice changes and has begun to show demonstrable improvements in a number of practice areas. The program is relevant to a variety of HCPs working in diverse practice settings and is relatively inexpensive to implement. Like all practice improvement programs in health care settings, a number of challenges emerged stemming from the high turnover of staff and the limited capacity of some practitioners to take on anything beyond direct patient care. Efforts to address these challenges have been added to subsequent cohorts of the KT Challenge program and ongoing evaluation will examine if they are successful. The KT Challenge program has continued to garner great interest among practitioners, even in the midst of dealing with the COVID-19 pandemic, and shows promise for organizations looking for better ways to mobilize knowledge to improve patient care and empower staff. This study contributes to the implementation science literature by providing a description and evaluation of a new model for embedding KT practice skills in health care settings.

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Section: Contributions To the Literaturementioning

confidence: 99%

Section: Contributions To the Literaturementioning

confidence: 99%

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Building Capacity for Implementation – The KT Challenge

Black

Steinberg²,

Chisholm

et al. 2020

Preprint

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“…Aligned with an emphasis on building KT competencies, there has been a growth in curriculumbased initiatives to foster KT practice among knowledge users [9]. The target audiences of these training initiatives vary; some have focused exclusively on a group with a shared background, such as researchers [10] or discipline-specific knowledge users (e.g., occupational therapists [11] or primary care providers [6]). Other initiatives have capitalized on potential benefits of interprofessional learning and collaboration with mixed backgrounds recruited as individuals or teams across healthcare organizations [12,13].…”

Section: Introductionmentioning

confidence: 99%

Building knowledge translation competency in a community-based hospital: a practice-informed curriculum for healthcare providers, researchers, and leadership

et al. 2020

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Background: Enacting knowledge translation (KT) in healthcare settings is a complex process that requires organizational facilitation. In addition to addressing organizational-level barriers, targeting individual-level factors such as KT competencies are a necessary component of this aim. While literature on KT competency training is rapidly growing, there has been little exploration of the potential benefits of training initiatives delivered from an intra-organizational perspective. Addressing this gap, we developed the Knowledge Translation Facilitator Network (KTFN) to meet the KT needs of individuals expected to use and produce knowledge (e.g., healthcare providers, research staff, managers, family advisors) within an academic health sciences center. The aim of this study is to describe the development, implementation, and evaluation of the KTFN curriculum. Methods: An educational framework was used to guide creation of the KTFN curriculum. Stakeholder interviews, a literature review of KT competency, and environmental scan of capacity building initiatives plus adult learning principles were combined with in-house experience of KT practitioners to inform content and delivery. An evaluation strategy consisting of pre/post-test curriculum and post-session satisfaction surveys, as well as postcurriculum interviews assessed impact on participant knowledge and skills and captured perceived value of KFTN. Results: The curriculum has been delivered three times over 3 years, with 30 individuals trained, representing healthcare providers, graduate level research trainees, managers, and family advisors. Using the New World Kirkpatrick Model as an analysis framework, we found that the KTFN curriculum was highly valued and shifted learners' perceptions of KT. Participants identified enhanced knowledge and skills that could be applied to different facets of their work; increased confidence in their ability to execute KT tasks; and intention to use the content in future projects. Barriers to future use included time to plan and conduct KT activities.

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“…Despite considerable research regarding the effects of training on skill acquisition (Arthur et al, 2003; Blume et al, 2010), less is known regarding how change-related training contributes to the dissemination of knowledge and skills from trainees to their peers (Bell, Tannenbaum, Ford, Noe, & Kraiger, 2017). Recent studies have identified the role of training as a change vehicle for change-related learning (Sartori, Costantini, Ceschi, & Tommasi, 2018), and examined the effect of a knowledge translation intervention on practitioners’ engagement in new clinical practices (Eames et al, 2018) As yet little is known about how training might contribute to the diffusion of organizational change. Nonetheless, training can play a special role in technological change if it contributes to the dissemination of change-related knowledge and skills (Jacobs & Russ-Eft, 2001).…”

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confidence: 99%

Training and Diffusion of Change: The Impact of Training and Proactivity on Change-Related Advice Giving

Kim

Rousseau

Tomprou

2019

The Journal of Applied Behavioral Science

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This study investigates the effects of organizational change–related training on the diffusion of change through the employee advice network. It also examines the contribution of employee proactivity to the effects of that training. We compare trainees ( N = 46) and nontrained peers ( N = 47) doing similar work at pre- and posttest to examine how training and individual proactivity contribute to the change process. Results indicate that training is associated with increased change-related knowledge and skills and greater change-related advice giving (i.e., in-degree centrality). Additionally, proactivity is positively related to change-related advice giving and seeking (i.e., in- and out-degree centrality). Our findings also show that the effect of training on change-related advice giving is stronger for more proactive trainees than less proactive ones. We discuss our study’s theoretical and practical implications for both organizational change and employee proactivity.

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A pre‐post evaluation of a knowledge translation capacity‐building intervention

Cited by 13 publications

References 34 publications

Building Capacity for Implementation – The KT Challenge

Building Capacity for Implementation – The KT Challenge

Building knowledge translation competency in a community-based hospital: a practice-informed curriculum for healthcare providers, researchers, and leadership

Training and Diffusion of Change: The Impact of Training and Proactivity on Change-Related Advice Giving

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