Knowledge Translation Framework Research Articles

How the knowledge shared using social media is taken up into health professions education practice: A qualitative descriptive study.

Social media may promote knowledge sharing but what users do with the new knowledge and how it may influence practice remains to be known. This exploratory study used a social constructivist lens to understand how health professions educators and researchers integrate knowledge from social media into their respective practices. We purposively sampled health professions educators and researchers using the hashtags #MedEd, #HPE, and #HealthProfessionsEducation on Twitter/X. We obtained informed consent, conducted interviews via videoconference, and engaged in multiple cycles of deductive and inductive coding and analysis. Participants identified as educators and researchers (n = 12), as researchers (n = 1), or as educators (n = 1) from Canada (n = 8), the United States (n = 3), and Switzerland, Ireland, and China (n = 1, respectively). Eight participants actively used social media (i.e., creating/posting original content); six participants indicated passive use (i.e., reading/retweeting content). They discussed the importance of crafting a consumable message and social media identity to streamline the content shared. Social media's accessible, non-hierarchical nature may facilitate knowledge-sharing, whereas the potential spread of misinformation and technological requirements (e.g., internet access, country-specific restrictions on platforms) present barriers to uptake. Participants described using knowledge gained from social media as teaching tools, new research methodologies, new theoretical frameworks, and low-risk clinical interventions. Previous research has demonstrated how social media has empirically been used for diffusion or dissemination rather than as an active process of evidence uptake. Using knowledge translation frameworks, like the Knowledge to Action or Theoretical Domains frameworks, to inform social media-based knowledge sharing activities in health professions education is recommended.

Conducting clinical research and embedding person‐centred care into the hospital setting during a global pandemic: Challenges and solutions

AbstractConducting scientific research in the healthcare context is an ongoing challenge. Immediate clinical care and related tasks take priority out of necessity, often in difficult circumstances including unplanned staff absenteeism and turnover, and resource limitations. These challenges are further exacerbated in times of crisis, such as the current worldwide pandemic, caused by severe acute respiratory syndrome coronavirus 2 (SARS‐CoV‐2). The pandemic disproportionately affects vulnerable populations, such as people living with dementia who rely on aged and healthcare services. Concurrently research studies aiming to improve health and aged care for these people are also being negatively impacted by the pandemic. There is a need for the development of guidelines that will support researchers to implement and maintain quality studies during pandemics, to prevent unnecessary delay in the dissemination of research findings, that have the potential to improve healthcare delivery quality and outcomes.This presentation first highlights the main challenges and solutions that have emerged in a study aiming to improve healthcare for people living with dementia in hospital settings, using evidence‐based person‐centred care. In addition to evaluating health outcomes for people living with dementia and cost‐effectiveness, we are using a knowledge translation framework (Goodenough et al., 2017; Damschroder et al., 2009) to evaluate the implementation of the intervention (process and outcomes) and determine nationwide scalability for hospital ward and care services. Evidence on how to adapt research processes to enable research programs to continue throughout the pandemic will be presented, followed by a set of guidelines to support researchers to engage successfully in clinical research during a pandemic. The guidelines aim to be generalisable to all clinical research projects that have been impacted by the current SARS‐CoV‐2 pandemic, as well as projects that may face future similar crises.ReferencesDamschroder LJ, Aron DC, Keith RE, et al. 2009. Fostering implementation of health research findings into practice: A consolidated framework for advancing implementation science. Implement Sci. 4(50):15 ‐20.Goodenough B, Young M. (2017). Innovation to Implementation for Dementia (i2i4dementia): A Practical Guide to Knowledge Translation in Health Care (with examples from aged care and dementia). Dementia Collaborative Research Centres, Australia. Access: DementiaKT.com.au

Using a knowledge translation framework for effective interprofessional leadership: A nursing student perspective

Nurses have an essential leadership role in the healthcare system. As leaders, nurses are critical to the interprofessional healthcare team's ability to achieve positive system functioning and optimal patient care outcomes. Effective nurse leadership is important as contemporary challenges of global health management emerge. Development of leadership skills must begin early in the education of undergraduate nurses, as effective leadership skills are crucial throughout all levels of the nursing profession. It is essential that practicing registered nurses role model leadership and support opportunities for undergraduate nurses to develop leadership skills. This paper aims to share the importance of introducing and implementing leadership practice resources that foster effective leadership for undergraduate nursing students.

