Embed Size (px)
Citation preview
BC Knowledge Translation Needs Assessment: Northern Health Regional Report
The Michael Smith Foundation for Health Research is funded by the Government of British Columbia. Our name honors Nobel Laureate Dr. Michael Smith (1932 – 2000), a pre-eminent BC scientist committed to supporting researchers throughout their careers.
June 2012
BC Knowledge Translation Needs Assessment: Northern Health Regional Report | June 2012 |
1
Purpose
The purpose of this report is to provide Michael Smith Foundation for Health Research (MSFHR) partner organizations with summary data from our 2012 knowledge translation (KT) needs assessment survey that is specific to their British Columbia (BC) health region.
Background and Objectives
MSFHR launched an online survey (March 2012) to find out about KT resources and training needs related to the use of health research evidence in practice and policy in BC, Canada. The survey sought input on people’s current KT activities related to the use of health research evidence, as well as what they would like to learn more about. The intended audience was people who produce research evidence as well as those who use it in health care decision making.
In addition to the current report, a companion piece entitled ‘BC Knowledge Translation Needs Assessment: Initial Findings’ was produced that provides high level provincial findings. More detailed analyses are planned to further understand KT training and resource needs in BC and will be made available once completed.
Analysis
This regional report provides aggregate quantitative data for your health authority region. Responses are not separated by professional role; see ‘BC Knowledge Translation Needs Assessment: Initial Findings’ for provincial aggregate data related to professional roles. Survey questions may be found in Appendix [1].
BC Knowledge Translation Needs Assessment: Northern Health Regional Report | June 2012 |
2
Northern Health Region
1. Demographics
1.1 DATA TABLE – Total
Out of 1,206 survey responses, 1,071 cases met criteria for inclusion in the provincial analysis. Numbers below relate to your BC health region only.
Number of
Respondents Percentage of Total Survey
Respondents
Northern Health Region
229 21.4%
The majority of respondents (54.1%) indicated they work in a rural or remote setting versus an urban setting, the highest response rate of any BC health region.
1.2 DATA TABLE – Respondent Roles
We asked survey respondents to identify their primary professional role, as we intended to reach individuals across various health-related sectors. For the purposes of this report, we have grouped participants into researchers, research users and others. Researchers also include trainees and clinician scientists. Research users include health care providers, administrators, public servants, and knowledge brokers. The others include clinical educators, research administrators and other support functions (e.g. IT services, office administration, library services).
%
Researcher 4.8%
Research user 85.6%
Other 9.6%
TOTALS 100%
Researcher respondents represent a significantly lower percentage likely due to the smaller number of research institutes, post-secondary institutions and other research intensive centres in northern BC.
BC Knowledge Translation Needs Assessment: Northern Health Regional Report | June 2012 |
3
Sections two (2) and three (3) below provide data related to respondents’ interest in broad KT skills training as well as 28 specific skills across four defined aspects of KT - dissemination, synthesis, exchange, and application. For the purposes of the survey, ‘synthesis’ related solely to the production of contextualized and integrated research findings. Data related to the use of synthesized evidence was collected under the area of ‘application’. See Appendix [1] for all definitions.
2. Importance of KT to Respondents’ Work
2.1 SUMMARY – Importance of Defined Aspects of KT
Ratings of ‘very important’, from highest to lowest
1. Application (53.4%) 2. Exchange (45.9%) 3. Dissemination (42.3%) 4. Synthesis (28.6%)
Dissemination and application were rated as the two most important areas for learning across four of five health regions. The lower rating for dissemination may be indicative of the high number of research users who responded to the survey from this region. Synthesis was rated as the least important area for learning across the province. Among all five health authorities, the northern health region reported the lowest interest in synthesis.
3. KT Skills of Interest to Learn
3.1 SUMMARY –Top Four General KT Skills of Interest
We asked participants to indicate which general KT skills they were most interested in. General skills are defined as overarching skills that support all KT activities and defined aspects. The top four (of six) general skills of interest include the following:
1. Implement a KT plan (73.7%) 2. KT models & theories (73.4%) 3. Develop a KT plan (71.2%) 4. Evaluate a KT plan (70.7%)
Overall, 70.6 percent of respondents indicated interest in learning more about all six options provided. Roughly half of all respondents were not interested in teaching KT (50.5%).
