Search

Rapid global change threatens to outstrip global efforts to establish sustainable stewardship of social-ecological systems (SES). Place-based research can enhance effectiveness of global sustainability policies and actions by providing contextualized knowledge underpinning bottom-up solutions. However, the use and transfer of place-based knowledge remains a major challenge. In this study, we analyze place-based knowledge transfer in a local-to-global and knowledge-to-action context. We aim to provide insights on when, how, and why place-based research can inform decision making at the global scale and lead to action toward more sustainable and just futures. Our iterative and exploratory methodology involved alternating rounds of literature reviews and interviews with interdisciplinary researchers. We identified four key steps (place-based knowledge production, knowledge synthesis, knowledge use at the global scale, and knowledge revision and lessons learned) and five facilitative factors (bridging organizations, knowledge brokers, boundary organizations, institutionalized knowledge governance, and polycentric governance systems), which provide a comprehensive understanding of place-based knowledge transfer. Our conceptual framework provides suggestions on how to set up place-based knowledge transfer to be more effective, complete, and inclusive. Furthermore, our study discusses two major structural challenges that currently inhibit place-based knowledge transfer and shows ways forward for science and policy to overcome these. We argue that placebased knowledge transfer can be an effective means to undo dominant power relations and the epistemic status quo and enable a shift from short-termism in science and policy toward more long-term SES goals. Therefore, it is seminal to open up the predominant value system to more diverse knowledge systems, signifying a shift away from global decision making that is guided by neoliberal capitalist principles and over-emphasizes short-term and individual gains. Finally, it is crucial to prioritize learning over knowing to exploit the long-term value of place-based knowledge transfer. [ABSTRACT FROM AUTHOR]

Rapid global change threatens to outstrip global efforts to establish sustainable stewardship of social-ecological systems (SES). Place-based research can enhance effectiveness of global sustainability policies and actions by providing contextualized knowledge underpinning bottom-up solutions. However, the use and transfer of place-based knowledge remains a major challenge. In this study, we analyze place-based knowledge transfer in a local-to-global and knowledge-to-action context. We aim to provide insights on when, how, and why place-based research can inform decision making at the global scale and lead to action toward more sustainable and just futures. Our iterative and exploratory methodology involved alternating rounds of literature reviews and interviews with interdisciplinary researchers. We identified four key steps (place-based knowledge production, knowledge synthesis, knowledge use at the global scale, and knowledge revision and lessons learned) and five facilitative factors (bridging organizations, knowledge brokers, boundary organizations, institutionalized knowledge governance, and polycentric governance systems), which provide a comprehensive understanding of place-based knowledge transfer. Our conceptual framework provides suggestions on how to set up place-based knowledge transfer to be more effective, complete, and inclusive. Furthermore, our study discusses two major structural challenges that currently inhibit place-based knowledge transfer and shows ways forward for science and policy to overcome these. We argue that place-based knowledge transfer can be an effective means to undo dominant power relations and the epistemic status quo and enable a shift from short-termism in science and policy toward more long-term SES goals. Therefore, it is seminal to open up the predominant value system to more diverse knowledge systems, signifying a shift away from global decision making that is guided by neoliberal capitalist principles and over-emphasizes short-term and individual gains. Finally, it is crucial to prioritize learning over knowing to exploit the long-term value of place-based knowledge transfer.

Abstract Background Collective agreement about the importance of centering equity in health research, practice, and policy is growing. Yet, responsibility for advancing equity is often situated as belonging to a vague group of ‘others’, or delegated to the leadership of ‘equity-seeking’ or ‘equity-deserving’ groups who are tasked to lead systems transformation while simultaneously navigating the violence and harms of oppression within those same systems. Equity efforts also often overlook the breadth of equity scholarship. Harnessing the potential of current interests in advancing equity requires systematic, evidence-guided, theoretically rigorous ways for people to embrace their own agency and influence over the systems in which they are situated. ln this article, we introduce and describe the Systematic Equity Action-Analysis (SEA) Framework as a tool that translates equity scholarship and evidence into a structured process that leaders, teams, and communities can use to advance equity in their own settings. Methods This framework was derived through a dialogic, critically reflective and scholarly process of integrating methodological insights garnered over years of equity-centred research and practice. Each author, in a variety of ways, brought engaged equity perspectives to the dialogue, bringing practical and lived experience to conversation and writing. Our scholarly dialogue was grounded in critical and relational lenses, and involved synthesis of theory and practice from a broad range of applications and cases. Results The SEA Framework balances practices of agency, humility, critically reflective dialogue, and systems thinking. The framework guides users through four elements of analysis (worldview, coherence, potential, and accountability) to systematically interrogate how and where equity is integrated in a setting or object of action-analysis. Because equity issues are present in virtually all aspects of society, the kinds of ‘things’ the framework could be applied to is only limited by the imagination of its users. It can inform retrospective or prospective work, by groups external to a policy or practice setting (e.g., using public documents to assess a research funding policy landscape); or internal to a system, policy, or practice setting (e.g., faculty engaging in a critically reflective examination of equity in the undergraduate program they deliver). Conclusions While not a panacea, this unique contribution to the science of health equity equips people to explicitly recognize and interrupt their own entanglements in the intersecting systems of oppression and injustice that produce and uphold inequities.

To improve the dissemination and actionability of mental health research, many mental health professionals have developed online informational resources to increase the general public's awareness of mental health difficulties and available treatments. Yet, limited information exists on the quality and scope of these resources. This study aimed to explore the scope and quantity of online, free, evidence-based mental health resources. Fifty-two mental health professionals nominated 178 resources, which predominantly consisted of homepages and links to more information. When reviewing the original nominations, our team identified an additional 290 resources (e.g., fact sheets linked from a nominated homepage). Of the 468 total nominated resources, 72 were screened out due to not meeting the inclusion criteria of being free (inter-screener reliability = 95%), evidence-based (inter-screener reliability = 94%), and online (inter-screener reliability = 96%). Nominated resources most commonly covered anxiety and obsessive-compulsive disorder (n = 67) and suicide (n = 60). Resources providing information about the mental health problem were most common (n = 210) and resources providing information about immediate help (e.g., hotline) were least common (n = 57). Our findings indicate many free, online, evidence-based resources are available and raise questions of whether efforts to disseminate mental health research are recreating the issue of information overload. Other considerations and future directions for improving the utilization and synthesizing of available resources are discussed. [ABSTRACT FROM AUTHOR]

