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Discussion Paper

From theoretical model to practical use: an example of knowledge translation

  1. Ida Torunn Bjørk MNS PhD RN Professor1,*,
  2. Kirsten Lomborg MNS PhD RN Associate Professor2,
  3. Carsten Munch Nielsen MEd RN Curriculum Coordinator3,
  4. Grethe Brynildsen MNS RN Assistant Professor4,
  5. Anne-Marie Skovsgaard Frederiksen MLP RN Lecturer5,
  6. Karin Larsen MLP RN Educational Coordinator6,
  7. Inger Åse Reierson MNS RN Assistant Professor7,
  8. Irene Sommer MCN RN Education and Development Nurse8,
  9. Britta Stenholt MNS RN Lecturer9

Article first published online: 6 FEB 2013

DOI: 10.1111/jan.12091

Additional Information

How to Cite

Bjørk I.T. Lomborg K. Nielsen C.M. Brynildsen G. Frederiksen A.-M.S., Larsen K. Reierson I.Å. Sommer I. & Stenholt B. (2013) From theoretical model to practical use: an example of knowledge translation. Journal of Advanced Nursing 00(0), 000–000. doi: 10.1111/jan.12091

Author Information

  1. 1

    Department of Nursing Science, Institute of Health and Society, Norway

  2. 2

    Department of Public Health, Aarhus University, Denmark

  3. 3

    VIA University College, Aarhus, Denmark

  4. 4

    Lovisenberg Diaconal University College, Oslo, Norway

  5. 5

    VIA University College, Aarhus, Denmark

  6. 6

    Department of Endocrinology and Internal Medicine, Aarhus University Hospital, Denmark

  7. 7

    Telemark University College, Porsgrunn, Norway

  8. 8

    Department of Cardiology, Aarhus University Hospital, Skejby, Denmark

  9. 9

    VIA University College, Silkeborg, Denmark

*Correspondence to I.T. Bjørk:e-mail: i.t.bjork@medisin.uio.no

Publication History

  1. Article first published online: 6 FEB 2013
  2. Manuscript Accepted: 22 DEC 2012

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Abstract

Aim

To present a case of knowledge translation in nursing education and practice and discusses mechanisms relevant to bringing knowledge into action.

Background

The process of knowledge translation aspires to close the gap between theory and practice. Knowledge translation is a cyclic process involving both the creation and application of knowledge in several phases. The case presented in this paper is the translation of the Model of Practical Skill Performance into education and practice. Advantages and problems with the use of this model and its adaptation and tailoring to local contexts illustrate the cyclic and iterative process of knowledge translation.

Discussion

The cultivation of a three-sided relationship between researchers, educators, and clinical nurses was a major asset in driving the process of knowledge translation. The knowledge translation process gained momentum by replacing passive diffusion strategies with interaction and teamwork between stakeholders. The use of knowledge creates feedback that might have consequences for the refinement and tailoring of that same knowledge itself. With end-users in mind, several heuristics were used by the research group to increase clarity of the model and to tailor the implementation of knowledge to the users.

Implications for nursing

This article illustrates the need for enduring collaboration between stakeholders to promote the process of knowledge translation. Translation of research knowledge into practice is a time-consuming process that is enhanced when appropriate support is given by leaders in the involved facilities.

Conclusion

Knowledge translation is a time-consuming and collaborative endeavour. On the basis of our experience we advocate the implementation and use of a conceptual framework for the entire process of knowledge translation. More descriptions of knowledge translation in the nursing discipline are needed to inspire and advise in this process.

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