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Brooks SP, Alba C, Thomson D, Davison SN, Storey K. Partnership-building considerations for implementation science in learning health systems: a case study of the Implementation Science Collaborative in Alberta, Canada. FRONTIERS IN HEALTH SERVICES 2024; 4:1327395. [PMID: 38433991 PMCID: PMC10904619 DOI: 10.3389/frhs.2024.1327395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/24/2023] [Accepted: 01/29/2024] [Indexed: 03/05/2024]
Abstract
Introduction Implementation of health innovations is inherently collaborative, requiring trans-sectoral partnerships between implementation researchers, innovation teams, and implementation practitioners. Implementation science has been shown to improve implementation successes; however, challenges that hinder partnerships to advance implementation science continue to persist. Using a whole-system approach to assess and respond to implementation science partnership barriers may shed light on effective responses. Methods We conducted a case study of Alberta's learning health system, using semi-structured group and individual interviews to create a nuanced understanding of the considerations required for implementation research collaborations. We interviewed 53 participants representing 21 offices in the health system, academia, professional associations, and government who regularly plan, evaluate, and/or study health system implementation initiatives in Alberta. Using the Partnership Model for Research Capacity Building, we identified current facilitators and challenges for partnerships for conducting and using implementation science, at different levels of Alberta's health-research ecosystem. Results Alberta's healthcare system is well set up to readily embed intervention effectiveness and efficacy research. Infrastructure was also in place to strengthen implementation practice. However, weaknesses around exchanging knowledge and skills, providing feedback and mentoring, and accommodating diversity affected the ability of both individuals and teams to build implementation science capacity. Without this capacity, teams could not participate in embedded implementation research collaborations. We report the response of the Alberta Strategy for Patient-Oriented Research SUPPORT Unit to these barriers to provide practical guidance on various program options to strengthen individual- and organization-level implementation science capacity. Discussion This study applied a whole-system approach to assess factors across Alberta's health-research ecosystem, which affect partnerships to advance implementation science. Our findings illustrated that partnership considerations go beyond interpersonal factors and include system-wide considerations. With the results, health organization leaders have (1) a method for assessing organizational capability to readily embed implementation research and (2) a catalog of potential responses to create conditions to readily engage with implementation science in their day-to-day implementation processes.
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Affiliation(s)
- Stephanie P. Brooks
- Learning Health System Team, Alberta SPOR SUPPORT Unit, Department of Medicine, University of Alberta, Edmonton, AB, Canada
- School of Public Health, University of Alberta, Edmonton, AB, Canada
| | - Cody Alba
- Learning Health System Team, Alberta SPOR SUPPORT Unit, Department of Medicine, University of Alberta, Edmonton, AB, Canada
| | - Denise Thomson
- Learning Health System Team, Alberta SPOR SUPPORT Unit, Department of Medicine, University of Alberta, Edmonton, AB, Canada
| | - Sara N. Davison
- Department of Medicine, University of Alberta, Edmonton, AB, Canada
| | - Kate Storey
- School of Public Health, University of Alberta, Edmonton, AB, Canada
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van der Graaf P, Burrows A, Park H, Sowden S. Developing an online knowledge sharing platform and community of practice for health professionals: Experiences from C-WorKS developed in North East England and Yorkshire during COVID-19. Health Info Libr J 2024. [PMID: 38303128 DOI: 10.1111/hir.12519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2023] [Revised: 09/19/2023] [Accepted: 01/03/2024] [Indexed: 02/03/2024]
Abstract
BACKGROUND Although knowledge sharing online has been recognised as an important strategy for health professionals to apply research findings to their practice, limited research exists on how to develop and implement these platforms to help facilitate collaboration and knowledge sharing. OBJECTIVES This study evaluated an online knowledge sharing platform and community of practice developed in the North East of England and Yorkshire during COVID-19 to support UK health and care professionals to reduce the impact of the wider consequences of COVID-19. METHODS Semi-structured interviews with stakeholders (n = 8) and users of C-WorKS (n = 13), followed by an online survey (n = 19) among a wider group of users to analyse knowledge use. RESULTS Interview and survey findings highlighted several strengths, weaknesses, opportunities and threats to support future development of online knowledge sharing platforms. DISCUSSION Online knowledge sharing supports six 'pillars' of successful research and innovation partnerships. This requires distributed forms of leadership and linking of different knowledge sharing strategies, and careful combination of platforms with communities of practice. CONCLUSION Online knowledge sharing provides pragmatic and timely strategies for health professionals in the UK to apply research evidence to their practice. Our study provides generalisable, practical insights in how to develop and implement a knowledge sharing platform.
