Building capacity for knowledge translation in occupational therapy: learning through participatory action research

Bennett, Sally, Whitehead, Mary, Eames, Sally, Fleming, Jennifer, Low, Shanling and Caldwell, Elizabeth (2016) Building capacity for knowledge translation in occupational therapy: learning through participatory action research. BMC Medical Education, 16 1: 1-11. doi:10.1186/s12909-016-0771-5


Author Bennett, Sally
Whitehead, Mary
Eames, Sally
Fleming, Jennifer
Low, Shanling
Caldwell, Elizabeth
Title Building capacity for knowledge translation in occupational therapy: learning through participatory action research
Journal name BMC Medical Education   Check publisher's open access policy
ISSN 1472-6920
Publication date 2016-10-01
Year available 2016
Sub-type Article (original research)
DOI 10.1186/s12909-016-0771-5
Open Access Status DOI
Volume 16
Issue 1
Start page 1
End page 11
Total pages 11
Place of publication London, United Kingdom
Publisher BioMed Central
Language eng
Subject 2700 Medicine
3304 Education
Abstract BACKGROUND: There has been widespread acknowledgement of the need to build capacity in knowledge translation however much of the existing work focuses on building capacity amongst researchers rather than with clinicians directly. This paper's aim is to describe a research project for developing a knowledge translation capacity building program for occupational therapy clinicians.
Formatted abstract
Background: There has been widespread acknowledgement of the need to build capacity in knowledge translation however much of the existing work focuses on building capacity amongst researchers rather than with clinicians directly. This paper's aim is to describe a research project for developing a knowledge translation capacity building program for occupational therapy clinicians.

Methods: Participatory action research methods were used to both develop and evaluate the knowledge translation capacity-building program. Participants were occupational therapists from a large metropolitan hospital in Australia. Researchers and clinicians worked together to use the action cycle of the Knowledge to Action Framework to increase use of knowledge translation itself within the department in general, within their clinical teams, and to facilitate knowledge translation becoming part of the department's culture. Barriers and enablers to using knowledge translation were identified through a survey based on the Theoretical Domains Framework and through focus groups. Multiple interventions were used to develop a knowledge translation capacity-building program.

Results: Fifty-two occupational therapists participated initially, but only 20 across the first 18 months of the project. Barriers and enablers were identified across all domains of the Theoretical Domains Framework. Interventions selected to address these barriers or facilitate enablers were categorised into ten different categories: educational outreach; teams working on clinical knowledge translation case studies; identifying time blocks for knowledge translation; mentoring; leadership strategies; communication strategies; documentation and resources to support knowledge translation; funding a knowledge translation champion one day per week; setting goals for knowledge translation; and knowledge translation reporting strategies. Use of these strategies was, and continues to be monitored. Participants continue to be actively involved in learning and shaping the knowledge translation program across the department and within their specific clinical areas.

Conclusion: To build capacity for knowledge translation, it is important to involve clinicians. The action cycle of the Knowledge to Action framework is a useful guide to introduce the knowledge translation process to clinicians. It may be used to engage the department as a whole, and facilitate the learning and application of knowledge translation within specific clinical areas. Research evaluating this knowledge translation program is being conducted.
Keyword Barriers
Capacity building
Enablers
Knowledge translation
Knowledge-to-action
Participatory action research
Theoretical Domains Framework
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Health and Rehabilitation Sciences Publications
 
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