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Knowledge translation strategies used to promote evidence-based interventions for children with cerebral palsy: a
Jessica Hanson1,2,3, Akash Sasitharan1,2,3, Tatiana Ogourtsova1,2,3
1The Research Center of the Jewish Rehabilitation Hospital, Centre intégré de santé et de services sociaux de Laval, Laval, Canada.
Insights
Tailored knowledge translation strategies and user-friendly tools are crucial for implementing evidence-based practices (EBP) in pediatric cerebral palsy (CP) care. Mentorship and addressing resource barriers can improve EBP uptake for better functional outcomes in children with CP.
Area of Science:
- Pediatric rehabilitation
- Knowledge translation
- Evidence-based practice
Background:
- Cerebral palsy (CP) is the leading childhood physical disability, necessitating early interventions for optimal brain development and functional outcomes.
- Integrating evidence-based practice (EBP) into pediatric CP care is challenging but essential for improving patient results.
Approach:
- A scoping review methodology was employed to identify and analyze studies on knowledge translation (KT) strategies for pediatric CP interventions.
- Seventeen articles were included, with data analyzed using numerical and inductive content analysis, followed by stakeholder consultation.
Key Points:
- Common outcomes measured were changes in participant knowledge and behavior regarding EBP.
- Key barriers identified include insufficient resources, lack of protected time, and funding limitations.
- Multifaceted KT approaches, including mentoring, workshops, case studies, and online tools, were frequently utilized.
Conclusions:
- Effective implementation of EBP for children with CP requires tailored KT strategies.
- User-friendly KT tools and mentor involvement can accelerate EBP adoption.
- Overcoming healthcare setting challenges is vital for successful EBP integration and advancing best practices in pediatric CP.
Background:
Cerebral palsy (CP) is the most common childhood physical disability, imposing substantial costs on individuals and society. Early interventions that promote brain optimization and reorganization are vital for children with CP. Integrating early evidence-based practice (EBP) remains challenging but enhances functional outcomes.
Methods:
Following a scoping review methodology, databases were searched to identify studies examining the impact of knowledge translation (KT) strategies for pediatric CP interventions. Extraction included study characteristics, methodology, KT strategies, barriers, and facilitators. Numerical and inductive content analysis identified themes among KT strategies. A final stakeholder consultation to discuss the results was conducted.
Results:
This review included seventeen articles. Common outcomes included participant change in EBP knowledge and behaviour. Common barriers included a need for more resources, protected time, and funding. Most studies followed a multifaceted KT approach. Various KT strategies were used, primarily mentoring, workshops, case studies, and online tools.
Interpretation:
Results underscored the need for tailored KT strategies for implementing EBP for children with CP. Additionally, user-friendly KT tools and involving mentors to facilitate the intervention can haste EBP uptake. Successful adoption depends on challenges in healthcare settings. This study provides insights into current KT strategies for advancing best practices for children with CP.
