Ward, V., Smith, S., Foy, R., House, A. & Hamer, S. (2010). Planning for Knowledge Translation - A Researcher's Guide. Evidence & Policy, 6(4), 527-541.
Format: Peer-reviewed article
Type: Research — Non-experimental
Experience level of reader: Fundamental
Annotation: The authors describe a researcher’s guide to planning for knowledge translation. They frame knowledge translation as a process that is dynamic, multidirectional and interactive, which moves away from the need to pose a specific series of activities or interventions that a researcher should carry out. The guide promotes flexible and creative thinking about knowledge translation, with the objective of tailoring knowledge translation activities to the unique attributes of each research project. The guide defines five essential elements of knowledge translation: the problem (the problem or issue to be addressed by the research/knowledge), context (the circumstances surrounding the user and researcher), knowledge (properties of the pre-existing knowledge/evidence about the problem or the generation of new knowledge/evidence), intervention (specific activities designed to translate knowledge/research into action), and use (ways in which the knowledge/research is or might be used). For each element, a series of questions is provided. Each question encourages the researcher to think broadly and deeply about the knowledge translation implications. Elements and related questions are evidence-based, which adds to their credibility.
Setting(s) to which the reported activities/findings are relevant: Government, University
Knowledge user(s) to whom the piece of literature may be relevant: Policy Makers, Researchers
Knowledge user level addressed by the literature: Individual
This article uses the Commercial Devices and Services version of the NtK Model
Method: According to the researcher’s guide to planning for knowledge translation there are five essential elements of knowledge translation, including: the problem (the problem or issue to be addressed by the research/knowledge), context (the circumstances surrounding the user and researcher), knowledge (properties of the pre-existing knowledge/evidence about the problem or the generation of new knowledge/evidence), intervention (specific activities designed to translate knowledge/research into action), and use (ways in which the knowledge/research is or might be used). For each element, a series of questions is provided. Each question encourages the researcher to think broadly and deeply about the knowledge translation implications. Elements and related questions are evidence-based, which adds to their credibility.
Knowledge translation guidance for researchers.
Occurrence of finding within the model: KTA Step 1.A, KTA Step 2.A, KTA Step 3.A, KTA Step 1.C, KTA Step 2.C, KTA Step 3.C, KTA Step 1.D, KTA Step 2.D, KTA Step 3.D, Step 3.1, Step 3.3, Step 3.2, Step 1.2
Model: Existing knowledge translation frameworks typically take one of three forms: a linear progression with an identifiable start and end point (e.g. from problem identification to knowledge use); a cyclical process involving a linear progression that is repeated rather than reaching an endpoint; a dynamic, interactive and multidirectional process where elements of the process can occur simultaneously or in different sequences. (Ward [2009a])