Background: Collective agreement about the importance of centering equity in health research, practice, and policy is growing. Yet, responsibility for advancing equity is often situated as belonging to a vague group of 'others', or delegated to the leadership of 'equity-seeking' or 'equity-deserving' groups who are tasked to lead systems transformation while simultaneously navigating the violence and harms of oppression within those same systems. Equity efforts also often overlook the breadth of equity scholarship. Harnessing the potential of current interests in advancing equity requires systematic, evidence-guided, theoretically rigorous ways for people to embrace their own agency and influence over the systems in which they are situated. ln this article, we introduce and describe the Systematic Equity Action-Analysis (SEA) Framework as a tool that translates equity scholarship and evidence into a structured process that leaders, teams, and communities can use to advance equity in their own settings. Methods: This framework was derived through a dialogic, critically reflective and scholarly process of integrating methodological insights garnered over years of equity-centred research and practice. Each author, in a variety of ways, brought engaged equity perspectives to the dialogue, bringing practical and lived experience to conversation and writing. Our scholarly dialogue was grounded in critical and relational lenses, and involved synthesis of theory and practice from a broad range of applications and cases. Results: The SEA Framework balances practices of agency, humility, critically reflective dialogue, and systems thinking. The framework guides users through four elements of analysis (worldview, coherence, potential, and accountability) to systematically interrogate how and where equity is integrated in a setting or object of action-analysis. Because equity issues are present in virtually all aspects of society, the kinds of 'things' the framework could be applied to is only limited by the imagination of its users. It can inform retrospective or prospective work, by groups external to a policy or practice setting (e.g., using public documents to assess a research funding policy landscape); or internal to a system, policy, or practice setting (e.g., faculty engaging in a critically reflective examination of equity in the undergraduate program they deliver). Conclusions: While not a panacea, this unique contribution to the science of health equity equips people to explicitly recognize and interrupt their own entanglements in the intersecting systems of oppression and injustice that produce and uphold inequities. [ABSTRACT FROM AUTHOR]

Objectives: To share a concept analysis of social movement aimed at advancing its application to evidence uptake and sustainability in health-care. Methods: We applied Walker and Avant method to clarify the concept of social movement in the context of knowledge uptake and sustainability. Peer-reviewed and grey literature databases were systematically searched for relevant reports that described how social movement action led to evidence-based practice changes in health and community settings. Titles, abstracts and full texts were reviewed independently and in duplicate, resulting in 38 included articles. Results: Social movement action for knowledge uptake and sustainability can be defined as individuals, groups, or organizations that, as voluntary and intrinsically motivated change agents, mobilize around a common cause to improve outcomes through knowledge uptake and sustainability. The 10 defining attributes, three antecedents and three consequences that we identified are dynamic and interrelated, often mutually reinforcing each other to fortify various aspects of the social movement. Examples of defining attributes include an urgent need for action, collective action and collective identity. The concept analysis resulted in the development of the Social Movement Action Framework. Conclusions: Social movement action can provide a lens through which we view implementation science. Collective action and collective identity – concepts less frequently canvassed in implementation science literature – can lend insight into grassroots approaches to uptake and sustainability. Findings can also inform providers and change leaders on the practicalities of harnessing social movement action for real-world change initiatives. By mobilizing individuals, groups, or organizations through social movement approaches, they can engage as powered change agents and teams that impact the individual, organizational and health systems levels to facilitate knowledge uptake and sustainability.

Abstract Background Children’s ability to engage in meaningful activities is positively influenced by their ability to move independently. Preliminary evidence in children suggests that wheelchair skills training improves wheelchair skills, which are important for independent mobility. The Wheelchair Skills Training Program is a standardized program to teach wheelchair skills. However, it is underutilized in pediatric rehabilitation settings. To increase its utilization, 3 pediatric-specific Wheelchair Skills Training Program resources related to indoor skills were developed (i.e., a storybook, four instructional posters, and a training workbook). This study aimed to describe occupational therapists’ (OTs) and pediatric manual wheelchair users’ (PMWUs) perceived satisfaction with the storybook, instructional posters and training workbook, and to explore their perceptions regarding the usability, relevance, and feasibility of these resources in pediatric rehabilitation settings. Methods A descriptive qualitative design was used. Convenience samples of OTs and PMWUs were recruited in a rehabilitation center and affiliated schools. A focus group with OTs and semi-structured interviews with PMWUs were conducted by videoconference to obtain participants’ feedback on the resource prototypes and suggestions for improvement. Data were deductively analyzed using the Framework method. Results Eight OTs and 5 PMWUs expressed general satisfaction with the resources, describing them as usable, relevant, and feasible to integrate into wheelchair skills training with novice wheelchair users and younger children. All OTs and 3 PMWUs expressed the desire to use the resources for wheelchair skills training. Two PMWUs perceived the resources were not relevant to them because they already mastered the skills. The participants suggested minor modifications for improving the resources (e.g., more action in the story, increased precision of illustrations related to the characters’ position in the wheelchair). Conclusion OTs and PMWUs were satisfied with the resources, perceiving them to be applicable for training wheelchair skills among young children and novice wheelchair users. The resources represent a concrete solution to facilitate the use of the Wheelchair Skills Training Program in pediatric rehabilitation settings. Additional resources are needed to better reach older and more experienced PMWUs (i.e., of intermediate and advanced skill levels).

Background: The purpose of this study was to describe needs of infection prevention and control (IPAC) professionals across healthcare settings in one region of Ontario, Canada to inform priorities for the development of resources and capacity-building activities. Methods: An open survey targeting IPAC stakeholders working in diverse healthcare settings was disseminated through multiple methods, including Public Health Ontario's stakeholder management database. The survey was open from April 1 to June 30, 2019. IPAC inquiries documented by Public Health Ontario (PHO) staff between April 1, 2017 and March 31, 2019 were analyzed. The data collection tools and descriptive analysis were guided by the Knowledge to Action Cycle to identify gaps, understand barriers and opportunities, and preferred strategies for learning. Results: The survey was completed by 135 IPAC stakeholders with 56% of respondents working in long-term care and retirement homes, 13% in hospitals, 11% in primary care, 10% in home care and 10% in other settings. Respondents reported that there is a need for more support to improve practices around environmental cleaning, surveillance and routine practices; however, findings varied by setting. An important theme focused on the need for strategies to inspire and motivate stakeholders to invest in infection prevention and control. A lack of support in this area was a top barrier selected by 40% of survey respondents, and 67% expressed interest in skill development in this area. While communities of practice, common-interest networking groups, are frequently facilitated by PHO to support stakeholders, this strategy was not preferred by respondents. Conclusions: Future efforts to enhance support for IPAC can draw on these findings to help prioritize topics, understand barriers, and align with preferred methods for capacity building. [ABSTRACT FROM AUTHOR]

