Blog Archives

How does Knowledge translation relate to evidence-based practice?

The most common definition of Evidence-Based Practice (EBP) describes the explicit use of current best evidence in making decisions about individual patient care. It means integrating research evidence, with clinicians’ expertise and patient values. Over the last 20 years, the

Posted in barriers, behaviour, clinical improvement, clinician expertise, evidence-based practice, facilitators, health care services, knowledge translation, Uncategorized

Logic Models: what, why, how?

A recent article emphasised the power of using theory to explain why improvement programmes work. When key components of an intervention can be identified and their theoretical contribution to final outcomes understood, causal associations can be identified and tested. Although

Tagged with: , ,
Posted in behaviour, change, complex interventions, context, organisation, theories

Why test theory fidelity?

Recent guidance about developing and evaluating complex interventions emphasises the need to use theoretical explanations to aid understanding of what works within an intervention. This is in direct contrast to the large research literature about drug studies, where human physiology

Tagged with: , , ,
Posted in behaviour, change, complex interventions, implementation, intervention, realist review, theory fidelity

Different circumstances different outcomes

In my quest to better understand which aspects of the local environment influence the way complex interventions are delivered, I was alerted to a comprehensive realist review of human resource management interventions that were designed to improve health workers’ performance

Tagged with: , ,
Posted in behaviour, complex interventions, culture, implementation, improvement

Do theories make knowledge more understandable?

When learning about a new or complex area, it is often difficult to know where to start to make sense of different observations, to identify which components are important, and how to link similar things together. Knowledge itself is often

Tagged with: , , ,
Posted in behaviour, change, improvement, information, theories, thinking

Disruptive thinking – how does it help?

Most of us do what we have always done. In fact, craziness has been defined as expecting something different when you do as you always have done! So how do we change or improve our practice? Often, it starts with

Tagged with: ,
Posted in behaviour, change, knowledge, thinking

Why research may not help individuals

Many of us have learned that large experiments with representative samples and random allocation of participants are vital to be able to generalise results back to the target population. Yet we must be careful in applying these results for individuals,

Tagged with: , ,
Posted in behaviour, intervention, using research

Why evidence cannot replace opinion

One of the key principles of evidence-based practice is that health care decisions are informed by the best available research evidence. However, many people assume that once the best ‘truth’ is known and described in terms of the research evidence,

Tagged with: , , , , ,
Posted in behaviour, change, evidence, implementation, opinion

just knowing is not enough for real learning

As children and young adults, we have all learned to reproduce facts for exams.  I remember learning where key diagrams were in my open book chemistry exam and I even rote learned 4 essays for my introductory sociology course. I

Tagged with: , ,
Posted in behaviour, change, knowledge, learning

Theories help explain interventions

Complex and behavioural interventions are not well understood in healthcare practice. Using theory to design, measure, implement and interpret research can help identify which interventions work and how they work. Commonly, a theory provides a description of important concepts and

Tagged with: ,
Posted in behaviour, complex interventions, using research