Published in the Journal of Pediatric Nursing (2016 May-Jun), the goal of this systematic review was to identify and synthesize the evidence on knowledge translation interventions aimed at putting explicit research evidence into child health practice.
Twenty-one studies (13 RCT, 2 CCT, 6 CBA) were included. The studies employed single (n=9) and multiple interventions (n=12). The methodological quality of the included studies was largely moderate (n=8) or weak (n=11). Of the studies with moderate to strong methodological quality ratings, three demonstrated consistent, positive effect(s) on the primary outcome(s); effective knowledge translation interventions were two single, non-educational interventions and one multiple, educational intervention.
This multidisciplinary systematic review in child health settings identified effective KT strategies assessed by the most rigorous research designs. Given the overall poor quality of the research literature, specific recommendations were made to improve KT efforts in child health.
Lead author, Lauren Albrecht, is a doctoral student at the University of Alberta.
Citation: Albrecht L, Archibald M, Snelgrove-Clarke E, & Scott SD. (2016). Systematic Review of Knowledge Translation Strategies to Promote Research Uptake in Child Health Settings. J Pediatr Nurs,31(3):235-54. doi: 10.1016/j.pedn.2015.12.002.
Read the full article here.