The wildlife trade has been characterized as one of the biggest risk factors in the emergence of new infectious diseases. In the shadow of COVID-19, there is growing political and scientific urgency to manage this risk. Existing studies and experiences make it clear that something must be done but are less clear on how to get it done. It is a quite different task to accumulate evidence on the presence of pathogens, their locations in the supply chain, and their spillover to new hosts than to identify effective ways to prevent and mitigate emerging disease under real-world conditions. This study sought peer-reviewed evidence on the effectiveness, acceptability, feasibility, and sustainability of risk reduction interventions for zoonotic and nonzoonotic disease emergence in the wildlife trade. An environmental scan triangulated information from a scoping review following a Preferred Reporting Items for Systematic Reviews and Meta-analysis extension for scoping review protocol, two narrative literature reviews, and key informant interviews of 26 international wildlife health experts. Existing literature has been inattentive to program implementation or evaluation studies. There was insufficient evidence to identify effective and sustainable risk management actions. Studies on the effects of social, epidemiologic, and ecologic context on intervention success was lacking, as was research using a complex systems perspective. The lack of systematic program evaluations or implementation studies leaves decision makers with insufficient evidence to select interventions likely to be acceptable, effective, and sustainable within and across the disparate context of the wildlife trade. This necessitates adaptive risk management and innovations in program implementation and evaluation to ensure evidence-based risk management. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this scoping review was two-fold: 1) to identify effective intervention studies addressing chronic disease for seniors living in nursing homes (e.x. chronic heart failure, diabetes, dementia, etc.), and 2) to describe how consistently the studies' reported their stages of the Knowledge-to-Action framework (2006). Methods: This scoping review involved a systematic search of CINAHL, EMBASE, PubMed and Scopus of intervention studies, published in English and French between 1997 and 2018, that focused on the development, implementation and/or evaluation of a chronic disease management guideline or best practice for older adults 65+ residing within a nursing home (NH). Authors abstracted information specific to the seven stages of the Knowledge-to-Action framework (identifying problem, tailoring to local context, barriers and facilitators to intervention delivery, implementation, monitoring, outcome criteria, and sustainability). Results: Six studies met the inclusion criteria. Procedures for monitoring knowledge use and outcome evaluation were thoroughly described. Other stages of the Knowledge-to-Action framework were not consistently reported, including problem identification related to older adults' needs and within the context of NHs, intervention implementation, evaluation, and sustainability. Of the six studies included, only two met all the pre-defined evaluation outcomes. Conclusions: Given the need for chronic disease management in NHs, researchers are encouraged to report on intervention studies using the Knowledge-to-Action framework to optimize the likelihood that interventions will be suitable for the context of their delivery and introduce sustainable change. Clinical implications: To answer what interventions should be introduced to residents in long-term care, research must clearly demonstrate efficacy, provide enough detail for methods to be reproducible in applied contexts, and consider strategies for sustainability and the holistic needs of residents. [ABSTRACT FROM AUTHOR]

This paper incorporates systems thinking in the design of a knowledge networked systems model (KNSM) for supporting knowledge‐to‐action in conservation organizations. It assumes that organizations are complex entities with properties that should be considered normatively. The synthesis of these properties into a KNSM revolves around the most common question many conservation practitioners are asked by the public: how is X doing? X typically reflects a concept easily grasped by the public such as a species or ecosystem. To operationalize a KNSM, one should consider that (1) information, not authority, empowers the network, (2) structural or bureaucratic impediments to maximizing utility of knowledge are minimized, (3) interacting agents direct the flow of information and knowledge and guide agency outputs, (4) boundaries between offices, programs, departments, and organizations are treated as porous, (5) transparency is fundamental to successful model operation, (6), most conservation problems are spatial, and (7) ecological and knowledge hierarchies organize the network. Benefits of this approach include facilitating research outcomes that support management decisions, a tool for strategic planning and implementation, greater transparency and operational clarity, foundation for team building, means for identifying knowledge gaps, a platform for organizational in‐reach and public outreach, facilitated communication in general, and an important tool for collaborative conservation decision making. An example using a hypothetical listed species is presented to illustrate how a KNSM can be designed and implemented. [ABSTRACT FROM AUTHOR]

Background: Children's ability to engage in meaningful activities is positively influenced by their ability to move independently. Preliminary evidence in children suggests that wheelchair skills training improves wheelchair skills, which are important for independent mobility. The Wheelchair Skills Training Program is a standardized program to teach wheelchair skills. However, it is underutilized in pediatric rehabilitation settings. To increase its utilization, 3 pediatric-specific Wheelchair Skills Training Program resources related to indoor skills were developed (i.e., a storybook, four instructional posters, and a training workbook). This study aimed to describe occupational therapists' (OTs) and pediatric manual wheelchair users' (PMWUs) perceived satisfaction with the storybook, instructional posters and training workbook, and to explore their perceptions regarding the usability, relevance, and feasibility of these resources in pediatric rehabilitation settings.Methods: A descriptive qualitative design was used. Convenience samples of OTs and PMWUs were recruited in a rehabilitation center and affiliated schools. A focus group with OTs and semi-structured interviews with PMWUs were conducted by videoconference to obtain participants' feedback on the resource prototypes and suggestions for improvement. Data were deductively analyzed using the Framework method.Results: Eight OTs and 5 PMWUs expressed general satisfaction with the resources, describing them as usable, relevant, and feasible to integrate into wheelchair skills training with novice wheelchair users and younger children. All OTs and 3 PMWUs expressed the desire to use the resources for wheelchair skills training. Two PMWUs perceived the resources were not relevant to them because they already mastered the skills. The participants suggested minor modifications for improving the resources (e.g., more action in the story, increased precision of illustrations related to the characters' position in the wheelchair).Conclusion: OTs and PMWUs were satisfied with the resources, perceiving them to be applicable for training wheelchair skills among young children and novice wheelchair users. The resources represent a concrete solution to facilitate the use of the Wheelchair Skills Training Program in pediatric rehabilitation settings. Additional resources are needed to better reach older and more experienced PMWUs (i.e., of intermediate and advanced skill levels). [ABSTRACT FROM AUTHOR]

Abstract This paper incorporates systems thinking in the design of a knowledge networked systems model (KNSM) for supporting knowledge‐to‐action in conservation organizations. It assumes that organizations are complex entities with properties that should be considered normatively. The synthesis of these properties into a KNSM revolves around the most common question many conservation practitioners are asked by the public: how is X doing? X typically reflects a concept easily grasped by the public such as a species or ecosystem. To operationalize a KNSM, one should consider that (1) information, not authority, empowers the network, (2) structural or bureaucratic impediments to maximizing utility of knowledge are minimized, (3) interacting agents direct the flow of information and knowledge and guide agency outputs, (4) boundaries between offices, programs, departments, and organizations are treated as porous, (5) transparency is fundamental to successful model operation, (6), most conservation problems are spatial, and (7) ecological and knowledge hierarchies organize the network. Benefits of this approach include facilitating research outcomes that support management decisions, a tool for strategic planning and implementation, greater transparency and operational clarity, foundation for team building, means for identifying knowledge gaps, a platform for organizational in‐reach and public outreach, facilitated communication in general, and an important tool for collaborative conservation decision making. An example using a hypothetical listed species is presented to illustrate how a KNSM can be designed and implemented.