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Affiliation(s)
- Peter van der Graaf
- Faculty of Health and Life Sciences, Department of Nursing Midwifery and Health, Northumbria University, Newcastle-upon-Tyne, UK
| | - Andrea Burrows
- School of Health and Life Sciences, Department of Allied Health Professionals, Teesside University, Middlesbrough, UK
| | - Helen Park
- Public Health England North East and Yorkshire, Newcastle-upon-Tyne, UK
| | - Sarah Sowden
- Office of Health Inequalities and Disparities (OHID)/ Population Health Sciences Institute, Newcastle University, Newcastle-upon-Tyne, UK
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King O, West E, Alston L, Beks H, Callisaya M, Huggins CE, Murray M, Mc Namara K, Pang M, Payne W, Peeters A, Pithie M, Sayner AM, Wong Shee A. Models and approaches for building knowledge translation capacity and capability in health services: a scoping review. Implement Sci 2024; 19:7. [PMID: 38287351 PMCID: PMC10823722 DOI: 10.1186/s13012-024-01336-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Accepted: 01/05/2024] [Indexed: 01/31/2024] Open
Abstract
BACKGROUND Building healthcare service and health professionals' capacity and capability to rapidly translate research evidence into health practice is critical to the effectiveness and sustainability of healthcare systems. This review scoped the literature describing programmes to build knowledge translation capacity and capability in health professionals and healthcare services, and the evidence supporting these. METHODS This scoping review was undertaken using the Joanna Briggs Institute scoping review methodology. Four research databases (Ovid MEDLINE, CINAHL, Embase, and PsycInfo) were searched using a pre-determined strategy. Eligible studies described a programme implemented in healthcare settings to build health professional or healthcare service knowledge translation capacity and capability. Abstracts and full texts considered for inclusion were screened by two researchers. Data from included papers were extracted using a bespoke tool informed by the scoping review questions. RESULTS Database searches yielded 10,509 unique citations, of which 136 full texts were reviewed. Thirty-four papers were included, with three additional papers identified on citation searching, resulting in 37 papers describing 34 knowledge translation capability building programmes. Programmes were often multifaceted, comprising a combination of two or more strategies including education, dedicated implementation support roles, strategic research-practice partnerships and collaborations, co-designed knowledge translation capability building programmes, and dedicated funding for knowledge translation. Many programmes utilised experiential and collaborative learning, and targeted either individual, team, organisational, or system levels of impact. Twenty-seven programmes were evaluated formally using one or more data collection methods. Outcomes measured varied significantly and included participant self-reported outcomes, perceived barriers and enablers of knowledge translation, milestone achievement and behaviour change. All papers reported that programme objectives were achieved to varying degrees. CONCLUSIONS Knowledge translation capacity and capability building programmes in healthcare settings are multifaceted, often include education to facilitate experiential and collaborative learning, and target individual, team, organisational, or supra-organisational levels of impact. Although measured differently across the programmes, the outcomes were positive. The sustainability of programmes and outcomes may be undermined by the lack of long-term funding and inconsistent evaluation. Future research is required to develop evidence-informed frameworks to guide methods and outcome measures for short-, medium- and longer-term programme evaluation at the different structural levels.
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Affiliation(s)
- Olivia King
- Western Alliance, Warrnambool, VIC, Australia.
- Barwon Health, Geelong, VIC, Australia.
- Deakin University, Deakin Rural Health, PO Box 281, Geelong, Warrnambool, VIC, Australia.