Promoting Participation-Focused Practices in Inclusive Educational Settings: Stakeholders' Perspectives Following a Knowledge Translation Initiative.

Available participation-focused interventions (e.g., the Pathways and Resources for Engagement and Participation intervention [PREP]), are not well integrated into practice, indicating a knowledge-to-practice gap. To explore the perspectives of school-based (SB) occupational therapists and occupational therapy managers following knowledge translation (KT) programs for facilitating participation-based practices in inclusive education. This was an implementation qualitative study. After taking part in KT programs for implementing PREP, which were tailored to the needs and contexts of each stakeholder group, occupational therapists participated in focus groups, and occupational therapy managers responded to open-ended survey questions. A content analysis was done separately for each group, then integrated and organized according to the Participation-focused KT (P-KT) framework. Inclusive educational setting. Seven occupational therapists working in inclusive schools and 39 occupational therapy managers. We identified 10 themes addressing the micro, meso, and macro levels of the P-KT framework across the two groups. Five themes, common to all participants, addressed micro (e.g., setting participation-focused goals) and meso (e.g., school-PREP fit) levels. Macro-level themes were addressed by managers only (e.g., anchoring PREP to existing policy of the Israeli Ministry of Education). Targeting different stakeholders at the micro and meso levels of the educational system can initiate a shift in practice toward a focus on participation. KT intersectoral initiatives at the macro level (e.g., targeting community services and local policies), and engaging other stakeholders (e.g., students, families, and educators), are required to ensure the sustainability of participation-based practices. What This Article Adds: The authors present two knowledge translation programs that target both occupational therapists and managers in the educational system. The programs promote a shift in school-based occupational therapy services toward a focus on participation and environment.

HD-DRUM, a Tablet-Based Drumming Training App Intervention for People With Huntington Disease: App Development Study.

Huntington disease (HD) is a neurodegenerative condition that leads to progressive loss of cognitive-executive and motor functions, largely due to basal ganglia (BG) atrophy. Currently, there are no therapeutic interventions tailored to address executive and motor dysfunction in people with HD. Music-based interventions may aid executive abilities by compensating for impaired BG-reliant timing and rhythm generation using external rhythmic beats. Here, we applied an integrated knowledge translation (IKT) framework to co-design a tablet-based rhythmic drumming training app (HD-DRUM) to stimulate executive and motor abilities in people with HD. The primary aim was to develop the HD-DRUM app for at-home use that addressed the accessibility needs of people with HD and allowed for the quantification of performance improvements and adherence for controlled clinical evaluation. The IKT framework was applied to iteratively refine the design of HD-DRUM. This process involved 3 phases of knowledge user engagement and co-design: a web-based survey of people with HD (n=29) to inform about their accessibility needs, usability testing of tablet-based touch screens as hardware solutions, and usability testing of the design and build of HD-DRUM to meet the identified accessibility needs of people affected by HD and their clinicians (n=12). The survey identified accessibility problems due to cognitive and motor control impairments such as difficulties in finding and navigating through information and using PC keyboards and mouses to interact with apps. Tablet-based touch screens were identified as feasible and accessible solutions for app delivery. Key elements to ensure that the app design and build met the needs of people with HD were identified and implemented. These included the facilitation of intuitive navigation through the app using large and visually distinctive buttons; the use of audio and visual cues as training guides; and gamification, positive feedback, and drumming to background music as a means to increase motivation and engagement. The co-design development process resulted in the proof-of-concept HD-DRUM app that is described here according to the Template for Intervention Description and Replication checklist. HD-DRUM can be used at home, allowing the quantification of performance improvements and adherence for clinical evaluation, matching of training difficulty to users' performance levels using gamification, and future scale-up to reach a wide range of interested users. Applying an IKT-based co-design framework involving knowledge user engagement allowed for the iterative refinement of the design and build of the tablet-based HD-DRUM app intervention, with the aim of stimulating BG-reliant cognitive and motor functions. Mapping the intervention against the Template for Intervention Description and Replication framework to describe complex interventions allowed for the detailed description of the HD-DRUM intervention and identification of areas that required refinement before finalizing the intervention protocol.