Abstract Background Backed by over 20 years of research development, the Wheelchair Skills Program (WSP) has proven to be a safe and effective program to improving wheelchair skills for adult wheelchair users. However, evidence is lacking for the pediatric population, which may help to explain the limited use of the WSP in pediatric settings. While additional evidence specific to the pediatric population is needed, concurrent implementation of the WSP into pediatric clinical practice is equally prudent to allow those users to benefit from the years of accumulated WSP evidence. To facilitate implementation of evidence-based programs into practice, adaptation is also often required to improve the fit between the program and the local context. Therefore, the objective of this study was to understand what adaptations, if any, are required for the WSP to be implementable in a pediatric setting. Methods A deductive qualitative descriptive study design was used, guided by the Knowledge to Action Framework and Consolidated Framework for Implementation Research (CFIR). Occupational Therapists (OTs) from a pediatric rehabilitation center and two specialized schools in Montreal, Canada were invited to participate in a 90-min focus group. The Framework Method was followed for the data analysis. Results One focus group in each site (n = 3) was conducted with a total of 19 participants. From the OTs’ perspectives, our analysis revealed benefits of WSP use and various issues (e.g. some skills seem unrealistic) affecting its uptake in relation to the constructs of the CFIR Intervention Characteristics domain. The results provided guidance for the recommendations of adaptations (e.g. addition of a caregiver assistance score) to enhance implementation of the WSP in pediatric rehabilitation settings and helped to identify the need for the production of new knowledge and knowledge translation (KT) tools. Conclusions Implementation of the WSP with the adaptations and KT tools proposed could allow pediatric manual wheelchair users to improve their wheelchair skills.

Advancing equity as a priority is increasingly declared in response to decades of evidence showing the association between poorer health outcomes and the unfair distribution of resources, power, and wealth across all levels of society. Quandries present, however, through incongruence, vagueness and disparate interpretations of the meaning of equity dilute and fragment efforts across research, policy and practice. Progress on reducing health inequities is, in this context, unsurprisingly irresolute. In this article, we make a case for equity science that reimagines the ways in which we (as researchers, as systems leaders, as teachers and mentors, and as citizens in society) engage in this work. We offer a definition of equity, its determinants, and the paradigmatic foundations of equity science, including the assumptions, values, and processes., and methods of this science. We argue for an equity science that can more meaningfully promote coherent alignment between intention, knowledge and action within and beyond the health sciences to spark a more equitable future. • Efforts to advance health equity are often descriptive or detached from human agency. • The determinants of equity include dominant systems of thought and ideas of justice. • Equity can be understood as a concept, a benchmark and an experience (all matter). • Equity science is applied and focuses interventions on the determinants of equity. • This science is relevant to health disciplines and population/public/global health. [ABSTRACT FROM AUTHOR]

Abstract Advancing health equity is a central goal and ethical imperative in public and global health. Though the commitment to health equity in these fields and among the health professions is clear, alignment between good equity intentions and action remains a challenge. This work regularly encounters the same power structures that are known to cause health inequities. Despite consensus about causes, health inequities persist—illustrating an uncomfortable paradox: good intentions and good evidence do not necessarily lead to meaningful action. This article describes a theoretically informed, reflective tool for assessing alignment between knowledge and action for health equity. It is grounded in an assumption that progressively more productive action toward health inequities is justified and desired and an explicit acceptance of the evidence about the socioeconomic, political, and power-related root causes of health inequities. Intentionally simple, the tool presents six possible actions that describe ways in which health equity work could respond to causes of health inequities: discredit, distract, disregard, acknowledge, illuminate, or disrupt. The tool can be used to assess or inform any kind of health equity work, in different settings and at different levels of intervention. It is a practical resource against which practice, policy, or research can be held to account, encouraging steps toward equity- and evidence-informed action. It is meant to complement other tools and training resources to build capacity for allyship, de- colonization, and cultural safety in the field of health equity, ultimately contributing to growing awareness of how to advance meaningful health equity action.

Background: The purpose of this study was to describe needs of infection prevention and control (IPAC) professionals across healthcare settings in one region of Ontario, Canada to inform priorities for the development of resources and capacity-building activities. Methods: An open survey targeting IPAC stakeholders working in diverse healthcare settings was disseminated through multiple methods, including Public Health Ontario's stakeholder management database. The survey was open from April 1 to June 30, 2019. IPAC inquiries documented by Public Health Ontario (PHO) staff between April 1, 2017 and March 31, 2019 were analyzed. The data collection tools and descriptive analysis were guided by the Knowledge to Action Cycle to identify gaps, understand barriers and opportunities, and preferred strategies for learning. Results: The survey was completed by 135 IPAC stakeholders with 56% of respondents working in long-term care and retirement homes, 13% in hospitals, 11% in primary care, 10% in home care and 10% in other settings. Respondents reported that there is a need for more support to improve practices around environmental cleaning, surveillance and routine practices; however, findings varied by setting. An important theme focused on the need for strategies to inspire and motivate stakeholders to invest in infection prevention and control. A lack of support in this area was a top barrier selected by 40% of survey respondents, and 67% expressed interest in skill development in this area. While communities of practice, common-interest networking groups, are frequently facilitated by PHO to support stakeholders, this strategy was not preferred by respondents. Conclusions: Future efforts to enhance support for IPAC can draw on these findings to help prioritize topics, understand barriers, and align with preferred methods for capacity building. [ABSTRACT FROM AUTHOR]

Abstract Background The persistence of health inequities is a wicked problem for which there is strong evidence of causal roots in the maldistribution of power, resources and money within and between countries. Though the evidence is clear, the solutions are far from straightforward. Integrated knowledge translation (IKT) ought to be well suited for designing evidence-informed solutions, yet current frameworks are limited in their capacity to navigate complexity. Global health governance (GHG) also ought to be well suited to advance action, but a lack of accountability, inclusion and integration of evidence gives rise to politically driven action. Recognising a persistent struggle for meaningful action, we invite contemplation about how blending IKT with GHG could leverage the strengths of both processes to advance health equity. Discussion Action on root causes of health inequities implicates disruption of structures and systems that shape how society is organised. This infinitely complex work demands sophisticated examination of drivers and disrupters of inequities and a vast imagination for who (and what) should be engaged. Yet, underlying tendencies toward reductionism seem to drive superficial responses. Where IKT models lack consideration of issues of power and provide little direction for how to support cohesive efforts toward a common goal, recent calls from the field of GHG may provide insight into these issues. Additionally, though GHG is criticised for its lack of attention to using evidence, IKT offers approaches and strategies for collaborative processes of generating and refining knowledge. Contemplating the inclusion of governance in IKT requires re-examining roles, responsibilities, power and voice in processes of connecting knowledge with action. We argue for expanding IKT models to include GHG as a means of considering the complexity of issues and opening new possibilities for evidence-informed action on wicked problems. Conclusion Integrated learning between these two fields, adopting principles of GHG alongside the strategies of IKT, is a promising opportunity to strengthen leadership for health equity action.