BC Knowledge Translation Needs Assessment: Northern Health Regional Report | June 2012 |
4
3.2 SUMMARY –Top Five Specific KT Skills of Interest
Next, we broke down each defined aspect of KT (dissemination, synthesis, exchange, and application) and asked participants to indicate their level of interest in specific topics related to each aspect. Below are the top five of 22 skills that were of particular interest to respondents in the northern health region.
1. How decisions are made in health care (86%) (exchange) 2. Working with decision makers (83.0%) (exchange) 3. Implementing evidence-informed practices and programs (82.1%) (application) 4. Sustaining evidence-informed practices and programs (80.8%) (application)
5. Plain language communication (79.8%) (dissemination)
4. KT Support
4.1 SUMMARY – KT Supports in Work Environment Survey participants were asked to rate the current level of KT support available in their work environments. Overall, the majority of respondents somewhat to strongly agreed that KT support is interesting, relevant and of high quality.
1. Interesting (81.3%) 2. Relevant (75.9%) 3. Of high quality (77.8%)
There was less agreement that KT support is of sufficient amount (51.3%), affordable (50%), or accessible (41.9%).
BC Knowledge Translation Needs Assessment: Northern Health Regional Report | June 2012 |
5
5. KT Training
5.1 SUMMARY - Preferred Training Environments
Survey participants were asked to indicate how they prefer to learn about a topic by selecting up to two of five options.
1. Small group sessions (64.8%) 2. Self-guided study (44.8%) 3. Teleconference and webinars (35.8%) 4. Large group sessions (27.9%) 5. One-on-one (13.9%)
5.2 SUMMARY –Top Three Preferred Training Activities
Survey participants were asked about the likelihood of engaging in certain activities (on a scale of very unlikely to very likely) related to training and resources.
Ratings of ‘somewhat’ to ‘very likely’
1. Access online resources (83.8%) 2. Web-based training (83.3%) 3. Attend workshop (79.6%)
5.3 SUMMARY –Barriers to Participating in KT Training
Survey participants were asked what would prevent them from participation in a KT training workshop. Only 4.3 percent of respondents indicated that nothing would prevent them from participating. The least reported barrier was a lack of commitment from an employer (47.9%).
1. Location (68.7%) 2. Travel costs (67.5%) 3. Registration fees (54.0%) 4. Multi-day time commitment (53.4%) 5. Lack of commitment from employer (47.9%)
BC Knowledge Translation Needs Assessment: Northern Health Regional Report | June 2012 |
6
6. Barriers to doing KT
6.1 SUMMARY – Barriers to Doing KT
Survey participants were asked on a scale from one (not a barrier) to five (a major barrier) how much of a barrier specific issues are to doing KT in their work. Top three reported barriers
1. Time/competing priorities (77.2%) 2. Funding for KT activities (75.6%) 3. Access to KT resources (59%)
The least reported barriers were formal recognition from an employer (59.4%), organizational culture (58.7%) and KT skills of staff (48.8%).
Next Steps
Conclusions and/or recommendations for moving forward have not been made. It is anticipated that survey results will form the basis for discussion with our partner organizations in the health research and health care communities towards collaborating on the development of new KT training and resources in BC that are of greatest value to producers and users of health research evidence, to focus those resources where they are needed most, and to ensure we are not duplicating efforts.
Page 1
BC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs Assessment
INTRODUCTION
As BC's provincial health research support agency, MSFHR is committed to supporting the use of health research evidence to improve practice and policy (knowledge translation, or KT). Please join your colleagues in identifying KT training and resource needs across BC. We're looking for input from both "producers" and "users" of health research evidence, recognizing that many of you play both roles. The results of this survey will help us and our partners develop KT training and resources of most interest to respondents. Please note:
l We see knowledge translation as a complex process whose components are not in practice easily or ideally separated. However, the survey asks specific questions about evidence dissemination, synthesis, exchange and application to understand needs in these specific areas as well as for KT overall.
l We also recognize that many types of evidence must be drawn on to improve health care practice and policy. The focus of this particular survey is health research evidence (or results of health research), recognizing its effective use relies on other types of evidence in context.
