Applying knowledge to generate action: A community-based knowledge translation framework

Campbell, Barbara

doi:10.1002/chp.20058

Cited by 38 publications

(34 citation statements)

References 22 publications

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“…For example, published studies describe the use of the model for the development and implementation of interprofessional protocols 84 for the development of a children's health participatory action project 85 and for the implementation, monitoring and evaluation of a strategy for mentorship in academic medicine. 86 However, although these studies pointed to some benefits from using the KTA framework, its theoretical basis (planned action theories) has not been separately evaluated for its adequacy as an explanation of underlying mechanisms, and so the model as a whole -like most others -remains not yet fully substantiated.…”

Section: Mapping the Conceptual Literaturementioning

confidence: 99%

“…The study explored discrepancies between awareness and adoption, highlighting the role of champions, resources, ways of reaching consensus and willingness to take risks, but did not explicitly attempt to validate OMRU. A study the following year 85 initially tried to use OMRU in a children's health participatory action project but found it to be difficult to apply in participatory action research and in a community setting.…”

Section: Model or Framework Key Featuresmentioning

confidence: 99%

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Mobilising knowledge to improve UK health care: learning from other countries and other sectors – a multimethod mapping study

Davies

Powell

Nutley

2015

Health Services and Delivery Research

107

176

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BackgroundThe past two decades have seen rich conceptual development and a wide variety of practical initiatives around research use or ‘knowledge mobilisation’, but so far there has been little systematic effort to map, conceptualise and learn from these initiatives, or to investigate the degree to which they are underpinned by contemporary thinking as set out in the literature. This gap is particularly apparent when looking at knowledge mobilisation at the ‘macro’ level, that is the strategies and activities of major research funders, major research producers and key research ‘intermediaries’.Aims and objectivesThe study had three key objectives with associated research questions: to map the knowledge mobilisation landscape in health care (in the UK and internationally) and in social care and education within the UK; to understand the models, theories and frameworks that underpin the approaches to knowledge mobilisation; and to learn from the success or otherwise of the strategies and approaches in use.MethodsThe study was multimethod and multiphased, with considerable interactivity between the different strands. Data were collected through a review of 71 published reviews on knowledge mobilisation; website review of the knowledge mobilisation activities of 186 agencies; in-depth interviews (n = 52) with key individuals in agencies; a web survey (response rate 57%;n = 106); and two stakeholder workshops (at months 6 and 16).FindingsWe identified a wide range of models, theories and frameworks used to describe knowledge mobilisation and created a conceptual map that highlights six domains of thinking and debate in the literature. The interview and survey data showed three broad, overlapping roles undertaken by agencies: developing and sharing research-based products; emphasising brokering; and focusing on implementation. The knowledge mobilisation approaches in use had been shaped by many factors but there was only limited use of the models, theories and frameworks from the literature. Participants saw formal evaluation of knowledge mobilisation activities as important but highly challenging. Rich formative experience was described but formal evaluation was relatively rare. Few agencies involved service users or members of the public in knowledge mobilisation activities. Working inductively from the study data we derived eight key archetypes or ‘bundles of knowledge mobilisation activities’ that could be used by agencies to explore their knowledge mobilisation activities, future strategies and stakeholder perspectives.ConclusionsKnowledge mobilisation could be enhanced by providing support to enable cross-sector and interagency learning, reflection on the conceptual basis of approaches and increased evaluation of knowledge mobilisation activities. Further research is needed to evaluate approaches to assessing research use and impact, on systems approaches to knowledge mobilisation, on sustaining and scaling-up approaches, and on applying a wider range of literatures to knowledge mobilisation. Further research would also be useful on the knowledge mobilisation archetypes and how they can work in complementary ways.FundingThe National Institute for Health Research Health Services and Delivery Research programme.

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Section: Mapping the Conceptual Literaturementioning

confidence: 99%

Section: Model or Framework Key Featuresmentioning

confidence: 99%

Mobilising knowledge to improve UK health care: learning from other countries and other sectors – a multimethod mapping study

Davies

Powell

Nutley

2015

Health Services and Delivery Research

107

176

View full text Add to dashboard Cite

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“…The scholarly CME literature on interorganizational collaboration is limited, despite calls for a more collaborative approach to CME going back many years (see, for example, Moore et al's 1994 article on a new paradigm for CME 2 ) and an Accreditation Council for Continuing Medical Education accreditation criterion that encourages providers to "[build] bridges with other stakeholders through collaboration and cooperation" (Criterion 20). 3 A PubMed search revealed that of the published articles addressing the topic of collaboration or partnership in the CME context, most focus on collaboration between the health professions 4 or between researchers and rural communities, 5 not collaboration between organizations. Two exceptions are projects reported by Pyatt et al 6 and Shershneva et al 7 The former provided an example of interorganizational collaboration but did not directly address success factors.…”

