Knowledge Translation (KT)
Goal — Knowledge Translation
All school staff, families and students need to develop an understanding of mental health promotion, prevention and intervention based on current best evidence.
Problem: It is estimated that is takes more than 17 years to translate evidence to practice1 and that only about 14% of new knowledge is believed to enter daily practice.2
What? Knowledge translation is a process:
- Involving a complex set of activities including a combination of face-to-face interaction, reading, reflection, and discussion;
- Promoting a dynamic, iterative, and collaborative process
- Between diverse stakeholders: researchers, decision-makers and practitioners
- Resulting in mutual learning, synthesis of knowledge, problem-solving, planning and application of new learning based ￼on quality research and the specific context à leading to practice change.
How to promote knowledge translation?
Create systematic opportunities for meaningful, focused interaction or exchange between people that share a desire to improve a common practice.4,5
Communities of Practice (CoP) can serve as a mechanism for promoting knowledge translation.6 Read about Communities of Practice in the text tab!
Read — Reflect — Dialogue — Implement Change
1 Balas EA, Boren SA. (2000). Managing clinical knowledge for health care improvement. In: Bemmel J, McCray AT, editors. Yearbook of Medical Informatics 2000: Patient-Centered Systems. Stuttgart, Germany: Schattauer Verlagsgesellschaft mbH; 2000:65-70.
2 Westfall, J.M., Mold, J., & Fagan, L. (2007). Practice-based research – "Blue Highways" on the NIH Roadmap. JAMA, 297(4), 403-406.
4 Canadian Institutes of Health Research (CIHR) CIHR. (2004). Knowledge translation strategy 2004–2009: Innovation in action. Ottawa, ON: Canadian Institutes of Health Research. Retrieved from www.cihr.ca
5 Lowe, M, Rappolt, S, Jaglal, S., & Macdonald, G. (2007). The role of reflection in implementing learning from continuing education to practice. Journal of Continuing Education in Health Care Practice, 27, 143-148.
6 Barwick M., Peters J., Boydell KM. (2009). Getting to Uptake: Do Communities of Practice Support the Implementation of Evidence-Based Practice? Journal of the Canadian Academy of Child and Adolescent Psychiatry, 18(1), 16-29.