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Research and EBP initiatives
Change in practice depends on the environment in which practice has to take place along with the strength and nature of the research evidence. It also relies on the method by which the process in being carried out. No emphasis has been laid on the effect of cultural factors or existing workplace environment in the original EBP models (Kueny, Mackin & Titler, 2015).
It can be made sure that the appropriate audience receives information about research and EBP initiatives by process of knowledge translation. The process which involves the formation, circulation and adoption of research knowledge into clinical practice is known as knowledge translation. This term has different names around the globe. For instance, in UK and Europe analogous processes are known as research utilization. Researchers in USA know these processes as research diffusion, knowledge uptake and research dissemination. Knowledge-to-action and knowledge translation are common terms used in Canada and Australia. Knowledge translation includes many process and systems along with an interaction between researcher and knowledge users. It is not a simple one-way process. The circumstances or situation and knowledge application determine the level at which these interactions have to take place (Curtis et al, 2016).
The knowledge-to-action cycle consists of knowledge translation as an important part. The steps and sequence outlining the transformation of research knowledge into clinical practice are brought into detail by knowledge-to-action cycle in two phases. The first and initial phase comprising of creation phase involves synthesizing knowledge. Synthesizing knowledge involves the production of new protocols with regard to a clinical problem which has been identified. Before the action component starts, this step makes sure that the knowledge is based on appropriate evidence. Seven steps are involved in the action cycle: (1) identification of clinical issue and research relevant to it; (2) adjusting the research to indigenous aspect; (3) analyzing the barriers which hinder the use of knowledge; (4) choosing, modifying and applying interventions; (5) keeping a check on use of knowledge; (6) estimation of outcomes and (7) being consistent with use of knowledge (Curtis et al, 2016).
References
Curtis, K., Margaret, F., Shaban, R., Considine, J. (2016). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5-6), 862-872. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1111/jocn.13586
Kueny, A., Shever, L., Mackin, M., & Titler, M. (2015). Facilitating the implementation of evidence-based practice through contextual support and nursing leadership. Journal of Healthcare Leadership, 7. doi: 10.2147/JHL.S45077
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