- Monash University, Monash Centre for Scholarship in Health Education, Clayton, VIC, Australia.
| | - Emma West
- Western Alliance, Warrnambool, VIC, Australia
- Deakin University, Institute for Mental and Physical Health and Clinical Translation, Geelong, VIC, Australia
| | - Laura Alston
- Deakin University, Deakin Rural Health, PO Box 281, Geelong, Warrnambool, VIC, Australia
- Research Unit, Colac Area Health, Colac, VIC, Australia
| | - Hannah Beks
- Deakin University, Deakin Rural Health, PO Box 281, Geelong, Warrnambool, VIC, Australia
| | - Michele Callisaya
- Peninsula Clinical School, Central Clinical School, Frankston, VIC, Australia
- National Centre for Healthy Ageing, Melbourne, VIC, Australia
| | - Catherine E Huggins
- Global Centre for Preventive Health and Nutrition, Deakin University, Institute for Health Transformation, Geelong, VIC, Australia
| | - Margaret Murray
- Deakin University, Deakin Rural Health, PO Box 281, Geelong, Warrnambool, VIC, Australia
| | - Kevin Mc Namara
- Deakin University, Deakin Rural Health, PO Box 281, Geelong, Warrnambool, VIC, Australia
| | | | | | - Anna Peeters
- Western Alliance, Warrnambool, VIC, Australia
- Deakin University, Institute for Health Transformation, Geelong, VIC, Australia
| | - Mia Pithie
- Grampians Health, Ballarat, VIC, Australia
| | - Alesha M Sayner
- Deakin University, Deakin Rural Health, PO Box 281, Geelong, Warrnambool, VIC, Australia
- Grampians Health, Ballarat, VIC, Australia
| | - Anna Wong Shee
- Deakin University, Deakin Rural Health, PO Box 281, Geelong, Warrnambool, VIC, Australia
- Grampians Health, Ballarat, VIC, Australia
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Ziam S, Lanoue S, McSween-Cadieux E, Gervais MJ, Lane J, Gaid D, Chouinard LJ, Dagenais C, Ridde V, Jean E, Fleury FC, Hong QN, Prigent O. A scoping review of theories, models and frameworks used or proposed to evaluate knowledge mobilization strategies. Health Res Policy Syst 2024; 22:8. [PMID: 38200612 PMCID: PMC10777658 DOI: 10.1186/s12961-023-01090-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 12/07/2023] [Indexed: 01/12/2024] Open
Abstract
BACKGROUND Evaluating knowledge mobilization strategies (KMb) presents challenges for organizations seeking to understand their impact to improve KMb effectiveness. Moreover, the large number of theories, models, and frameworks (TMFs) available can be confusing for users. Therefore, the purpose of this scoping review was to identify and describe the characteristics of TMFs that have been used or proposed in the literature to evaluate KMb strategies. METHODS A scoping review methodology was used. Articles were identified through searches in electronic databases, previous reviews and reference lists of included articles. Titles, abstracts and full texts were screened in duplicate. Data were charted using a piloted data charting form. Data extracted included study characteristics, KMb characteristics, and TMFs used or proposed for KMb evaluation. An adapted version of Nilsen (Implement Sci 10:53, 2015) taxonomy and the Expert Recommendations for Implementing Change (ERIC) taxonomy (Powell et al. in Implement Sci 10:21, 2015) guided data synthesis. RESULTS Of the 4763 search results, 505 were retrieved, and 88 articles were eligible for review. These consisted of 40 theoretical articles (45.5%), 44 empirical studies (50.0%) and four protocols (4.5%). The majority were published after 2010 (n = 70, 79.5%) and were health related (n = 71, 80.7%). Half of the studied KMb strategies were implemented in only four countries: Canada, Australia, the United States and the United Kingdom (n = 42, 47.7%). One-third used existing TMFs (n = 28, 31.8%). According to the adapted Nilsen taxonomy, process models (n = 34, 38.6%) and evaluation frameworks (n = 28, 31.8%) were the two most frequent types of TMFs used or proposed to evaluate KMb. According to the ERIC taxonomy, activities to "train and educate stakeholders" (n = 46, 52.3%) were the most common, followed by activities to "develop stakeholder interrelationships" (n = 23, 26.1%). Analysis of the TMFs identified revealed relevant factors of interest for the evaluation of KMb strategies, classified into four dimensions: context, process, effects and impacts. CONCLUSIONS This scoping review provides an overview of the many KMb TMFs used or proposed. The results provide insight into potential dimensions and components to be considered when assessing KMb strategies.
