Researchers Supporting Schools to Improve Health: Influential Factors and Outcomes of Knowledge Brokering in the COMPASS Study

Brown, Kristin M.; Elliott, Susan J.; Leatherdale, Scott T.

doi:10.1111/josh.12578

Cited by 11 publications

(13 citation statements)

References 37 publications

(72 reference statements)

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“…This study extends a quantitative analysis of factors influencing COMPASS knowledge brokering participation (Brown et al, in press) in three ways. First, while the quantitative analysis focused on answering the question “What factors influenced knowledge exchange?” the qualitative analysis allowed for understanding “how” and “why” these factors were influential.…”

Section: Discussionmentioning

confidence: 97%

“…This research is part of a larger convergent parallel mixed-methods study exploring the implementation and outcomes of the COMPASS knowledge exchange strategies (see Brown, Elliott, & Leatherdale, in press, for quantitative findings). This article focuses on the qualitative component and explores factors that influenced COMPASS knowledge exchange activities, from the perspective of researchers and knowledge users (i.e., school and public health stakeholders).…”

Section: Introductionmentioning

confidence: 99%

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“Now What?” Perceived Factors Influencing Knowledge Exchange in School Health Research

Brown

Elliott

Robertson‐Wilson

et al. 2017

Health Promotion Practice

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Increasing the uptake of school health research into practice is pivotal for improving adolescent health. COMPASS, a longitudinal study of Ontario and Alberta secondary students and schools (2012-2021), used a knowledge exchange process to enhance schools' use of research findings. Schools received annual summaries of their students' health behaviors and suggestions for action and were linked with a knowledge broker to support them in making changes to improve student health. The current research explored factors that influenced COMPASS knowledge exchange activities. Semistructured interviews were conducted with researchers (n = 13), school staff (n = 13), and public health stakeholders (n = 4). Interestingly, knowledge users focused more on factors that influenced their use of COMPASS findings than factors that influenced knowledge brokering. The factors identified by participants are similar to those that influence implementation of school health interventions (e.g., importance of school champions, competing priorities, inadequate resources). While knowledge exchange offers a way to reduce the gap between research and practice, schools that need the most support may not engage in knowledge exchange; hence, we must consider how to increase engagement of these schools to ultimately improve student health.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

“Now What?” Perceived Factors Influencing Knowledge Exchange in School Health Research

Brown

Elliott

Robertson‐Wilson

et al. 2017

Health Promotion Practice

Self Cite

View full text Add to dashboard Cite

show abstract

“…Por último, resulta importante que el centro educativo perciba que tiene un grupo de investigación y/o de expertos de referencia al que poder recurrir en caso de duda o complicación o, simplemente, como apoyo durante todo el proceso de implementación (Brown, Elliott, & Leatherdale, 2018). Si el centro quiere evaluar los niveles de AF, tiempo sedentario, duración de sueño u otros comportamientos saludables, el equipo investigador puede ofrecer un apoyo logístico durante todo el proceso que facilite ese tipo de tareas al profesorado.…”

Section: De La Reflexión a La Práctica: Consideraciones Metodológicasunclassified

“…De este modo, se puede empoderar a las familias, para participar de manera activa en el propio diseño del programa de intervención, a través de diferentes grupos de discusión. Se deben ir creando, periódicamente, una serie de reuniones para que las familias participen, regularmente, en la intervención que se esté llevando a cabo y conozcan los resultados del programa (i.e., traducción integrada del conocimiento) (Brown et al, 2018) y las acciones que van a implementarse. Para facilitar la difusión de las diferentes reuniones o acciones que se organicen con las familias, se pueden utilizar aplicaciones de mensajería instantánea (e.g., WhatsApp) y cartas informativas o trípticos, especialmente para aquellas familias que no puedan participar asiduamente en las reuniones.…”