Background: Backed by over 20 years of research development, the Wheelchair Skills Program (WSP) has proven to be a safe and effective program to improving wheelchair skills for adult wheelchair users. However, evidence is lacking for the pediatric population, which may help to explain the limited use of the WSP in pediatric settings. While additional evidence specific to the pediatric population is needed, concurrent implementation of the WSP into pediatric clinical practice is equally prudent to allow those users to benefit from the years of accumulated WSP evidence. To facilitate implementation of evidence-based programs into practice, adaptation is also often required to improve the fit between the program and the local context. Therefore, the objective of this study was to understand what adaptations, if any, are required for the WSP to be implementable in a pediatric setting.Methods: A deductive qualitative descriptive study design was used, guided by the Knowledge to Action Framework and Consolidated Framework for Implementation Research (CFIR). Occupational Therapists (OTs) from a pediatric rehabilitation center and two specialized schools in Montreal, Canada were invited to participate in a 90-min focus group. The Framework Method was followed for the data analysis.Results: One focus group in each site (n = 3) was conducted with a total of 19 participants. From the OTs' perspectives, our analysis revealed benefits of WSP use and various issues (e.g. some skills seem unrealistic) affecting its uptake in relation to the constructs of the CFIR Intervention Characteristics domain. The results provided guidance for the recommendations of adaptations (e.g. addition of a caregiver assistance score) to enhance implementation of the WSP in pediatric rehabilitation settings and helped to identify the need for the production of new knowledge and knowledge translation (KT) tools.Conclusions: Implementation of the WSP with the adaptations and KT tools proposed could allow pediatric manual wheelchair users to improve their wheelchair skills. [ABSTRACT FROM AUTHOR]

Cognitive empathy (also known as perspective-taking) is an important, teachable, skill. As part of a knowledge translation project, we identified a) interest in an evidence-based cognitive empathy mobile app and b) which faculties believe that cognitive empathy is important for their profession. Students (n = 638) and instructors/professors (n = 38) completed a university-wide survey. Participants in Education, Social Work, and the Health Sciences were among those most interested in the app. The majority of participants said that they would prefer for the app to be free or less than $3 for students. Most participants preferred a one-time payment option. Across 17 faculties, all but one had 60% or more of its sampled members say that cognitive empathy is important for their profession. Results illuminate perceptions of cognitive empathy instruction and technology. Results also provide insight into issues to consider when developing and implementing an educational communication app. [ABSTRACT FROM AUTHOR]

In 2008, the World Health Organization's Commission on Social Determinants of Health (CSDH) presented an influential compilation of evidence establishing the relationship between health inequities and the unfair distribution of power, wealth, and resources. A decade later, individual and bio-behavioural responses to health inequities persist. The purpose of this scoping review was to explore the extent to which this evidence guided research, practice, and policy in global and public health. To do this, we assessed different ways the CSDH evidence and calls for action were integrated in scholarly publications (citation, portrayal of health inequities, alignment with calls for action, and orientation toward root causes). A systematic search of peer-reviewed articles (2000–2016) using search terms related to 'knowledge-to-action' and 'health equity' led to 330 included articles. Results suggest integration of CSDH evidence and calls for action in scholarly work is modest: 59% (n = 163) of authors (2009–2016) cited the report. A large portion of authors did not reference causes of health inequities (52% before and 51% after the CSDH) and few referred to issues of power. Among 110 post-CSDH empirical articles, half did not align with CSDH principles for action. This review illustrates that much scholarly work that purported to contribute to health equity did so in ways that conflicted with the CSDH's characterization of the remediable nature and distribution of health inequities. These results provide a practical platform for assessing how global and public health efforts can move towards better alignment with the best available evidence about advancing health equity. [ABSTRACT FROM AUTHOR]

Advancing health equity is a central goal and ethical imperative in public and global health. Though the commitment to health equity in these fields and among the health professions is clear, alignment between good equity intentions and action remains a challenge. This work regularly encounters the same power structures that are known to cause health inequities. Despite consensus about causes, health inequities persist-illustrating an uncomfortable paradox: good intentions and good evidence do not necessarily lead to meaningful action. This article describes a theoretically informed, reflective tool for assessing alignment between knowledge and action for health equity. It is grounded in an assumption that progressively more productive action toward health inequities is justified and desired and an explicit acceptance of the evidence about the socioeconomic, political, and power-related root causes of health inequities. Intentionally simple, the tool presents six possible actions that describe ways in which health equity work could respond to causes of health inequities: discredit, distract, disregard, acknowledge, illuminate, or disrupt. The tool can be used to assess or inform any kind of health equity work, in different settings and at different levels of intervention. It is a practical resource against which practice, policy, or research can be held to account, encouraging steps toward equity- and evidence-informed action. It is meant to complement other tools and training resources to build capacity for allyship, de- colonization, and cultural safety in the field of health equity, ultimately contributing to growing awareness of how to advance meaningful health equity action. [ABSTRACT FROM AUTHOR]

Supplemental digital content is available in the text. The Edmonton Symptom Assessment System (Revised) (ESAS-r) contains 9 questions pertaining to symptoms/well-being. It is a standardized patient-reported assessment instrument, but inconsistently used in palliative care. Thus, a problem exists in knowledge translation regarding routine use of the ESAS-r in palliative practice. The objective was to understand clinicians' perspectives on the use of the ESAS-r in palliative care in hospitals and at home. Qualitative focus groups (n = 14 with 46 clinicians) and interviews (n = 24) elicited views regarding use of the ESAS-r in palliative practice. Interpretive description was used as a general approach to this qualitative analysis focused on understanding clinicians' views. Palliative clinicians presented multiple perspectives of the ESAS-r pertaining to their (1) underlying values, (2) disparate purposes, and (3) incommensurate responses toward use in daily practice. Benefits and challenges supported diversity within these themes, highlighting divergence among perspectives and complexity of integrating a standardized tool in patient care. Integration of the ESAS-r in palliative care requires (1) educational support for developing competence; (2) consideration of clinicians' existing, heterogeneous beliefs regarding the use of standardized assessment instruments; and (3) Consultation with multidisciplinary practitioners about optimal ways that ESAS-r results can be used in a person-centered approach to palliative care. [ABSTRACT FROM AUTHOR]

