As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted ...

https://journals.sagepub.com/doi/pdf/10.1177/1609406917733847

Thematic Analysis: Striving to Meet the Trustworthiness Criteria

Scoping studies are an increasingly popular approach to reviewing health research evidence. In 2005, Arksey and O'Malley published the first methodological framework for conducting scoping studies. While this framework provides an excellent foundation for scoping study methodology, further clarifying and enhancing this framework will help support the consistency with which authors undertake and report scoping studies and may encourage researchers and clinicians to engage in this process. We build upon our experiences conducting three scoping studies using the Arksey and O'Malley methodology to propose recommendations that clarify and enhance each stage of the framework. Recommendations include: clarifying and linking the purpose and research question (stage one); balancing feasibility with breadth and comprehensiveness of the scoping process (stage two); using an iterative team approach to selecting studies (stage three) and extracting data (stage four); incorporating a numerical summary and qualitative thematic analysis, reporting results, and considering the implications of study findings to policy, practice, or research (stage five); and incorporating consultation with stakeholders as a required knowledge translation component of scoping study methodology (stage six). Lastly, we propose additional considerations for scoping study methodology in order to support the advancement, application and relevance of scoping studies in health research. Specific recommendations to clarify and enhance this methodology are outlined for each stage of the Arksey and O'Malley framework. Continued debate and development about scoping study methodology will help to maximize the usefulness and rigor of scoping study findings within healthcare research and practice.

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Scoping studies: advancing the methodology

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

An unresolved issue in the field of implementation research is how to conceptualize and evaluate successful implementation. This paper advances the concept of “implementation outcomes” distinct from service system and clinical treatment outcomes. This paper proposes a heuristic, working “taxonomy” of eight conceptually distinct implementation outcomes—acceptability, adoption, appropriateness, feasibility, fidelity, implementation cost, penetration, and sustainability—along with their nominal definitions. We propose a two-pronged agenda for research on implementation outcomes. Conceptualizing and measuring implementation outcomes will advance understanding of implementation processes, enhance efficiency in implementation research, and pave the way for studies of the comparative effectiveness of implementation strategies.

/pdf/outcomes-for-implementation-research-conceptual-distinctions-4tbtbgesk6.pdf

Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda

Doing Qualitative Research

There is confusion and misunderstanding about the concepts of knowledge translation, knowledge transfer, knowledge exchange, research utilization, implementation, diffusion, and dissemination. We review the terms and definitions used to describe the concept of moving knowledge into action. We also offer a conceptual framework for thinking about the process and integrate the roles of knowledge creation and knowledge application. The implications of knowledge translation for continuing education in the health professions include the need to base continuing education on the best available knowledge, the use of educational and other transfer strategies that are known to be effective, and the value of learning about plannedaction theories to be better able to understand and influence change in practice settings.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/chp.47

Lost in knowledge translation: time for a map?