Thanks in advance for your input. We'll post a summary of the results on our web page this spring. Use the navigation buttons in the survey. You can leave and return to your responses at a later time using the same computer and survey link. It should take approximately 15 minutes to complete. Please note: There is no identifying information collected in this survey. For more information, visit our website.
ABOUT YOU
Appendix 1
Page 2
BC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs Assessment1. What is your primary professional role?
2. What is your primary work environment?
3. Where is your workplace located?
Researcher
nmlkj
Clinicianscientist
nmlkj
Research trainee (graduate or postgraduate)
nmlkj
Health care provider
nmlkj
Health care administrator
nmlkj
Public servant (i.e. working in government)
nmlkj
Knowledge broker (i.e. intermediary between researchers and evidence users)
nmlkj
Other (please specify)
nmlkj
University/college
nmlkj
Research institute (within a health authority or university)
nmlkj
Notforprofit organization
nmlkj
Health authority (including hospital and community)
nmlkj
Government
nmlkj
Private sector
nmlkj
Other (please specify)
nmlkj
A (Northern Health geographic region)
nmlkj
B (Vancouver Coastal Health geographic region)
nmlkj
C (Fraser Health geographic region)
nmlkj
D (Vancouver Island Health Authority geographic region)
nmlkj
E (Interior Health geographic region)
nmlkj
Outside BC
nmlkj
Other
Appendix 1
Page 3
BC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs Assessment (BC Stats, 2002)
4. In what setting is your workplace located?
5. What type of research most closely aligns with your work?
The survey is in two parts. Part I asks about your interest in learning more about KT broadly as well as specific aspects of KT. Part II asks about training experiences, preferences, and barriers to KT. For the purposes of this survey we use the definition of knowledge translation as developed by Canadian Institutes of Health Research:
A dynamic and iterative process that includes synthesis, dissemination, exchange and ethicallysound application of knowledge to improve the health of Canadians, provide more effective health services and products, and strengthen the health care system. This process takes place within a complex system of interactions between researchers and knowledge users which may vary in intensity, complexity and level of engagement depending on the nature of the research and the findings as well as the needs of the particular
Urban
nmlkj
Rural or remote
nmlkj
Not applicable
nmlkj
Don't know
nmlkj
Biomedical research
nmlkj
Clinical research
nmlkj
Health services research
nmlkj
Population health research
nmlkj
Other type of research (please specify)
nmlkj
Appendix 1
Page 4
BC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs Assessmentknowledge user.
Other terms commonly used are knowledge transfer, knowledge exchange, research utilization, and dissemination and implementation (US).
PART I. KNOWLEDGE TRANSLATION
Identifying the appropriate audience and tailoring the message and medium to the audience. Dissemination activities can include such things as summaries for/briefings to stakeholders, educational sessions, creation of tools and media engagement.
7. How important to your work is dissemination, as defined above?
6. Indicate if you're interested in learning more about the following, and if so the level of training you need. Select all that apply.
Interested (beginner)
Interested (intermediate)
Interested (advanced)
Not interested
Developing a KT plan nmlkj nmlkj nmlkj nmlkj
Implementing a KT plan nmlkj nmlkj nmlkj nmlkj
Evaluating a KT plan nmlkj nmlkj nmlkj nmlkj
KT models and theories nmlkj nmlkj nmlkj nmlkj
KT research (also known as dissemination and implementation research)
nmlkj nmlkj nmlkj nmlkj
Teaching KT nmlkj nmlkj nmlkj nmlkj
DISSEMINATION
Other topics of interest (please specify)
Not important
nmlkj
Somewhat important
nmlkj
Moderately important
nmlkj
Very important
nmlkj
Appendix 1
Page 5
BC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs Assessment
The contextualization and integration of research findings of individual research studies within the larger body of knowledge on the topic. A synthesis must be reproducible and transparent in its methods, using quantitative and/or qualitative methods. It could take the form of a systematic review, follow the methods developed by the Cochrane Collaboration, result from a consensus conference or expert panel or synthesize qualitative or quantitative results. Realist syntheses, narrative syntheses, metaanalyses, metasyntheses and practice guidelines are all forms of synthesis.
