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Core knowledge translation competencies: a scoping review.

Anastasia A Mallidou1, Pat Atherton2, Liza Chan3

  • 1School of Nursing, University of Victoria, B236 - HSD Building, 3800 Finnerty Road (Ring Road), Victoria, BC, V8P 5C2, Canada. mallidou@uvic.ca.

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|June 28, 2018
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Summary

This study identifies 19 core knowledge translation (KT) competencies for health professionals, encompassing knowledge, skills, and attitudes. It also outlines effective strategies like education and organizational support to build these essential KT competencies.

Keywords:
Competencies (attitudesEvidence-based practiceKnowledgeKnowledge brokeringKnowledge translationKnowledge utilizationProfessional competenciesScoping reviewSkills)

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Area of Science:

  • Health Services Research
  • Knowledge Translation Science

Background:

  • Knowledge translation (KT) facilitates the use of research findings in practice and policy.
  • Capacity building is recommended to support individuals in enacting KT.
  • Existing knowledge on KT competencies requires summarization to inform capacity building, policy, and research.

Purpose of the Study:

  • To identify core knowledge translation (KT) competencies needed in the health sector.
  • To determine interventions and strategies for teaching and reinforcing KT competencies.

Main Methods:

  • A scoping review approach was employed, integrating knowledge translation (KT) processes with stakeholder involvement.
  • Searches were conducted across seven health and interdisciplinary databases and grey literature (2003-2017).
  • Publications examining KT competencies in health were retrieved, reviewed, and synthesized.

Main Results:

  • 1171 publications were initially retrieved, with 137 undergoing full review.
  • 19 core KT competencies were categorized into knowledge, skills, or attitudes.
  • Common interventions included education, organizational support, and hands-on training.

Conclusions:

  • Identified KT competencies have implications for education, policy, knowledge brokering, and future research.
  • Evaluation of presented KT competencies is necessary.
  • Organizational support and culture are crucial for successful KT activities.