Section 1: Introduction 11 Introduction: Knowledge translation-What it is and what it isn t Sharon E Straus, Jacqueline Tetroe, and Ian D Graham 12 Integrated Knowledge Translation Sarah Bowen and Ian D Graham Section 2: Knowledge Creation 20 Introduction-The K in KT: Knowledge Creation Sharon E Straus 21 Knowledge Synthesis Andrea C Tricco, Jennifer Tetzlaff, and David Moher 22 Knowledge Translation Tools Melissa C Brouwers, Annette M O Connor, and Dawn Stacey 23 Searching for Research Findings and KT Literature K Ann McKibbon and Cynthia Lokker 24 Knowledge Dissemination: End of Grant Knowledge Transfer Ian D Graham, Jacqueline M Tetroe, and Michelle Gagnon Section 3: The Action Cycle 30 Introduction Sharon E Straus 31 Identifying the knowledge to action gaps Alison L Kitson and Sharon E Straus 32 Adapting knowledge to a local context Margaret B Harrison, Ian D Graham, Beatrice Fervers, and Joan van den Hoek Subsection 33: Barriers 33a Barriers and facilitators strategies for identification and measurement France Legare and Peng Zhang 33b Selecting and tailoring Knowledge Translation interventions Mapping KT interventions to barriers and facilitators Heather Colquhoun, Jeremy Grimshaw, and Michel Wensing Subsection 34: Selecting KT Interventions 34a Developing and selecting Knowledge Translation interventions Michel Wensing, Marije Bosch, and Richard Grol 34b Formal educational interventions Dave Davis, Nancy Davis, and Nathan Johnson 34c Linkage and Exchange Interventions Ann C Macaulay and Jonathan Salsberg 34d Audit and feedback interventions Robbie Foy and Martin Eccles 34e Informatics interventions Samir Gupta and K Ann McKibbon 34f Patient-direct and Patient-mediated KT Interventions Dawn Stacey and Sophie Hill 34g Organisational interventions Ewan B Ferlie 34h Shared decision making France Legare and Peng Zhang 34i Financial incentive interventions Gerd Flodgren, Martin P Eccles, Anthony Scott, and Sasha Shepperd 35 Monitoring knowledge use and evaluating outcomes Sharon E Straus, Jacqueline Tetroe, Onil Bhattacharyya, Merrick Zwarenstein, and Ian D Graham 36 Sustaining knowledge use Barbara Davies and Nancy Edwards Subsection 37 Case examples 37a An Integrated Knowledge Translation Research Approach in Wound Care Ian D Graham and Margaret B Harrison 37b Tips on implementation Judith A Ritchie Section 4: Theories and Models of Knowledge to Action 41 Planned action theories Ian D Graham, Jacqueline Tetroe, and the KT Theories Group 42 Cognitive psychology theories of change in provider behavior Alison M Hutchinson and Carole A Estabrooks 43 Educational theories Alison M Hutchinson and Carole A Estabrooks 44 Organizational theories Jean-Louis Denis and Pascale Lehoux 45 Quality improvement Anne Sales Section 5: Evaluation of Knowledge to Action 51 Methodologies to Evaluate Effectiveness of Knowledge Translation Interventions Onil Bhattacharyya, Leigh Hayden, and Merrick Zwarenstein 52 Economic evaluation of KTI Emma Quinn, Craig Mitton and Jeanette Ward Section 6: Ethics 61 Ethics in the Science Lifecycle: Broadening the Scope of Ethical Analysis Kristiann Allen and Jaime Flamenbaum 62 Ethical Issues in Cluster-Randomized Trials in Knowledge Translation Monica Taljaard, Charles Weijer, and Jeremy M Grimshaw Index

/pdf/knowledge-translation-in-health-care-moving-from-evidence-to-1s98f60qou.pdf

Knowledge translation in health care : moving from evidence to practice

We cannot pick up a magazine or surf the Internet without facing reminders of the challenges to health care and the “sorry state” of health systems. [1][1] All health care systems are faced with the challenges of improving quality of care and reducing the risk of adverse events. [2][2] Globally

/pdf/defining-knowledge-translation-40ct9u18gk.pdf

Defining knowledge translation

One of the most common findings from health services research is a failure to routinely translate research findings into daily practice. Previous systematic reviews of strategies to promote the uptake of research findings suffered from a range of methodologic problems that have been addressed in a more recent systematic review of guideline dissemination and implementation strategies. Changes in practitioner behavior; in the desired direction, were reported in 86% of the comparisons made. The median effect size overall was approximately 10% improvement in absolute terms. The review suggests that interventions that were previously thought to be ineffective (e.g., dissemination of educational materials) may have modest but worthwhile benefits. Also, multifaceted interventions, previously thought to be more effective than single interventions, were found to be no more effective than single interventions. Overall, there is an imperfect evidence base for decision makers to work from. Many studies had methodologic weaknesses, and reporting of this kind of research is generally poor, making the generalizability of study findings frequently uncertain. A better theoretical underpinning of studies would make this body of research more useful.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/chp.1340240506

Jacqueline Tetroe

Papers

Lost in knowledge translation: time for a map?

Knowledge translation in health care : moving from evidence to practice

Defining knowledge translation

Implementing clinical guidelines: current evidence and future implications.

Knowledge translation is the use of knowledge in health care decision making