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Affiliation(s)
- Saliha Ziam
- School of Business Administration, Université TÉLUQ, Montreal, Canada.
| | - Sèverine Lanoue
- Department of School and Social Adaptation Studies, Faculty of Education, Université de Sherbrooke, Sherbrooke, Canada
| | - Esther McSween-Cadieux
- Department of School and Social Adaptation Studies, Faculty of Education, Université de Sherbrooke, Sherbrooke, Canada
| | | | - Julie Lane
- Department of School and Social Adaptation Studies, Faculty of Education, Université de Sherbrooke, Sherbrooke, Canada
- Centre RBC d'expertise Universitaire en Santé Mentale, Université de Sherbrooke, Sherbrooke, Canada
| | - Dina Gaid
- School of Rehabilitation, Faculty of Medicine, Université de Montréal, Montreal, Canada
| | | | | | - Valéry Ridde
- Université Paris Cité, IRD (Institute for Research on Sustainable Development, CEPED, Paris, France
- Institute of Health and Development (ISED), Cheikh Anta Diop University, Dakar, Senegal
| | - Emmanuelle Jean
- Public Health Intelligence and Knowledge Translation Division, Public Health Agency of Canada, Ottawa, Canada
| | - France Charles Fleury
- Coordinator of the Interregional Consortium of Knowledge in Health and Social Services (InterS4), Rimouski, Canada
| | - Quan Nha Hong
- School of Rehabilitation, Faculty of Medicine, Université de Montréal, Montreal, Canada
| | - Ollivier Prigent
- Department of School and Social Adaptation Studies, Faculty of Education, Université de Sherbrooke, Sherbrooke, Canada
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Internet of Things Task Migration Algorithm under Edge Computing in the Design of English Translation Theory and Teaching Practice Courses. COMPUTATIONAL INTELLIGENCE AND NEUROSCIENCE 2022; 2022:9538917. [PMID: 35755740 PMCID: PMC9225850 DOI: 10.1155/2022/9538917] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Revised: 04/27/2022] [Accepted: 05/13/2022] [Indexed: 11/18/2022]
Abstract
This study aims to improve the quality of English teaching in contemporary colleges and universities, so as to cultivate more English translation talents. Taking corpus, English translation, and teaching practice as the main research horizons, this study analyzes the application of master of translation and interpreting (MTI) course design, English translation, and task migration by combining the task migration algorithm under Internet of Things (IoT) with the self-built corpus, so as to realize the cultivation of translation talents and design of teaching practice. A translation corpus is constructed, a two-way interactive online course is designed, and the experimental results of the complete local migration algorithm (CLM algorithm), random migration algorithm (RM algorithm), and greedy heuristic migration algorithm (GHM algorithm) used in English teaching practice courses are analyzed and compared. The experimental simulation results reveal that the GHM algorithm proposed in this study shows good system stability, its duration is 60% better than that of the CLM algorithm, and its system throughput is increased by 50% compared with the CLM algorithm. In addition, the maximum delay time has little effect on the system throughput. When the system time slot length is fixed at 20 ms, the user migration rate of the genetic algorithm is the highest under the different total numbers of users. In addition, in view of the wide application of neural network in English translation teaching, this study establishes an English translation evaluation model based on the combination of particle swarm optimization (PSO) algorithm and neural network and compares it with the traditional neural network model in simulation experiments. The results show that the addition of PSO algorithm can effectively improve the convergence speed of artificial neural network (ANN), reduce the training time of the model, and improve the accuracy of the ANN network. Using the PSO algorithm to train the neural network, the optimal solutions of different particle swarms can be obtained, and the error is small. The PSO-ANNs model can promote the quality of English translation teaching and improve the English translation ability of the students. Therefore, applying the task transfer algorithm and PSO algorithm to the practice of English translation teaching has greatly improved the efficiency of the English classroom. To sum up, this study provides new ideas for the curriculum design of contemporary college English teaching and has reference value for the cultivation of college English translation talents.