Section: Introductionmentioning

confidence: 99%

Factors Contributing to Successful Interorganizational Collaboration: The Case of CS2day

Olson

Balmer

Mejicano

2011

Journal of Continuing Education in the Health Professions

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Continuing medical education's transition from an emphasis on dissemination to changing clinical practice has made it increasingly necessary for CME providers to develop effective interorganizational collaborations. Although interorganizational collaboration has become commonplace in most sectors of government, business, and academia, our review of the literature and experience as practitioners and researchers suggest that the practice is less widespread in the CME field. The absence of a rich scholarly literature on establishing and maintaining interorganizational collaborations to provide continuing education to health professionals means there is little information about how guidelines and principles for effective collaboration developed in other fields might apply to continuing professional development in health care and few models of successful collaboration. The purpose of this article is to address this gap by describing a successful interorganizational CME collaboration-Cease Smoking Today (CS2day)-and summarizing what was learned from the experience, extending our knowledge by exploring and illustrating points of connection between our experience and the existing literature on successful interorganizational collaboration. In this article, we describe the collaboration and the clinical need it was organized to address, and review the evidence that led us to conclude the collaboration was successful. We then discuss, in the context of the literature on effective interorganizational collaboration, several factors we believe were major contributors to success. The CS2day collaboration provides an example of how guidelines for collaboration developed in various contexts apply to continuing medical education and a case example providing insight into the pathways that lead to a collaboration's success.

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“…Responding to this need, scholars have put forth conceptual frameworks to further inform the CBTK process (e.g. [2, 5]). Campbell [5], for example, drew on the theoretical underpinnings of participatory research and the Ottawa Model of Research Use to develop a conceptual framework for CBKT.…”

Section: Introductionmentioning

confidence: 99%

Strengthening population health interventions: developing the CollaboraKTion Framework for Community-Based Knowledge Translation

Jenkins

Kothari

Bungay

et al. 2016

Health Res Policy Sys

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BackgroundMuch of the research and theorising in the knowledge translation (KT) field has focused on clinical settings, providing little guidance to those working in community settings. In this study, we build on previous research in community-based KT by detailing the theory driven and empirically-informed CollaboraKTion framework.MethodsA case study design and ethnographic methods were utilised to gain an in-depth understanding of the processes for conducting a community-based KT study as a means to distilling the CollaboraKTion framework. Drawing on extensive field notes describing fieldwork observations and interactions as well as evidence from the participatory research and KT literature, we detail the processes and steps undertaken in this community-based KT study as well as their rationale and the challenges encountered. In an effort to build upon existing knowledge, Kitson and colleagues’ co-KT framework, which provides guidance for conducting KT aimed at addressing population-level health, was applied as a coding structure to inform the current analysis. This approach was selected because it (1) supported the application of an existing community-based KT framework to empirical data and (2) provided an opportunity to contribute to the theory and practice gaps in the community-based KT literature through an inductively derived empirical example.ResultsAnalysis revealed that community-based KT is an iterative process that can be viewed as comprising five overarching processes: (1) contacting and connecting; (2) deepening understandings; (3) adapting and applying the knowledge base; (4) supporting and evaluating continued action; and (5) transitioning and embedding as well as several key elements within each of these processes (e.g. building on existing knowledge, establishing partnerships). These empirically informed theory advancements in KT and participatory research traditions are summarised in the CollaboraKTion framework. We suggest that community-based KT researchers place less emphasis on enhancing uptake of specific interventions and focus on collaboratively identifying and creating changes to the contextual factors that influence health outcomes.ConclusionsThe CollaboraKTion framework can be used to guide the development, implementation and evaluation of contextually relevant, evidence-informed initiatives aimed at improving population health, amid providing a foundation to leverage future research and practice in this emergent KT area.

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Applying knowledge to generate action: A community-based knowledge translation framework

Abstract: Diverse yet complementary approaches could be used by health professionals to advance the theory, method, and research of knowledge translation and exchange, regardless of context. Knowledge needs to be relevant, appropriate, applicable, timely, and reasonable to influence change.

Cited by 38 publications

References 22 publications

Mobilising knowledge to improve UK health care: learning from other countries and other sectors – a multimethod mapping study

Mobilising knowledge to improve UK health care: learning from other countries and other sectors – a multimethod mapping study

Factors Contributing to Successful Interorganizational Collaboration: The Case of CS2day

Strengthening population health interventions: developing the CollaboraKTion Framework for Community-Based Knowledge Translation

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