9. How important to your work is synthesis, as defined above?
8. Indicate if you're interested in learning more about the following, and if so the level of training you need. Select all that apply.
Interested (beginner)
Interested (intermediate)
Interested (advanced)
Not interested
Developing a dissemination plan nmlkj nmlkj nmlkj nmlkj
Implementing a dissemination plan nmlkj nmlkj nmlkj nmlkj
Evaluating a dissemination plan nmlkj nmlkj nmlkj nmlkj
Developing key messages nmlkj nmlkj nmlkj nmlkj
Communicating using plain language (written and verbal) nmlkj nmlkj nmlkj nmlkj
Targeting communication to specific audiences nmlkj nmlkj nmlkj nmlkj
Social marketing (i.e. the systematic application of marketing to achieve specific behavioral goals for a social good)
nmlkj nmlkj nmlkj nmlkj
Working with the media nmlkj nmlkj nmlkj nmlkj
SYNTHESIS
Other topics of interest (please specify)
Not important
nmlkj
Somewhat important
nmlkj
Moderately important
nmlkj
Very important
nmlkj
Appendix 1
Page 6
BC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs Assessment
Interactions between the evidence user and the researcher at any or all stages of the research process. The Canadian Health Services Research Foundation (CHSRF) says that effective knowledge exchange involves interaction between knowledge users and researchers and results in mutual learning through the process of planning, producing, disseminating, and applying existing or new research in decisionmaking.
11. How important to your work is knowledge exchange, as defined above?
10. Indicate if you're interested in learning more about the following, and if so the level of training you need. Select all that apply.
Interested (beginner)
Interested (intermediate)
Interested (advanced)
Not interested
Conducting evidence syntheses nmlkj nmlkj nmlkj nmlkj
Communicating evidence syntheses (e.g. summaries, overviews, policy briefs)
nmlkj nmlkj nmlkj nmlkj
Finding and appraising evidence syntheses nmlkj nmlkj nmlkj nmlkj
EXCHANGE
12. Indicate if you're interested in learning more about the following, and if so the level of training you need. Select all that apply.
Interested (beginner)
Interested (intermediate)
Interested (advanced)
Not interested
Working with decision makers nmlkj nmlkj nmlkj nmlkj
Working with researchers nmlkj nmlkj nmlkj nmlkj
Working with industry nmlkj nmlkj nmlkj nmlkj
How decisions are made in health care environments nmlkj nmlkj nmlkj nmlkj
How decisions are made in government environments nmlkj nmlkj nmlkj nmlkj
Using social media or webbased tools for knowledge exchange (e.g. webbased forums, wikis, social networking sites)
nmlkj nmlkj nmlkj nmlkj
Other topics of interest (please specify)
Not important
nmlkj
Somewhat important
nmlkj
Moderately important
nmlkj
Very important
nmlkj
Other topics of interest (please specify)
Appendix 1
Page 7
BC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs Assessment
The iterative process by which new or existing health research evidence is put into practice. Application can refer to both the integration of evidence into existing programs, policies or practices, or the development of new evidenceinformed programs, policies, practices, products and services.
13. How important to your work is application, as defined above?
KT support includes learning resources, advice, training activities, funding, etc.
APPLICATION
14. Indicate if you're interested in learning more about the following, and if so the level of training you need. Select all that apply.
