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首页> 外文期刊>Journal of Health Services Research & Policy >Developing a framework for transferring knowledge into action: a thematic analysis of the literature
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Developing a framework for transferring knowledge into action: a thematic analysis of the literature

机译：建立将知识转化为行动的框架：文献的主题分析

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Objectives: Although there is widespread agreement about the importance of transferring knowledge into action, we still lack high quality information about what works, in which settings and with whom. While there are a large number of models and theories for knowledge transfer interventions, the majority are untested, meaning that their applicability and relevance is largely unknown. This paper describes the development of a conceptual framework of translating knowledge into action and discusses how it can be used for developing a useful model of the knowledge transfer process. nnMethods: A narrative review of the knowledge transfer literature identified 28 different models which explained all or part of the knowledge transfer process. The models were subjected to a thematic analysis to identify individual components and the types of processes used when transferring knowledge into action. The results were used to build a conceptual framework of the process. nnResults: Five common components of the knowledge transfer process were identified: problem identification and communication; knowledge/research development and selection; analysis of context; knowledge transfer activities or interventions; and knowledge/research utilization. We also identified three types of knowledge transfer processes: a linear process; a cyclical process; and a dynamic multidirectional process. From these results a conceptual framework of knowledge transfer was developed. The framework illustrates the five common components of the knowledge transfer process and shows that they are connected via a complex, multidirectional set of interactions. As such the framework allows for the individual components to occur simultaneously or in any given order and to occur more than once during the knowledge transfer process. nConclusion: Our framework provides a foundation for gathering evidence from case studies of knowledge transfer interventions. We propose that future empirical work is designed to test and refine the relevance, importance and applicability of each of the components in order to build a more useful model of knowledge transfer which can serve as a practical checklist for planning or evaluating knowledge transfer activities.
机译：目标：尽管就将知识转化为行动的重要性达成广泛共识，但我们仍然缺乏有关什么有效，在何种环境下以及与谁一起使用的高质量信息。尽管存在大量的知识转移干预模型和理论，但大多数未经测试，这意味着它们的适用性和相关性在很大程度上是未知的。本文描述了将知识转化为行动的概念框架的开发，并讨论了如何将其用于开发知识转移过程的有用模型。方法：对知识转移文献的叙述性回顾确定了28种不同的模型，这些模型解释了知识转移过程的全部或部分内容。对模型进行了主题分析，以识别将知识转化为行动时所使用的各个组件和过程的类型。结果用于构建过程的概念框架。结果：确定了知识转移过程的五个常见组成部分：问题识别和沟通；知识/研究开发和选择；语境分析；知识转移活动或干预措施；和知识/研究利用。我们还确定了三种类型的知识转移过程：线性过程；知识转移过程。周期性的过程；以及动态的多向过程。从这些结果得出了知识转移的概念框架。该框架说明了知识转移过程的五个常见组成部分，并表明它们通过一组复杂的，多方向的交互关系进行连接。这样，该框架允许各个组件同时发生或以任何给定顺序发生，并且在知识转移过程中发生不止一次。结论：我们的框架为从知识转移干预案例研究中收集证据提供了基础。我们建议，未来的实证工作旨在测试和完善各个组成部分的相关性，重要性和适用性，以便建立更有用的知识转移模型，该模型可以用作规划或评估知识转移活动的实用清单。

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