title: Using knowledge translation as a framework for the design of a research protocol.
abstract: Knowledge translation has been defined as the synthesis, dissemination, exchange and ethically sound application of knowledge to improve health, resulting in a stronger health-care system. Using KT activities to aid in the adoption of evidence into practice can address current health-care challenges such as increasing organizational practice standards, alleviating the risk for adverse events and meeting practitioner needs for evidence at the bedside. Two general forms of KT have been identified. These being integrated KT and end-of-grant KT. Integrated KT involves the knowledge users in the research team and in the majority of stages of the research process. End-of-grant KT relates to the translation of findings through a well-developed dissemination plan. This paper describes the process of using an integrated knowledge translation approach to design a research protocol that will examine the effectiveness of a web-based patient educational intervention. It begins with a description of integrated knowledge translation, followed by the presentation of a specific case example in which integrated knowledge translation is used to develop a nursing intervention. The major elements of integrated knowledge translation pertain to need for a knowledge user who represents the broad target user group, and who is knowledgeable in the area under investigation and who as authority to enact changes to practice. Use of knowledge users as equal partners within the research team; exploring all feasible opportunities for knowledge exchange; and working with knowledge users to identify all outcomes related to knowledge translation are the other major elements of integrated knowledge translation that are addressed throughout this paper. Furthermore, the relevance of psychosocial or educational interventions to knowledge translation is also discussed as a source of knowledge. In summary, integrated knowledge translation is an important tool for the development of new interventions, as it helps to apply science to practice accurately. It supports the elaboration of the design while enhancing the relevance of the intervention through the validation of feasibility and acceptability with clinicians and patients.
authors.affiliation: Daphne Cockwell School of Nursing, Ryerson University, Toronto, Ontario, Canada.
authors.forename: Suzanne
authors.initials: S
authors.lastname: Fredericks
authors.affiliation: Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada.
authors.forename: Géraldine
authors.initials: G
authors.lastname: Martorella
authors.affiliation: Daphne Cockwell School of Nursing, Ryerson University, Toronto, Ontario, Canada.
authors.forename: Cristina
authors.initials: C
authors.lastname: Catallo
mesh_terms: D006348:Cardiac Surgical Procedures; D002985:Clinical Protocols; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D020407:Internet; D010353:Patient Education as Topic; D011182:Postoperative Care; D012107:Research Design; D012648:Self Care; D057170:Translational Research, Biomedical
keywords: knowledge translation; knowledge user; patient education; research approach; web‐based interventions