Impact of Non-Human Actors in Communicating Meaning: Towards a Knowledge Translation Framework

Knowledge Translation is a core research topic in the field of knowledge sciences. To date, traditional research on knowledge translation has come from medical and health sciences. This is not surprising because in health sciences and medicine, there is a long tradition of review of evidence-based research, information dissemination and translating theory to application. While providing a strong foundation for understanding knowledge translation, research focused on the healthcare domain overlooks the scope or the scale of knowledge translation we all encounter every day in the course of living in the 21st century. In the knowledge economy, knowledge exchange and simple sharing represent an economic transaction. Wherever and whenever knowledge is exchanged, knowledge transactions should be as effective and efficient as possible to ensure the flow of knowledge is maximised. Knowledge exchange frequently occurs between human and non-human actors. In contrast, the traditional knowledge translation literature focuses on human-to-human knowledge translation. This paper looks at knowledge exchanges between human actors and non-human actors in two specific environments. The first is human-to-machine knowledge translation in service call centres. The second environment focuses on doctor-patient conversations during patient visits, with the participation of third-party non-human actors, e.g. machine transcription applications. These non-human actors create persistent records of exchanges between doctors and patients. They also have been found to generate high rates of errors in knowledge translation. The problems, challenges and opportunities involved in each of these fields are the focus of this paper. The authors identify factors that contribute to knowledge translation failures.

Creation of a theoretically rooted workbook to support implementers in the practice of knowledge translation.

Few training opportunities or resources for non-expert implementers focus on the "practice" as opposed to the "science" of knowledge translation (KT). As a guide for novice implementers, we present an open-access, fillable workbook combining KT theories, models, and frameworks (TMFs) that are commonly used to support the implementation of evidence-based practices. We describe the process of creating and operationalizing our workbook. Our team has supported more than 1000 KT projects and 300 teams globally to implement evidence-based interventions. Our stakeholders have consistently highlighted their need for guidance on how to operationalize various KT TMFs to support novice implementers in "practising" KT. In direct response to these requests, we created a pragmatic, fillable KT workbook. The workbook was designed by KT scientists and experts in the fields of adult education, graphic design, and usability and was piloted with novice implementers. It is rooted in an integrated KT approach and applies an intersectionality lens, which prompts implementers to consider user needs in the design of implementation efforts. The workbook is framed according to the knowledge-to-action model and operationalizes each stage of the model using appropriate theories or frameworks. This approach removes guesswork in selecting appropriate TMFs to support implementation efforts. Implementers are prompted to complete fillable worksheets that are informed by the Theoretical Domains Framework, the Consolidated Framework for Implementation Research, the Behaviour Change Wheel, the Effective Practice and Organization of Care framework, Proctor's operationalization framework, the Durlak and DuPre process indicators, and the Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) framework. As they complete the worksheets, users are guided to apply theoretically rooted approaches in planning the implementation and evaluation of their evidence-based practice. This workbook aims to support non-expert implementers to use KT TMFs to select and operationalize implementation strategies to facilitate the implementation of evidence-based practices. It provides an accessible option for novice implementers who wish to use KT methods to guide their work.

Implementation and efficacy of knowledge translation frameworks in family focused nursing care: A scoping review.