Interested (beginner)
Interested (intermediate)
Interested (advanced)
Not interested
Developing evidenceinformed practices and programs nmlkj nmlkj nmlkj nmlkj
Implementing evidenceinformed practices and programs nmlkj nmlkj nmlkj nmlkj
Sustaining evidenceinformed practices and programs nmlkj nmlkj nmlkj nmlkj
Evaluating the implementation of evidenceinformed practices and programs
nmlkj nmlkj nmlkj nmlkj
KT related to the commercialization of products or services
nmlkj nmlkj nmlkj nmlkj
PART II. KT SUPPORT
Not important
nmlkj
Somewhat important
nmlkj
Moderately important
nmlkj
Very important
nmlkj
Other topics of interest (please specify)
Appendix 1
Page 8
BC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs Assessment
16. List up to five of the most useful KT resources and activities you have used or heard of.
17. List up to three KT skills trainers (based in Western Canada) you would recommend to lead a KT workshop.
18. How do you prefer to learn about a topic? Select up to two.
15. Please rate your level of agreement with the following. In my work environment, the KT support available is generally:
Strongly disagree
DisagreeSomewhat disagree
Somewhat agree
Agree Strongly agree Don't know
Accessible nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Affordable nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Relevant nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Interesting nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Of high quality nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Of a sufficient amount nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
55
66
55
66
KT SUPPORT: PREFERENCES
Selfguided study (e.g. reading, video, etc.)
gfedc
Large group sessions (e.g. seminars, conferences, community of practice)
gfedc
Small group sessions (e.g. workshops, seminars)
gfedc
Oneonone
gfedc
Teleconferences and webinars
gfedc
Other (please specify)
gfedc
Appendix 1
Page 9
BC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs Assessment
21. What would prevent your participation in a KT training workshop? Select all that apply.
19. What is the likelihood that you would engage in the following?
Very unlikely UnlikelySomewhat unlikely
Somewhat likely
Likely Very likely Don't know
Attend a KT workshop nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Take brief, free webbased KT training with local and international mentors and peers
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Study for and obtain free webbased KT training with local and international mentors and peers that would lead to a certificate
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Access online KT resources (e.g. KT models, tools and best practice information)
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Join a KT community of practice/network nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Work with a KT mentor nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Seek KT advice (e.g. call a help desk) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Apply for KT funding nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
20. How much of the following do you receive at your place of work to participate in a KT training workshop?
No supportSome support
Full support Not sure
Encouragement nmlkj nmlkj nmlkj nmlkj
Time nmlkj nmlkj nmlkj nmlkj
Registration fees nmlkj nmlkj nmlkj nmlkj
Travel costs nmlkj nmlkj nmlkj nmlkj
Other (please specify)
Multiday time commitment
gfedc
Registration fees
gfedc
Location
gfedc
Travel costs
gfedc
Lack of commitment from employer
gfedc
Nothing would prevent me from participating.
gfedc
Other (please specify)
Appendix 1
Page 10
BC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs Assessment
24. What else do you require in your work environment to better support KT in your work?
Do you have any additional comments regarding your needs or preferences related to KT?
22. How much would you/your employer be willing to pay in registration fees so you could attend a:
$0 Only if it was free
Up to $200 Up to $600 Up to $1000 Up to $1600I would not attend
1day training workshop? nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
2day training workshop? nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
3day training workshop? nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
5day KT professional certificate course? nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
BARRIERS
23. On a scale from one to five, how much of a barrier is each of the following to doing KT in your work?
1 = not a barrier 2 3 45 = a major
barrierNot applicable
KT skills of staff nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Time/competing priorities nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Formal recognition from employer nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Organizational culture nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Opportunities to interact with researchers and evidence users
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Funding for KT activities nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Access to KT resources nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
55
66
THANK YOU
55
66
Other (please specify)
Appendix 1
Page 11
BC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs AssessmentBC Knowledge Translation Needs Assessment
Thank you for your input!
Please click the button below to submit your survey. For more information about this survey or MSFHR's knowledge translation activities, visit our website or contact Gayle Scarrow, Knowledge Translation Manager.
Appendix 1
200 – 1285 West BroadwayVancouver, British ColumbiaV6H 3X8 Canada
T 604 730 8322F 604 730 0524www.msfhr.org
![Archibald, Zosia Halina [en] - Economies of the Northern Aegean. Fifth to First Centuries BC [Oxford]](https://img.pdfslide.us/doc/110x75/55cf8c4f5503462b138b4b2f/archibald-zosia-halina-en-economies-of-the-northern-aegean-fifth-to-first.jpg)
