Knowledge Transfer: Developing Guidelines for Occupational Therapists Working with People with Lower Limb Amputations

Abstract

Evidence-based practice is a concept accepted by most practitioners; now we need to consider knowledge transfer and how this can move evidence-based practice forward. Knowledge transfer describes the collaborative problem solving and sharing of experiences, perspectives and knowledge among caregivers, researchers and policy makers that happens through developing partnership and exchanging information and ideas (Economic and Social Research Council 2010). This has the potential to prepare organisations and practitioners to receive the new knowledge resulting from research, implement it in practice and, consequently, bridge the theory-practice gap. Knowledge transfer can occur in many different ways, such as between academics and practitioners, between therapists and the users of occupational therapy services, between educators and students during practice placements, and, of course, with our professional body. In fact, this journal plays a vital part in the process because it allows the consumers of research to comment on any articles by creating the environment for a meaningful dialogue. Craik (2010), in her recent editorial, asked if we were ready to make an impact. How many of us have responded to this challenge? As a matter of priority, knowledge transfer recognises the need for creating partnerships between academics and practitioners. By doing so, both parties could meet, exchange ideas and learn from each other. This could make it easier for practitioners to access training in Knowledge transfer: developing guidelines for occupational therapists working with people with lower limb amputations Anita Atwal1 and Georgia Spiliotopoulou2