To provide an overview of the characteristics, variety and outcomes of knowledge translation (KT) strategies used in nursing care involving adult patients and their family members. The gap in providing family nursing practice could be due to a lack of explicit KT frameworks and understanding of ways to translate evidence-based knowledge into clinical practice. A scoping review conducted according to the Joanna Briggs Institute. The review is reported according to PRISMA-ScR. Relevant studies were searched in MEDLINE, Cochrane Database of Systematic Reviews, Cochrane Central Register of Controlled Trials, CINAHL Complete, ProQuest Nursing & Allied Health Premium, PsycINFO, Social Work Abstracts, Social Services Abstracts and Scopus. Grey literature was searched in ProQuest Dissertations & Theses Global. Search results were imported into the web-based programme Covidence. Studies describing concepts of KT, strategies of implementation, involvement of families and nurses/family caregivers in adult health care and conducted within the last 15 years were included. Eight studies met the inclusion criteria. Three studies used the KTA Framework to guide the implementation process. The remaining five studies used different frameworks/guidelines to translate a variety of family focused interventions into their clinical practice. Translation strategies were often targeted towards nurse education. Reported outcomes included nurses' attitudes towards and acceptance of involving families in health care. The outcomes were conceptualized and measured differently, showing inconclusive results on effectiveness on family focused care and family health. The application of KT frameworks to implement evidence-based family nursing into clinical practice is limited. The process of KT mainly targets at nurses' adoption of family focused interventions with limited information about short-, intermediate- and long-term efficacy on family health. Clinical leaders should consider time and resources needed to implement family focused care KT strategies before putting it into practice. No Patient or Public Contribution. Data were obtained from other's literature.

(017) Use of Knowledge Translation Methodology to Incorporate Research Results into Clinical Practice: Bringing Mindfulness and Cognitive Behavioural Therapy into a local prostate cancer program

Abstract Introduction There is an unmet need for psychological therapies that address sex-related distress in couples after prostate cancer (PCa) beyond pharmaceuticals and device aids. We recently completed a clinical trial that found both mindfulness and cognitive behavioural therapy (CBT) improved couples’ sexual health after prostate cancer (PCa). Given the benefits of these therapies to patients yet the poor translation of research into routine clinical care, we sought to use evidence-informed methods of knowledge translation to make this transition. Objective This was a knowledge translation (KT) and implementation science project. We aimed to share information about the efficacy of these therapies to PCa patients and their partners in a local prostate cancer program by creating and implementing KT tools in a format that was accessible, affirming, and effective. Methods We utilized two KT frameworks: the Knowledge to Action (KTA) cycle and the Consolidated Framework for Implementation Research (CFIR), and collaborated with knowledge partners (prostate cancer program clinical leader partnerships, patient partner consultations, and a focus group of the program staff analyzed using the CFIR framework) to guide implementation. Results We used the first four stages of the KTA cycle, informed by our knowledge partners, to create our KT tools. The first stage involved clarifying the knowledge gap. We then included the evidence-based mindfulness and CBT approaches to various existing time points of patient education in the local program's context. Next, we conducted our focus group to identify potential barriers and facilitators to implementation, and modified our implementation plan accordingly. We created an information card that explained CBT and mindfulness using terminology appropriate for the patient population. The card contained a link to a patient education video we created that instructed patients on how to practice these skills at home. This link was hosted on a webpage with external CBT and mindfulness resource links. Implementation is currently underway. Eligible patients receive the information card at clinical appointments with a registered sexual health nurse and access the education video, which then guides them on how to practice these therapies at home. A questionnaire has been developed to evaluate patient use of these tools, ease of use of the tools, and whether the tools were helpful with respect to improving sexual intimacy and mental health. Data collection is in progress. Conclusions By creating three KT tools to implement mindfulness and CBT patient education materials, we incorporated research findings into routine clinic flow of a local prostate cancer program. These tools have large implications for the current patient population: we filled a gap of a lack of psychosocial education for sexual intimacy for couples after prostate cancer to practice. To the best of our knowledge, this is the first study to use KTA methodology to apply results from a clinical trial directly into clinical practice. This methodology should be incorporated into research funding mechanisms in order to encourage more widespread adoption of bringing research findings into practice. Disclosure Any of the authors act as a consultant, employee or shareholder of an industry for: Boston Scientific, Coloplast, Sustained Therapeutics, AstraZeneca, Astellas, Genetech, Lantheus Merck, Sharp & Dohme, Myovant, Menarini, Tolmar, Vaccitech, Verity

