An Innovative Online Knowledge Translation Curriculum in Graduate Education. Issue 3 (1st June 2020)

• Record Type: Journal Article
• Authors: Astle, Barbara; Reimer‐Kirkham, Sheryl; Theron, Magdalena Julya; Lee, Joyce W. K.
• Is Part Of: Worldviews on evidence-based nursing. Volume 17:Issue 3(2020)
• Page Start: 229
• Page End: 238
• Publication Date: 2020-06-01
• Subjects: knowledge translation -- implementation science -- evidence‐based practice -- online learning -- higher education -- curriculum -- experiential learning; Evidence-based nursing -- Periodicals; 610.7
• DOI: 10.1111/wvn.12440
• Languages: English
• ISSNs: 1545-102X

Abstract

Abstract: Background: There is increased acknowledgment of the importance of knowledge translation (KT) in the role of graduate‐prepared healthcare practitioners, such as nurses, as change agents in the mobilization of evidence‐based knowledge. The offering of flexible educational programming online and hybrid course delivery in higher education is a response to insufficient didactic methods for providing graduate students with the competencies to facilitate KT. Aims: To describe the development, implementation, and evaluation of a cohort‐based, online, innovative KT curriculum using a theoretical approach to KT called the Knowledge‐As‐Action Framework, which focuses on the knower, knowledge, and context as being inseparable. This process strategically engages with stakeholders to link practice concerns with existing realities, thus providing the best available knowledge to inform KT action in complex healthcare contexts. Methods: The Model of Evidence‐Informed, Context‐Relevant, Unified Curriculum Development in Nursing Education guided the cohort‐based online KT course process. The development, implementation, and evaluation involved (a) an environmental scan, (b) a literature review, (c) faculty development, (d) curriculum design of two 10‐week courses, and (e) a summation of the concurrent participatory evaluation of the two courses, including faculty and student responses. The Knowledge‐As‐Action Framework is comprised of six interrelated dimensions as part of a "kite" metaphor, with the underlying premise that if any one of the dimensions results in an imbalance, the KT process may be grounded. Results: Evaluation revealed (a) intentionality of the core processes of curriculum work; (b) effectiveness of indicators for evaluating the KT courses; (c) leadership should be added as a learning domain for KT; (d) the Knowledge‐As‐Action Framework provided an integrated, philosophical, and evidence‐based approach to KT; (e) cohort model facilitated a community of inquiry; and (f) the formalized structured approach of the courses with ongoing supervision and mentoring allowed for timely completion. Linking Evidence to Action: Teaching and learning in an online cohort model created a community of inquiry and facilitated experiential learning. The active engagement of students with their practice‐based stakeholders promoted change in clinical settings and enhanced students' professional development to lead change.