Have you ever tried to get a new guideline or piece of evidence into your everyday practice and been surprised by how long it took and how complex it was? Did you struggle to measure the project’s success? As you reflect, you can likely identify what would have been helpful to know beforehand, and what support you would have liked on the way?
Implementing evidence into practice is a three-day, highly interactive and outcome focused workshop that covers the essential skills and knowledge needed to facilitate the implementation of evidence and innovation into everyday practice.
Led by an internationally renowned team of knowledge translation researchers, facilitators and practicing clinicians form Queensland and South Australia, you will learn how to set up an implementation project, how to facilitate the process and how to evaluate its impact.
This is a participatory course, with interactive group discussions, roleplay and group activities. Course content will cover the following topics:
- What is Knowledge Translation and why is it important?
- What are the key constructs in implementation science?
- Theories, models and frameworks, and how they can help.
- Who needs to be involved? How to engage and understand who needs to change.
- Introduction to context assessment.
- What are the strategies that will support change?
- Who are the decision makers for scaling up, and how will they decide?
- Who is going to support the change?
- Fidelity versus adaption: how much can we change the recipe?
- How do we know we have made a difference?
Health professionals, health service managers, academics and PhD students with an interest in Health Services Research and Implementation Science
Course presenters and panelists:
- Adrienne Young Royal Brisbane and Women’s Hospital
- Alison Kitson Flinders University
- Alison Mudge Royal Brisbane and Women’s Hospital
- Gill Harvey The University of Adelaide
- Sonya Osborne Australian Centre for Health Services Innovation (AusHSI).
- John Karnon University of Adelaide
- Wendy Keech SA Academic Health Science and Translation Centre
- Tim Carey Flinders University.
Testimonials: May 2017
AusHSI’s recent Knowledge Translation course was both informative and practical. The course covered the importance of KT, the i-PARIHS Framework, facilitation as a KT strategy, stakeholder engagement and evaluation of implementation projects, with relevant, practical activities following each theory session. Presenters clearly demonstrated real-world experience and provided a broad range of examples.
The generosity of both participants and presenters in sharing their experiences was particularly appreciated, including their so-called ‘failures’, as reflecting on these can be just as beneficial as reflecting on the ‘successes’ to continue to build evidence for effective knowledge translation.
Personally, I attended the course to build my skills as a facilitator and the group work format of the practical activities provided opportunities for this. I wonder if preparing and group-pitching an entire project on the final day of the course reduced the opportunities for a more detailed look at implementation and evaluation plan development. However it certainly offered opportunities for development of negotiation skills, given groups each selected only one project to progress.
This course would be useful for clinicians and/or managers planning to implement an evidence-based innovation in their area or those wanting an overview of some key knowledge translation processes.
Sally Eames, Clinical Evidence Development Officer, Metro North Hospital and Health Service
As an academic in health services research and a recipient of a 2017 AusHSI grant Evaluation of the implementation of a nursing assessment system for acute care, I was pleased to be able to attend the AusHSI workshop as an attendee, and bursary recipient.
The 3 day program was very well organised, with each day divided into sessions allowing for presentations from experts, group discussions relating to the daily topic, and group sessions working on selected projects. The balanced program and atmosphere engendered ensured that participants were fully engaged and interactive. The daily topics included knowledge translation frameworks guiding implementation of evidence into practice, the central role of facilitators, and methods for evaluating an implementation project—in short all you wanted to know about the “what, why, how” of knowledge translation.
The experience gained in working with a mixed group of clinicians and research academics from various organisations was invaluable, as was the opportunity to refine the implementation and evaluation model of my current project, in collaboration with others, who bought new insights and perspectives to the table discussions.
Dr Nancye Peel, Senior Research Fellow, The University of Queensland