Proposing the “Value- and Evidence-Based decision making and Practice” (VEDMAP) framework for Priority-Setting and knowledge translation in low and Middle-Income Countries: A novel framework for Decision-Making in Low-and middle income countries like Malawi

The existence and availability of evidence on its own does not guarantee that the evidence will be demanded and used by decision and policy makers. Decision and policy-makers, especially in low-income settings, often confront ethical dilemmas about determining the best available evidence and its utilization. This dilemma can be in the form of conflict of evidence, scientific and ethical equipoise and competing evidence or interests. Consequently, decisions are made based on convenience, personal preference, donor requirements, and political and social considerations which can result in wastage of resources and inefficiency. To mitigate these challenges, the use of “Value- and Evidence-Based Decision Making and Practice” (VEDMAP) framework is proposed. This framework was developed by Joseph Mfutso-Bengo in 2017 through a desk review. It was pretested through a scoping study under the Thanzi la Onse (TLO) Project which assessed the feasibility and acceptability of using the VEDMAP as a priority setting tool for Health Technology Assessment (HTA) in Malawi. The study used mixed methods whereby it conducted a desk review to map out and benchmark normative values of different countries in Africa and HTA; focus group discussion and key informant interviews to map out the actual (practised) values in Malawi. The results of this review confirmed that the use of VEDMAP framework was feasible and acceptable and can bring efficiency, traceability, transparency and integrity in decision- policy making process and implementation.

How transdisciplinary research teams learn to do knowledge translation (KT), and how KT in turn impacts transdisciplinary research: a realist evaluation and longitudinal case study

BackgroundTransdisciplinary research and knowledge translation are increasingly regarded as key concepts underpinning applied research across the health and social sciences, due to their presumed potential in addressing complex, “wicked” problems and improving the use of research in practice and policy, respectively. Despite sharing an impact mandate, the relationship between transdisciplinary research collaboration and knowledge translation remains unclear. In response, we examined the relationship between transdisciplinary collaboration and knowledge translation to generate these understandings with a view towards maximizing the impact of collaborative efforts.MethodsWe undertook a realist evaluation and longitudinal case study of a 5-year National Health and Medical Research Council-funded Centre of Research Excellence in Transdisciplinary Frailty Research. Data were collected between February 2017 and March 2020 over three rounds of theory development, refinement and testing using interviews, observation, document review and visual elicitation as data sources. The Human Research Ethics Committee of the University of Adelaide approved this study.ResultsIterative analysis of narrative interviews and visual data led to the development of three overarching programme theories explicating the reciprocal relationship between KT understandings and transdisciplinary team process. These programme theories revolve around the concept of a network, which we define in alignment with extant theoretical literature on network mechanisms and complex networks as graphically representable networks of agents/people (nodes) joined by social relationships (links). Our findings demonstrate that under the right contextual conditions, transdisciplinary team members respond through an improved ability to (1) navigate the network, (2) negotiate the network and (3) mobilize the network.ConclusionsThis research demonstrates the reciprocity and mutually supportive relationship between transdisciplinary research and knowledge translation. Our findings suggest that embedding a collaborative knowledge translation framework and providing resources such as facilitation and distributed leadership within a transdisciplinary team can improve collaboration and support transdisciplinary research objectives.

