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

Authors
  • Provvidenza, Christine1
  • Townley, Ashleigh1
  • Wincentak, Joanne1
  • Peacocke, Sean1
  • Kingsnorth, Shauna1, 2
  • 1 Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON, M4G 1R8, Canada , Toronto (Canada)
  • 2 Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Department of Occupational Science & Occupational Therapy, Rehabilitation Sciences Institute, University of Toronto, 150 Kilgour Road, Toronto, ON, M4G 1R8, Canada , Toronto (Canada)
Type
Published Article
Journal
Implementation Science
Publisher
Springer (Biomed Central Ltd.)
Publication Date
Jul 03, 2020
Volume
15
Issue
1
Identifiers
DOI: 10.1186/s13012-020-01013-y
Source
Springer Nature
Keywords
License
Green

Abstract

BackgroundEnacting 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.MethodsAn 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 post-curriculum interviews assessed impact on participant knowledge and skills and captured perceived value of KFTN.ResultsThe 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.ConclusionKTFN was developed to enhance KT competency among organizational members. This initiative shows promise as a highly valued training program that meets both individual and organizational KT needs and speaks to the importance of investing in tailored KT competency initiatives as an essential building block to support moving evidence into practice.

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