Section: Coordinación Inicial Del Programa De Intervenciónunclassified

Orientaciones para la comunidad científica sobre el diseño, implementación y evaluación de intervenciones escolares sobre promoción de comportamientos saludables (Guidelines for the scientific community on the design, implementation, and evaluation of school-based interventions for promoting healthy behaviours)

2020

CCD

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Despite the benefits of adopting a healthy lifestyle, a large percentage of young people do not meet the established recommendations for these health-related behaviors. Developing multiple health behavior interventions are, therefore, required. Although school has been considered an ideal setting to promote healthy lifestyles in children and adolescents, most school-based interventions reported small or non-significant effects, diminishing over time. Multilevel, multicomponent, and multiple behavior school programs have been identified as the most promising approaches for improving health-related behaviors. However, due to the great complexity in its application, there are numerous difficulties and challenges in its implementation and sustainability. Therefore, the aim of this paper is to provide eight methodological guidelines and/or reflections for the scientific community to improve the design, implementation, and evaluation of school-based interventions for promoting health-related behaviors. All of them are supported by the research literature and also by the experience developing school-based intervention programs. We hope that this manuscript provide to the scientific community clear and precise indications of how this type of intervention should be addressed in order to maximize the effectiveness of school health interventions.

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“…To date, the application of KB initiatives in education is a relatively new phenomenon and a number of knowledge brokering initiatives have begun contributing to the process of linking research based knowledge to decisions in policy and practice (40,41). There has been little examination of whether a KB could support the implementation of an EBP by brokering implementation science knowledge.…”

Section: Kbs Schools and Sharing Implementation Knowledgementioning

confidence: 99%

How knowledge brokering on implementation science can improve implementation outcomes: a case study of a public mental health project

Hudson¹,

Lawton²,

Hugh‐Jones³

2019

Preprint

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Background Schools need mental health interventions that are deliverable, scalable and effective. However, rates of successful implementation of evidence-based practices in schools is low. An underpinning factor is lack of understanding, and attention, by commissioners, providers and schools, to evidence about what works to bolster effective and sustained implementation. Knowledge brokering is one way to improve use of implementation science for delivery of interventions in complex settings. To date, evidence for the use of knowleldge brokers in public health settings is scarce, and their use for brokering implementation related knowledge is non-existent. The aim of this study was to examine whether it was feasible and acceptable for knowledge about implementation to be brokered to a steering group responsible for a wide scale, public mental health, school-based intervention, and what impact this might have on their implementation decisions.Methods The primary researcher attended 13 monthly steering group meetings during the initial implementation phase of the public mental health program and shared implementation knowledge with them. With consent, meeting notes were taken by the primary researcher, and a journal kept of 12 meetings; 5 meetings were also audio recorded and steering group minutes analysed. All data were amalgamated and ordered into month-by-month summaries. The analysis attempted to identify when implementation knowledge was shared with the group (coded a ‘key moment’) and what the steering group did with this knowledge (coded a ‘key outcome’).Results Over the 13 meetings, 15 key moments led to 14 key outcomes, 10 of which involved implementation decisions being made based on brokered knowledge about implementation science. Discussion The majority of key moments led to a significant number of evidence-informed implementation decisions being made by the steering group. Some brokered knowledge was not acted upon. Implementation knowledge was not shared with the program funders which may have meant they did not appreciate the importance of implementation. Conclusion Knowledge brokering on implementation science to a group responsible for public mental health is feasible and acceptable and a potentially viable implementation strategy for future public health programs.

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Researchers Supporting Schools to Improve Health: Influential Factors and Outcomes of Knowledge Brokering in the COMPASS Study

Abstract: BACKGROUND:Although schools are considered opportune settings for youth health interventions, a gap between school

Cited by 11 publications

References 37 publications

“Now What?” Perceived Factors Influencing Knowledge Exchange in School Health Research

“Now What?” Perceived Factors Influencing Knowledge Exchange in School Health Research

How knowledge brokering on implementation science can improve implementation outcomes: a case study of a public mental health project

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