Ocean acidification (OA) describes the progressive decrease in the pH of seawater and other cascading chemical changes resulting from oceanic uptake of atmospheric carbon. These changes can have important implications for marine ecosystems, creating risk for commercial industries, subsistence communities, cultural practices, and recreation. Characterizing the extent of acidification and predicting the ramifications for marine and freshwater resources and ecosystem services are critical to national and international climate mitigation discussions and to local communities that rely on these resources. Based on critical grassroots connections between scientists, stakeholders and decision makers, “Knowledge-to-Action” networks for ocean acidification issues have formed at local, regional and international scales to take action. Here, we review three examples of North American groups elevating the issue of ocean acidification at these three levels. They each focus on developing practicable, implementable steps to mitigate causes, to adapt to unavoidable change, and to build resilience to changing ocean conditions in the marine environment and coastal communities. While these first steps represent critical efforts in protecting ecosystems and economies from the risks posed by ocean acidification, some challenges remain. Sensitivity and risk to OA varies by region, species and ecosystems; priorities for action can vary between multiple and conflicting partners; evidence-based strategies for OA risk mitigation are still in the early stages; and gaps remain between scientific research and actionable decision-maker support products. However, the scaled networks profiled here have proven to be adept at identifying and addressing these barriers to action. In the future, it will be critical to expand funding for food web impact studies and development of decision support tools, and to maintain the connections between scientists and marine resource users to build resilience to ocean acidification impacts.

Background/aim: Knowledge translation (KT) aims to reduce research‐practice gaps. Few studies have investigated methods to build clinicians' capacity for KT. To: (i) evaluate the impact of a multifaceted KT capacity‐building intervention; (ii) understand barriers and enablers to clinicians' use of KT; and (iii) identify useful strategies. Methods: A pre‐post study to develop KT capacity amongst occupational therapy clinicians (n = 46) in a large metropolitan hospital. A customised questionaire (baseline and 18 months) identified KT‐related behaviours and barriers and enablers guided by the Theoretical Domains Framework (TDF). McNemar's tests and Wilcoxon signed rank tests were completed on matched data (n = 20). At follow‐up additional items explored perceptions of change and usefulness of strategies. Results: At follow‐up, participants had read more clinical guidelines (10 vs. 17) and more participants reported using strategies to increase the use of recommended clinical practices (P = 0.006). The main barriers at baseline were from the TDF domains of 'attention, memory and decision processes', 'knowledge' and 'environmental context and resources', while main enablers were from 'social/professional role and identity', 'reinforcement', 'social influence' and 'beliefs about consequences' domains. At follow‐up, significant improvements were seen in 'knowledge' (p < 0.001), 'environmental context & resources' (P < 0.001), 'skills' (P = 0.008) 'beliefs about consequences' (P = 0.011), 'beliefs about capabilities' (P = 0.018), and 'memory, attention & decision processes' (P = 0.048) and participants agreed that KT had become part of the departments' culture. Strategies perceived most useful included working as a team, having a dedicated staff member, mentoring meetings, department leader support, learning about KT over time, and training sessions. Conclusions: The KT capacity‐building intervention changed one clinician‐reported behaviour and perceived impact of barriers across six domains. Clinicians reported perceived improvement in understanding of – and confidence in – KT, and changes in the culture to one of engaging with KT as part of clinical practice. Further research into KT capacity building is needed. [ABSTRACT FROM AUTHOR]

The past decades in the UK have witnessed renewed interest by policymakers, research funders and research institutions in the engagement of non-academic individuals, groups and organizations with research processes and products. There has been a broad consensus that better engagement leads to better impact, as well as significant learning around understanding engagement and improving practice. However, this sits in tension to a parallel trend in British higher education policy that reduces the field to a narrow definition of quantitatively measured impacts attributed to individual researchers, projects and institutions. In response, this article argues for the mobilization of an emerging field of 'research engagement studies' that brings together an extensive and diverse existing literature around understandings and experiences of engagement, and has the potential to contribute both strategically and conceptually to the broader impact debate. However, to inform this, some stocktaking is needed to trace the different traditions back to their conceptual roots and chart out a common set of themes, approaches and framings across the literature. In response, this article maps the literature by developing a genealogy of understandings of research engagement within five UK-based domains of policy and practice: higher education; science and technology; public policy (health, social care and education); international development; and community development. After identifying patterns and trends within and across these clusters, the article concludes by proposing a framework for comparing understandings of engagement, and uses this framework to highlight trends, gaps and ways forward for the emerging field.

BACKGROUND: Over the past decade, knowledge translation (KT) has emerged as a framework for turning research findings into actions which will improve outcomes for individuals with disabilities. OBJECTIVE: This article examines how the origins of KT in healthcare have shaped (and perhaps limited) how it has been conceptualized in the realm of disability and, more specifically, disability and employment. CONCLUSION: We focus on three questions. First, how have the origins of KT shaped the epistemological commitments informing its use in the realms of healthcare and disability? What features do these commitments draw attention to? What features do they render invisible? Second, the realm of disability is characterized by a more complex and disparate landscape of stakeholders than is the case in healthcare. Stakeholder groups are not simply neutral knowledge users. Each stakeholder group has a unique culture, discourse, epistemology and view of "success." What does this mean for KT in the realm of disability? Third, the Knowledge-to-Action (K2A) Framework (Graham et al., 2006) has been widely adopted in several realms: Healthcare, education, international development and disability. Given the unique challenges of KT in the realm of disability, how might the K2A Framework need to be adapted to strengthen its effectiveness? [ABSTRACT FROM AUTHOR]

Background: Many American colleges of pharmacy are small, private, teaching institutions. Faculty are required to maintain a research agenda, although the publication quota is less compared with their publicly funded college of pharmacy peers. Faculty at these smaller schools conduct research with very little internal or external funding. This tends to lead to smaller, less impactful research findings. Translational research is becoming popular for research faculty as it bridges theory to practice. The Knowledge-to-Action (KTA) framework presents the steps to conduct translational research.Purpose: To apply and determine if the KTA framework would be able to produce practice-impactful research at an institution that does not depend on grant funding as part of faculty research agendas.Procedures: An interdisciplinary team was formed with providers at the clinical faculty's practice site. As the team moved through the KTA steps, authors documented the roles of each team member. It was clear that many different types of teams were formed throughout the KTA process. These teams were then categorized according to the Interdisciplinary Teamwork System. The final result is a proposed model of types of teams and required member roles that are necessary within each KTA step for faculty to conduct practice-impactful research at a small, private, teaching institution without substantial grant funding awards.Main Findings: Applying the KTA framework, two impactful original research manuscripts were developed over two academic years. Furthermore, the practitioners at the clinical faculty member's site were very pleased with the ease of conducting research, as they were never required to take a lead role. In addition, both faculty members alternated lead and support role allowing for a decreased burden of workload while producing theory-driven research.Conclusion: The KTA framework can create a model for translational research and may be particularly beneficial to small teaching institutions to conduct impactful research. [ABSTRACT FROM AUTHOR]

