Dissemination: Bringing Translational Research to Completion

Abstract

Despite the availability of innovative health care research, a gap exists between research-generated knowledge and the utilization of that knowledge in real-world practice settings. This article examines the transition from research to implementation in the context of the dissemination of A. Jean Ayres' sensory integration procedures and of the challenges currently facing the University of Southern California Well Elderly Studies research team. Drawing from the emerging field of implementation science, this article discusses how researchers can develop an implementation plan to more easily translate evidence into practice. Such plans should address the intervention's reach (i.e., its capacity to penetrate into the intended target population), the settings for which it is applicable, the leaders who will encourage practitioner uptake, stakeholder groups, and challenges to dissemination. By taking action to ensure the more effective dissemination of research-generated knowledge, researchers can increase the likelihood that their interventions will lead to improvements in practice and more effective care for consumers.

Outcomes of an Evidence-Based, Data Driven-Model Fieldwork Experience for Occupational Therapy Students

“…Utilization of DDDM helped to create a shift toward actual use of evidence in practice by providing the needed framework and language to guide clinicians and students in implementation of EBP. This interactive and collaborative process served to expand the "mindlines" or ways of thinking of the students and FWEs (Clark et al, 2013). Within this collaborative process, the faculty champion identified opportunities for critical appraisal of relevant evidence for the interventions and facilitated discussion about ways that the new evidence could be included in the intervention plans.…”

“…In addition, participation in this program provided an opportunity for FWEs to explicitly articulate the distinct value of occupational therapy at their site. Using strategies suggested in current literature as an infrastructure (Clark et al, 2013) this program proved to be a valuable method to bridge the research-gap in occupational therapy. Continued study of the effectiveness of this model in current fieldwork sites as well as new ones will validate the utility of this model as an effective tool to strengthen the link between education, research and practice.…”

“…Current literature recommends strategies to help bridge the gap between research and its translation into routine care (Burke & Gitlin, 2012;Clark, Park, & Burke, 2013;Jette et al, 2003;King et al, 2011;Schaaf, 2015;Upton et al, 2015;Welch & Dawson, 2006). For example, Clark et al (2013) describe frameworks for addressing this challenge at three levels: the research design level (Glasgow, 2003), the practitioner level (Gabbay & Le May, 2011), and the institutional level (Kitson et al, 2008) by designing and conducting studies that can be easily translated into practice. Schaaf (2015) recommends that a systematic, data-driven, outcome-based approach to practice will bridge the research to practice gap by creating evidence through practice.…”

Promoting Environments that Measure Outcomes: Partnerships for Change

“…Discussion about these individual circumstances led the faculty to explore ways to conceptualize and measure each site's progress toward implementation of exemplary EBP and outcome measurement in daily occupational therapy practice. Moving forward, a more explicit use of implementation science to guide integration of evidence-based practices, interventions and policies into routine practice will be used (Burke & Gitlin, 2012;Clark et al, 2013;Fogerty International Center, National Institute of Health, 2014). Further, the Promoting Action on Research Implementation in Health Sciences (PARiHS) framework has recently been integrated into PrEMO © (Helfrich, Li, Sharp, & Sales, 2009).…”

“…Aligning with the World Health Organization's (WHO) International Classification of Functioning, Disability and Health (ICF), an international standard to describe and measure health and disability, the Centennial Vision tasked the occupational therapy community with establishing evidence-based, science-driven practice that meets society's occupational needs (AOTA, 2007). As a result, over the past decade the emphasis on evidence-based practice (EBP) and the use of outcome measurement in clinical practice has increased substantially and significant strides have been made with respect to increasing accessibility of evidence for use by clinicians (Burke & Gitlin, 2012;Clark, Park, & Burke, 2013). In addition, EBP has become an integral part of occupational therapy curricula as mandated by the Accreditation Council of Occupational Therapy Education (ACOTE, 2012).…”