Sheila Kennedy and Kellie DuckworthWednesday September 10, 2014 at

noonBCTRA Webinar

Learning objectivesFLW: Upon the completion of the session the

participants will be able to define and understand the role of ‘Knowledge Broker’

ADV: Upon the completion of the session the participants will be able to identify three resources available to support evidence based practice.

ADV: Upon the completion of the session the participants will be able to develop an action plan to bring evidence based practice to their workplace.

What to expectContext of our talkHistory of our journey thus farLessons learnedWhere we are nowRole of the Knowledge BrokerOur next stepsResources to share Applying evidence at your workplace

A little context

Sunny Hill Health Centre is a provincial facility, part of BC Children’s Hospital, but on a different site in east Vancouver

We see children/youth with disabilities and their families from across the province

Therapeutic Recreation has been part of the provision of inpatient, outpatient and outreach services for more than 30 years – services are currently shifting

Some historyBecame increasingly evident that we

needed to have measurable outcomes and proof that we were using the best evidence available to back up what we were doing in TR

Drivers propelling us forward included:a) budget constraints, focus on best valueb) shift from interdisciplinary to interprofessional collaboration

A little more historyc) models of rehabilitation being reviewed

and “core therapies” being identifiedd) looking at “best standard of care” in specific

situations within the organizatione) outside influences – govt priorities, policies

The Department began looking for help both within and outside the organization

Last bit of history

Looked to Douglas College’s TR Program to provide increased focus on research in their curriculum – encouraged these changes as a member of the Advisory Board and 2 staff have taken research courses to upgrade

Found some “champions” in other staff within the organization (PT/OT based) willing to assist us in new learning, how to move forward

Lessons learned

Enlist Support Wherever You Can Get It!(Physicians, Other Therapists, Families, Students)

Look for ways to increase the team’s skills, self-confidence, and visibility (learn how to do a professional poster, encourage public speaking opportunities)

Engage a motivated leader – “Knowledge Broker”

More lessonsDoing it “on your own” will be unsuccessful

(the group needs to be involved in annual goal setting, in-services, reviewing articles, learning from and supporting each other)

Support from all levels of the organization is crucial

Start small with a methodical approach, use regular set time to review progress

Where are we now?

Developing a portfolio of evidence with our program protocols to help support some of the recreation activities we regularly use with clients

One staff member has now been through the rigorous ethics approval process in the organization and is in the process of completing a formal research project with the support of both Sunny Hill and Douglas College

Where are we now?

We’re certainly not there yet!Have made EBP an ongoing priority within

the Department Continue to struggle with “dedicated time”

issue (although there has been some progress)

Education funding requests being more closely examined to ensure opportunities are evidence-based

Where are we now?

Have significantly increased our presence in various public speaking opportunities and in outreach visits throughout the province

Have 2 certified staff (with another upcoming), have internship students help us with finding and using the evidence

all “service learning” requests relate to EBP Monthly prof. practice meeting specific to

EBP

Evidence Based PracticeEvidence

Research Clinical

Experience

Client’s Perspective

Knowledge BrokerHelps to facilitate evidence based practice

A capacity builder who improves access to evidence and empowers colleagues to use relevant evidence

Leads in the development of strategies and tools to improve the efficiency and ease by which department colleagues can access, appraise and apply

pertinent quality evidence to practice withthe ultimate goal of improving TR service delivery for clients.

Competencies of a Knowledge Broker

Four basic competenciesStaying CurrentNeeds assessmentFacilitating EBPEvaluating EBP

http://www.childdevelopment.ca/Libraries/Knowledge_Brokering_webpage_resources/KB_Competency_Self-Evaluation.sflb.ashx

What we’ve done…our steps

Developing an understanding of the role

Needs assessmentGroup learningAnnual Department GoalsStaff MeetingsAnnual Calendar

What we’ve done…our steps continuedStudents IpadsTR Research NetworkEvidence based folderResearch project(s)

Where we’re headed………

StudentsFind partners –CFRI, Douglas CollegeResearch projectLearning opportunitiesCapacity buildingPresentationsNetworking

Web resources

Child Development & Rehabilitation

http://www.ktdrr.org/ktlibrary/articles_pubs/ktmodels/ktintro.pdf

@SunnyHill_Evid

Group Activity/Discussion

How can you apply evidence based practice in your

workplace?

Resourceshttp://www.childdevelopment.ca/Home.aspxhttp://www.ktdrr.org/ktlibrary/articles_pubs/ktmodels/

ktintro.pdfAtherton, C., Barratt, M. & Hodson, R. ((2005). Teamwise

using research evidence a practical guide to teams. www.rip.org.uk/teams

Glasziou, P., Del Mar, C., & Salisbury, J. (2003). Evidence-based practice workbook. 2nd Ed. Malden: BMJ Books.

Glegg, S. (2010) Knowledge brokering as an intervention in paediatric rehabilitation practice. International Journal of Therapy and Rehabilitation. 7(4):203-211.

Hodson, R. & Cooke, E. (2007). Leading evidence-informed practice a handbook. www.rip.org.uk

O’Donnell, M.E. & Roxborough, L. (2002) Evidence-based practice in pediatric rehabilitation. Physical Medicine and Rehabilitation Clinics of North America 13, 991-1005

Resources Continued….. Schon, D.A. (1983). The reflective practitioner: how

professionals think in action. New York: Basic Books.Stumbo, N.J. & Wardlow, Brad. (2011). Facilitation of

therapeutic recreation services: an evidence-based and best practice approach to techniques and processes. State College. Venture Publishing Inc.

Wenger, E. (1998). Communities of practice: learning, meaning, and identity. New York: Cambridge University Press.

Wenger, E., McDermott, R., & Snyder, W.M. (2002) Cultivating communities of practice a guide to managing knowledge. Boston: Harvard Business School Press.

Thank you! Questions?

skennedy@cw.bc.cakduckworth@cw.bc.

ca