Sleep is associated with an array of physical and mental health outcomes that are essential for healthy adjustment in children. Unfortunately, transfer of this knowledge into action has been slow and largely ineffective. There are only 15 published school-based sleep health promotion programs, and findings are mixed in terms of their impact on sleep behavior, knowledge and health outcomes. This paper applies a knowledge-to-action (KTA) framework to assess the strengths and weaknesses of such programs and to identify strategies that can be used to enhance the translation of empirical evidence in pediatric sleep to effective action. It is proposed that effectiveness of interventions may be increased by defining specific targets for change, identifying prospectively the gap between current sleep practice or knowledge and intervention goals, assessing and addressing barriers and facilitators for program implementation, adapting the program for local use, tailoring it to the developmental needs of the target users, using rigorous designs to evaluate outcomes and improving sustainability by engaging multiple stakeholders throughout the KTA process. Collectively it is proposed that integrating a KTA framework and related strategies will enhance the effectiveness of these programs in translating empirical evidence in pediatric sleep to effective and sustained action. [ABSTRACT FROM AUTHOR]

The 2013 Institute of Medicine report investigating cancer care concluded that the cancer care delivery system is in crisis due to an increased demand for care, increasing complexity of treatment, decreasing work force and rising costs. Engaging patients and incorporating evidence-based care into routine clinical practice are essential components of a high quality cancer delivery system. However, a gap currently exists between the identification of beneficial research findings and application in clinical practice. Implementation research strives to address this gap. In this review, we discuss key components of high quality implementation research. We then apply these concepts to a current cancer care delivery challenge in women’s health, specifically the implementation of a surgery decision aid for women newly diagnosed with breast cancer.

Background: There has been widespread acknowledgement of the need to build capacity in knowledge translation however much of the existing work focuses on building capacity amongst researchers rather than with clinicians directly. This paper's aim is to describe a research project for developing a knowledge translation capacity building program for occupational therapy clinicians. Methods: Participatory action research methods were used to both develop and evaluate the knowledge translation capacity-building program. Participants were occupational therapists from a large metropolitan hospital in Australia. Researchers and clinicians worked together to use the action cycle of the Knowledge to Action Framework to increase use of knowledge translation itself within the department in general, within their clinical teams, and to facilitate knowledge translation becoming part of the department's culture. Barriers and enablers to using knowledge translation were identified through a survey based on the Theoretical Domains Framework and through focus groups. Multiple interventions were used to develop a knowledge translation capacity-building program. Results: Fifty-two occupational therapists participated initially, but only 20 across the first 18 months of the project. Barriers and enablers were identified across all domains of the Theoretical Domains Framework. Interventions selected to address these barriers or facilitate enablers were categorised into ten different categories: educational outreach; teams working on clinical knowledge translation case studies; identifying time blocks for knowledge translation; mentoring; leadership strategies; communication strategies; documentation and resources to support knowledge translation; funding a knowledge translation champion one day per week; setting goals for knowledge translation; and knowledge translation reporting strategies. Use of these strategies was, and continues to be monitored. Participants continue to be actively involved in learning and shaping the knowledge translation program across the department and within their specific clinical areas. Conclusion: To build capacity for knowledge translation, it is important to involve clinicians. The action cycle of the Knowledge to Action framework is a useful guide to introduce the knowledge translation process to clinicians. It may be used to engage the department as a whole, and facilitate the learning and application of knowledge translation within specific clinical areas. Research evaluating this knowledge translation program is being conducted. [ABSTRACT FROM AUTHOR]

The 2013 Institute of Medicine report investigating cancer care concluded that the cancer care delivery system is in crisis due to an increased demand for care, increasing complexity of treatment, decreasing work force, and rising costs. Engaging patients and incorporating evidence-based care into routine clinical practice are essential components of a high-quality cancer delivery system. However, a gap currently exists between the identification of beneficial research findings and the application in clinical practice. Implementation research strives to address this gap. In this review, we discuss key components of high-quality implementation research. We then apply these concepts to a current cancer care delivery challenge in women's health, specifically the implementation of a surgery decision aid for women newly diagnosed with breast cancer. [ABSTRACT FROM AUTHOR]

This study, guided by the diffusion of innovations theory, explored the communication patterns of flood recession (molapo) farming communities in the Okavango Delta, Botswana, with a view to informing the knowledge translation interventions of the Botswana EcoHealth Project. A sample of 161 respondents from three different communities participated in this study. Data were analyzed using descriptive statistics. Results indicate that the molapo farming communities in the Okavango Delta: 1) have mass-media technologies, though limited to radio and television, 2) depend on radio and kgotla (public communal place) as a channel for agricultural and environmental related information, and 3) rarely use print media. The findings indicate that the most appropriate channels for information diffusion among the molapo communities are the use of group channel, the kgotla, and the radio, as the majority of the respondents indicated frequent use of these as information sources. Over half of the respondents demonstrated a general awareness of molapo farming potential to cause water-borne diseases. The implication of these findings for communicators and knowledge translation interventions is that wider communication intervention impacts among the molapo communities can be achieved through a use of radio and a hybrid of kgotla-workshops. Suggestions for future research directions are highlighted. [ABSTRACT FROM AUTHOR]

Few instruments provide reliable and valid data on child well-being and contextual assets during middle childhood, using children as informants. The authors developed a population-level, self-report measure of school-aged children's well-being and assets-the Middle Years Development Instrument (MDI)-and examined its reliability and validity. The MDI was designed to assess child well-being inside and outside of school on five dimensions: (1) Social and emotional development, (2) Connectedness to peers and to adults at school, at home, and in the neighborhood, (3) School experiences, (4) Physical health and well-being, and (5) Constructive use of time after school. This paper describes the theoretical framework, selection of items and scales for the survey, and four studies that were conducted to revise the MDI and examine its psychometric properties. The findings indicate a theoretically predicted factor structure, high internal consistency, and document the convergent and discriminant validity of the MDI scales. The discussion delineates a plan for future validation studies that address further validity questions, such as predictive validity, measurement invariance, and fairness/bias, and provides a brief outlook of how the MDI may be used by practitioners, educators, and decision makers in schools and communities to motivate and inform action in support children's well-being. [ABSTRACT FROM AUTHOR]

