The case for intimate partner violence education: early, essential and evidence-based

Hanson, Mark D.; Wathen, Nadine; MacMillan, Harriet L.

doi:10.1111/medu.13164

Cited by 4 publications

(2 citation statements)

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“…The measures need to be beyond attendance, satisfaction or intervention implementation (Saul et al., 2008; Tarzia et al., 2016). For instance, Hanson (2016) suggests that domestic and family violence education in the curriculum for healthcare professionals is an urgent priority to promote capacity in the sector.…”

Section: Resultsmentioning

confidence: 99%

“…Practitioner knowledge provides an essential context for successful knowledge translation. Several studies exploring practitioner knowledge have identified the value of experiential and clinical expertise that practitioners bring to the research process (Breckenridge & Hamer, 2014; Claussen et al., 2017; Hanson, Wathen, & MacMillan, 2016; Murray et al., 2015; Murray & Smith, 2009; Sibbald et al., 2017; Wells et al, 2015) (Figure 5). Practitioners who conduct research concurrently with practice‐based work provide a significant contribution in regard to good practice outcomes (Campbell et al, 2011; Claussen et al., 2017; Murray & Smith, 2009); however, in return practitioners require time to embed change into their practice (Wells et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

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Exploring the knowledge translation of domestic violence research: A literature review

Cameron

Humphreys

Kothari

et al. 2020

Health Soc Care Community

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Over the past decade, there has been considerable growth in knowledge translation research, yet there remains a 'knowledge gap' when applying this knowledge to policy (Fafard & Hoffman, 2018) and practice (Graham et al., 2006; Reid et al., 2017). Further, despite the rapid increase in domestic violence research over the past decade, there remains a dearth of studies evaluating knowledge translation activities, suggesting an urgent need to maximise the knowledge translation capacity of domestic violence research. Many different terms associated with knowledge translation are used interchangeably such as 'knowledge translation', 'knowledge-to-action', 'knowledge mobilisation' or 'translational research' (Graham, 2013). In Australia, the term 'knowledge translation' is often (but not always) used, whereas in the UK the term 'knowledge mobilisation' is more common. In Canada where the term originated, the term 'knowledge translation' is used but equally 'knowledge to action' and more recently 'integrated knowledge translation'

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Section: Resultsmentioning

confidence: 99%