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Black AT, Steinberg M, Chisholm AE, Coldwell K, Hoens AM, Koh JC, LeBlanc A, Mackay M, Salmon A, Snow ME. Building capacity for implementation-the KT Challenge. Implement Sci Commun 2021; 2:84. [PMID: 34321107 PMCID: PMC8316705 DOI: 10.1186/s43058-021-00186-x] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2021] [Accepted: 07/08/2021] [Indexed: 12/16/2022] Open
Abstract
BACKGROUND The KT Challenge program supports health care professionals to effectively implement evidence-based practices. Unlike other knowledge translation (KT) programs, this program is grounded in capacity building, focuses on health care professionals (HCPs), and uses a multi-component intervention. This study presents the evaluation of the KT Challenge program to assess the impact on uptake, KT capacity, and practice change. METHODS The evaluation used a mixed-methods retrospective pre-post design involving surveys and review of documents such as teams' final reports. Online surveys collecting both quantitative and qualitative data were deployed at four time points (after both workshops, 6 months into implementation, and at the end of the 2-year funded projects) to measure KT capacity (knowledge, skills, and confidence) and impact on practice change. Qualitative data was analyzed using a general inductive approach and quantitative data was analyzed using non-parametric statistics. RESULTS Participants reported statistically significant increases in knowledge and confidence across both workshops, at the 6-month mark of their projects, and at the end of their projects. In addition, at the 6-month check-in, practitioners reported statistically significant improvements in their ability to implement practice changes. In the first cohort of the program, of the teams who were able to complete their projects, half were able to show demonstrable practice changes. CONCLUSIONS The KT Challenge was successful in improving the capacity of HCPs to implement evidence-based practice changes and has begun to show demonstrable improvements in a number of practice areas. The program is relevant to a variety of HCPs working in diverse practice settings and is relatively inexpensive to implement. Like all practice improvement programs in health care settings, a number of challenges emerged stemming from the high turnover of staff and the limited capacity of some practitioners to take on anything beyond direct patient care. Efforts to address these challenges have been added to subsequent cohorts of the program and ongoing evaluation will examine if they are successful. The KT Challenge program has continued to garner great interest among practitioners, even in the midst of dealing with the COVID-19 pandemic, and shows promise for organizations looking for better ways to mobilize knowledge to improve patient care and empower staff. This study contributes to the implementation science literature by providing a description and evaluation of a new model for embedding KT practice skills in health care settings.
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Affiliation(s)
- Agnes T Black
- Providence Health Care, 1190 Hornby St, Suite 409G, Vancouver, BC, V6Z 2K5, Canada.
| | - Marla Steinberg
- Evaluation & KT Consultant and Educator, 3037 West 13th Ave, Vancouver, BC, V6K 2V1, Canada
| | - Amanda E Chisholm
- Vancouver Coastal Health Research Institute, 6/F, 2635 Laurel St, Vancouver, BC, V5Z 1M9, Canada
| | - Kristi Coldwell
- Transplant Research Foundation of BC, 555 W 12th Ave 3rd floor, Vancouver, BC, V5Z 3X7, Canada
| | - Alison M Hoens
- Providence Health Care and University of British Columbia, 1081 Burrard St, Vancouver, BC, V6Z 1Y6, Canada
| | - Jiak Chin Koh
- Providence Health Care, 1081 Burrard St, Vancouver, BC, V6Z 1Y6, Canada
| | - Allana LeBlanc
- Vancouver Coastal Health, 899 W 12th Ave, Vancouver, BC, V5Z 1M9, Canada
| | - Martha Mackay
- Providence Health Care and University of British Columbia, 1081 Burrard St, Vancouver, BC, V6Z 1Y6, Canada
| | - Amy Salmon
- Centre for Health Evaluation & Outcome Sciences, 588 - 1081 Burrard Street, St. Paul's Hospital, Vancouver, BC, V6Z 1Y6, Canada
| | - M Elizabeth Snow
- Centre for Health Evaluation & Outcome Sciences, 588 - 1081 Burrard Street, St. Paul's Hospital, Vancouver, BC, V6Z 1Y6, Canada
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