Objectives: To share a concept analysis of social movement aimed at advancing its application to evidence uptake and sustainability in health-care., Methods: We applied Walker and Avant method to clarify the concept of social movement in the context of knowledge uptake and sustainability. Peer-reviewed and grey literature databases were systematically searched for relevant reports that described how social movement action led to evidence-based practice changes in health and community settings. Titles, abstracts and full texts were reviewed independently and in duplicate, resulting in 38 included articles., Results: Social movement action for knowledge uptake and sustainability can be defined as individuals, groups, or organizations that, as voluntary and intrinsically motivated change agents, mobilize around a common cause to improve outcomes through knowledge uptake and sustainability. The 10 defining attributes, three antecedents and three consequences that we identified are dynamic and interrelated, often mutually reinforcing each other to fortify various aspects of the social movement. Examples of defining attributes include an urgent need for action, collective action and collective identity. The concept analysis resulted in the development of the Social Movement Action Framework., Conclusions: Social movement action can provide a lens through which we view implementation science. Collective action and collective identity - concepts less frequently canvassed in implementation science literature - can lend insight into grassroots approaches to uptake and sustainability. Findings can also inform providers and change leaders on the practicalities of harnessing social movement action for real-world change initiatives. By mobilizing individuals, groups, or organizations through social movement approaches, they can engage as powered change agents and teams that impact the individual, organizational and health systems levels to facilitate knowledge uptake and sustainability., Competing Interests: Doris Grinspun has declared a conflict of interest in the following categories: Support for attending meetings and/or travel; patents, planned, issued, or pending; Participation on a Data Safety Monitoring Board or Advisory board; Leadership or fiduciary role in other board, society, committee, or advocacy group paid or unpaid; and Receipt of equipment, materials, drugs, medical writing, gifts or other services. None of the other co-authors declared having a conflict of interest that may have influenced the work reported in this article., (© 2022 The Authors.)

The processes for moving research-based knowledge to the domains of action in social policy and professional practice are complex. Several disciplinary research traditions have illuminated several key aspects of these processes. A more holistic approach, drawing on systems thinking, has also been outlined and advocated by recent contributors to this debate. This paper seeks to draw on these foundations to sketch a more integrated approach to nine organisational variables that influence the successful implementation of a 'knowledge-to-action' framework for evidence-based policy and practice. [ABSTRACT FROM AUTHOR]

The impetus for evidence-based practice (EBP) has grown out of widespread concern with the quality, effectiveness (including cost-effectiveness), and efficiency of medical care received by the public. Although initially focused on medicine, EBP principles have been adopted by many of the health care professions and are often represented in practice through the development and use of clinical practice guidelines (CPGs). Audiology has been working on incorporating EBP principles into its mandate for professional practice since the mid-1990s. Despite widespread efforts to implement EBP and guidelines into audiology practice, gaps still exist between the best evidence based on research and what is being done in clinical practice. A collaborative dynamic and iterative integrated knowledge translation (KT) framework rather than a researcher-driven hierarchical approach to EBP and the development of CPGs has been shown to reduce the knowledge-to-clinical action gaps. This article provides a brief overview of EBP and CPGs, including a discussion of the barriers to implementing CPGs into clinical practice. It then offers a discussion of how an integrated KT process combined with a community of practice (CoP) might facilitate the development and dissemination of evidence for clinical audiology practice. Finally, a project that uses the knowledge-to-action (KTA) framework for the development of outcome measures in pediatric audiology is introduced. [ABSTRACT FROM PUBLISHER]

1. Despite the dramatic growth in the understanding of freshwater ecosystems in recent decades, many analyses indicate that the magnitude, complexity and urgency of freshwater environmental problems are increasing rather than decreasing. This pattern serves as a sobering reminder that ecological science is necessary but not sufficient for addressing a wide range of sustainability challenges and suggests the need for alternative strategies that can increase the effectiveness of science in environmental problem solving. 2. One key step in efforts to link knowledge with action more effectively is to use a conceptual model that examines factors leading to mismatches between the demand for science to achieve various societal goals and the supply of scientific information by researchers. Some common examples of supply and demand mismatches include instances where scientific information is provided but not needed, is needed but not provided, is not sufficiently trusted or reliable or conflicts with user’s values or interests. 3. Recent work in sustainability science and related fields suggests that such mismatches can be reduced by more careful attention to the design of interdisciplinary research programmes and stakeholder partnerships. For example, research should be salient to the concerns of stakeholders. Research also needs to be independent and objective, so that it is credible to stakeholders. Moreover, researchers should work with stakeholders in ways that foster legitimate decision-making processes. We show how such design criteria can help in identifying and overcoming potential obstacles which limit the influence of ecological research on decision making. 4. These strategies are illustrated by a collaborative programme designed to promote the sustainable management of vernal pools in the northeastern U.S.A. These unique ecosystems are vulnerable to multiple stressors associated with urbanisation, forest management and climate change. An interdisciplinary team of researchers with a wide array of expertise (e.g., ecology, economics, communication, institutional governance, regional planning and forestry) has established a long-term partnership with multiple levels of government, the private sector, conservation organisations and citizens. Using a variety of approaches for linking knowledge with action, this programme has helped produce new land use regulations and management practices designed to balance economic development and vernal pool protection. 5. Thematic implications: freshwater ecosystems are increasingly impaired by multiple stressors that are usually the product of complex interactions between socioeconomic and biophysical factors. Thus, an understanding of the biophysical causes and consequences of such impairment will rarely be sufficient for achieving sustainable management policies and practices. Rather, we need a more integrative and action-oriented approach that explicitly acknowledges the strong coupling between natural and human systems and focuses on reciprocal interactions between knowledge-generating and decision-making processes. We believe that the emerging field of sustainability science holds considerable promise for strengthening connections between knowledge and action. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Speech-Language Pathology & Audiology is the property of Speech-Language & Audiology Canada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this work was to describe the implantation project presented by the Virgen de las Nieves University Hospital (Granada, Spain) to be selected as a candidate for "Best Practice Spotlight Organization" ® (in Spain CCEC ® ) program in the cohort (2015-2017) to implement three guidelines for Nurses Association of Canada Ontario (RNAO) clinical practice of care. The methodology used was the model called "knowledge for action" and the actions developed for each of the phases of the action cycle for applying knowledge to practice were described: 1) identification of the problem, 2) adaptation to the local context, 3) evaluation of facilitators and barriers, 4) adaptation and implementation of interventions, 5) monitoring and evaluation of results and 6) sustainability. This work adds to the set of studies that address the improvement and maintenance of evidence-based practice programs in nursing, and in health services in general. It shows the application of a framework for the implementation of clinical practice guidelines for care in a specific health environment for its replication in other different health settings. It has been shown that it is essential to dedicate efforts to planning the implementation of this type of programs, taking into account the context in which they are developed, the specific characteristics of the population being served, identifying the different barriers and facilitators that may affect during the course of the program. process and defining actions to make the changes in practice sustainable.