Smoking Cessation Interventions for LGBT Populations: A Scoping Review and Recommendations for Public Health

Members of the lesbian, gay, bisexual, transgender (LGBT) community are at increased risk for health threats when compared to their peers, including significantly higher rates of cigarette smoking and tobacco use, conferring risks for preventable tobacco-related illnesses and cancers. Health disparities for this group are associated with social and structural inequities, stigma and discrimination. As such, there are systemic and societal barriers to accessing smoking cessation services and too few services aim to reach and engage these groups. To date, three reviews have systematically summarized the literature about smoking cessation programs in LGBT samples; one review focused on young adults only, one review is eight years old, and one was focused on Australian policy. We conducted a scoping review of the literature and identified 71 studies examining smoking cessation in LGBT groups. Implementation barriers included in these studies were coded by raters. No studies were found that summarized or describe implementation science models for smoking cessation programs for LGBT groups. The Dynamic Sustainability Framework provides a structure for disseminating and implementating recommendations from smoking cessation research for practical use with LGBT communities. Interventions exist at the individual, family, systems, and national policy levels. More research is needed to determine whether tailoring or targeting of interventions matters. Using the Framework for Knowledge Translation, we created an easily disseminable sheet of information for community partners about how to use the lessons learned from these research articles to increase access to smoking cessation for LGBT individuals and communities and to increase public health.

A mapping exercise to identify the strengths, and gaps in knowledge translation activities at Cochrane South Africa.

Knowledge translation (KT) is a set of activities or processes for synthesising, disseminating, and applying research evidence in decision-making for the benefit of society. For KT to be successful, it is paramount for researchers to play an active role in encouraging evidence uptake and use in decision-making. We carried out a mapping exercise and interviews with research cluster heads at Cochrane South Africa (CSA) of the KT activities and processes being implemented (or are planned for implementation). We organized the mapping and interview results according to the KT themes described in the Cochrane KT framework. The KT framework comprises six themes, namely, (i) prioritization and co-production of research evidence; (ii) building a sustainable infrastructure for knowledge translation; (iii) engaging with audiences for knowledge exchange or dialogue; (iv) packaging, communication and dissemination which entails disseminating research to users; (v) building audience capacity to use evidence or training activities; and (vi) advocacy or improving the culture of using evidence. Through the mapping exercise and interviews, we learned that CSA researchers excelled in implementing activities and processes linked to most of the KT themes, including producing different types of systematic reviews and providing reliable evidence for health decision-making. Cochrane South Africa (CSA) researchers are also involved in mentoring and training postgraduate students and various health decision-makers (e.g., health professionals, guideline panels and policy-makers). While they excel in the above-mentioned activities, "packaging, communication, and dissemination of research evidence" (theme iv) was identified as an area of improvement.

Harnessing aknowledge translation framework to implement an undergraduate medical education intervention: Alongitudinal study.

Implementation of evidence-informed educational interventions (EEI) involves applying and adapting theoretical and scientific knowledge to aspecific context. Knowledge translation (KT) approaches can both facilitate and structure the process. The purpose of this paper is to describe lessons learned from applying aKT approach to help implement an EEI for clinical reasoning in medical students. Using the Knowledge to Action framework, we designed and implemented an EEI intended to support the development of students' clinical reasoning skills in arenewed medical curriculum. Using mixed-methods design, we monitored students' engagement with the EEI longitudinally through aplatform log; we conducted focus groups with students and stakeholders, and observed the unfolding of the implementation and its continuation. Data are reported according to six implementation outcomes: Fidelity, Feasibility, Appropriateness, Acceptability, Adoption, and Penetration. Students spent amean of 24 min on the activity (fidelity outcome) with ahigh completion rate (between 75% and 95%; feasibility outcome) of the entire activity each time it was done. Focus group data from students and stakeholders suggest that the activity was acceptable, appropriate, feasible, adopted and well-integrated into the curriculum. Through the process we observed the importance of having astructuring framework, of working closely and deliberatively with stakeholders and students, of building upon concurrent evaluations in order to adapt iteratively the EEI to the local context and, while taking students' needs into consideration, of upholding the EEI's core educational principles.

Applying a knowledge translation framework for triaging low back pain and radicular pain at an emergency department: an iterative process within an uncontrolled before-and-after design

BackgroundDiagnostic imaging for low back pain (LBP) without any indication of a serious underlying cause does not improve patient outcomes. However, there is still overuse of imaging, especially at emergency...

The Multiple Errands Test: A Guide for Site-Specific Version Development.

Background. The complex and real-world nature of the Multiple Errands Test (MET) makes it a valuable and increasingly popular assessment of cognitive function. However, these same qualities make its local implementation challenging. Purpose. To produce an evidence-based guide for site-specific adaptation of the MET. Method. The CAN-IMPLEMENT© knowledge translation framework informed a structured approach to the creation of a guide to site-specific version development, informed by twenty-two published approaches to MET adaptation. Applicability of the guide was supported by a two-phase revision process, in which a site-specific hospital and community version produced from its recommendations were administered with forty-two neurologically intact participants and stakeholder feedback obtained. Findings. We offer an outline of core components which maintain the integrity of the MET, and adaptable peripheries which may be modified when required by the local setting. Implications. The proposed guide provides a systematic yet flexible guide for site-specific MET development.

Knowledge Translation and Implementation Planning to Promote Research Governance in Nongovernment Organizations in the Torres Strait: Descriptive Study.

Aboriginal and Torres Strait Islander people in Australia have participated in Western research for decades. When done well, research has resulted in significant benefits and positive impacts on society. However, the primary benefactor of this research has and continues to be researchers, with limited or no research knowledge mobilized for uptake and beneficial use by end users, such as individuals and communities. In 2021, the Torres Strait Islanders Research to Policy and Practice Hub (the Hub) at James Cook University designed and implemented several strategies, including a games-based interactive workshop with representatives from nongovernment organizations (NGOs). Feedback suggests the workshop and associated activities were a success. We describe knowledge translation (KT) and implementation planning to design and implement strategies to increase awareness and understanding of NGOs in research governance. This descriptive study involved representatives from NGOs on Thursday Island in the Torres Strait. We collected data from a literature review and informal discussions. We used several models and frameworks to guide our approach and underpin data collection and analysis. Designing and implementing strategies to increase awareness and understanding of NGOs in the Torres Strait to govern research involved several key steps: (1) identifying and defining what needed to change and who needed to change, (2) identifying and mapping barriers and facilitators, (3) selecting the most appropriate strategies to support change, (4) implementing activities, and (5) monitoring and evaluating our approach. We developed a program logic to understand and communicate to others how we would implement activities and what resources would be required to support this process. We drew on several evidence-based KT and implementation models and frameworks to do this. First, a KT planning template was used to inform what evidence we wanted to mobilize, to whom, and for what purpose. Based on this step, we recognized we wanted to bring about change with the target audience, and as such, we drew on the previously mentioned implementation planning models and frameworks. We collated the outcomes from these initial steps. Our KT and implementation practice experience were successful. Encouraging researchers and end users to adopt similar practices requires investment in training and development of KT and implementation practice. This also entails modifying research standards and guidelines to include KT and implementation practice when working with Aboriginal and Torres Strait Islander people and other vulnerable groups, creating incentives for researchers and end users to embed KT and implementation practice in research, and recognizing and rewarding the benefits and impact beyond publication and presentation.

Development of an Evidence-Informed Solution to Emotional Distress in Public Safety Personnel and Healthcare Workers: The Social Support, Tracking Distress, Education, and Discussion CommunitY (STEADY) Program.

Public safety personnel (PSP) and healthcare workers (HCWs) are frequently exposed to traumatic events and experience an increased rate of adverse mental health outcomes compared to the public. Some organizations have implemented wellness programming to mitigate this issue. To our knowledge, no programs were developed collaboratively by researchers and knowledge users considering knowledge translation and implementation science frameworks to include all evidence-informed elements of posttraumatic stress prevention. The Social Support, Tracking Distress, Education, and Discussion Community (STEADY) Program was developed to fill this gap. It includes (1) peer partnering; (2) distress tracking; (3) psychoeducation; (4) peer support groups and voluntary psychological debriefing following critical incidents; (5) community-building activities. This paper reports on the narrative literature review that framed the development of the STEADY framework and introduces its key elements. If successful, STEADY has the potential to improve the mental well-being of PSP and HCWs across Canada and internationally.

Exploring Knowledge Translation Concepts in U.S. Occupational Therapy Research: A Content Analysis.

As a new Accreditation Council for Occupational Therapy Education® standard, knowledge translation (KT) is an important concept to occupational therapy. A better understanding of KT in occupational therapy research could inform its relevance to occupational therapy education, research, and practice. To answer the question "To what extent does published U.S.-based occupational therapy research that is explicitly underpinned by a KT theory, model, or framework reflect processes and concepts outlined in the knowledge-to-action (KTA) framework?" A systematic search was conducted to purposively sample U.S.-based occupational therapy research. A content analysis of 11 articles explored concepts of the KTA framework. KTA was used as a conceptual foundation. Multiple sources of data mapped onto concepts in the knowledge creation cycle and each of the first five concepts of the knowledge action cycle. We found that three concepts from the knowledge action cycle-monitor knowledge use, evaluate outcomes, and sustain knowledge use-were not well represented in the sample. Future research on the monitoring, evaluation, and sustained use of occupational therapy interventions is needed. The adoption of new interventions is important, and the knowledge of how they are sustained in practice will facilitate the clinical integration of future interventions. What This Article Adds: Occupational therapy research that uses KT lacks an emphasis on monitoring and sustaining evidence-informed interventions. Future research on the integration of such interventions into clinical practice is needed so that best practices in occupational therapy can be promoted.

On “Physical Therapist Clinical Practice Guideline for the Management of Individuals With Heart Failure.” Shoemaker MJ, Dias KJ, Lefebvre KM, Heick JD, Collins SM. Phys Ther. 2020;100:14–43. https://doi.org/10.1093/ptj/pzz127; and on “A Knowledge Translation Framework for Optimizing Physical Therapy in Patients With Heart Failure.” Dias KJ, Shoemaker MJ, Lefebvre KM, Heick JD. Phys Ther. 2021;101:pzab079. https://doi.org/10.1093/ptj/pzab079

We read with interest, “Physical Therapist Clinical Practice Guideline for the Management of Individuals with Heart Failure,” by Shoemaker et al,1 and its companion article, “A Knowledge Translation Framework for Optimizing Physical Therapy in Patients with Heart Failure,” by Dias et al.2 In the context of this letter, these 2 companion articles are referred to as the physical therapist CPG (clinical practice guideline) and the KT (knowledge translation) article, respectively. The CPG constituted 9 Key Action Statements; 1 being on education and chronic disease management and 8 related to activity and exercise. How health promotion, in this case a focus on heart health, can be integrated into physical therapy CPGs for heart failure as per the CPG and KT articles, has been reported in a health and lifestyle framework for physical therapist CPGs.3 This evidence-informed framework, which complements the 2 PTJ articles, illustrates how the modification of lifestyle practices can be positioned foremost to augment health and responses to activity/exercise interventions prescribed by physical therapists, as well as for cost-effectiveness. Such a framework focuses on augmenting physical activity, function and exercise capacity through not smoking, quality nutrition, weight reduction, alcohol moderation, optimal sleep, and stress management, as well as activity and exercise prescribed by the physical therapist. With a health and lifestyle focus, the CPG for individuals with heart failure would result in superior patient, physical therapy, and economic outcomes by better reflecting the totality of the literature related to heart health and its evidence-informed priority. A health and lifestyle framework for physical therapist CPGs for individuals with heart failure illustrates an example of grounding physical therapist CPGs within such a framework consistent with the extant literature.