Megan J Metzler1, Gerlinde A Metz. 1. Department of Neuroscience, The University of Lethbridge, 4401 University Drive, Lethbridge, AB, Canada. megan.metzler@uleth.ca
Abstract
BACKGROUND/AIM: Translating knowledge to practice, also called 'knowledge translation', is increasingly recognised as a driving force to strengthen and improve the healthcare system. How knowledge translation fits with occupational therapy practice deserves examination. METHODS: This paper will explore how an action process model, the Knowledge-To-Action Process, may advance knowledge translation in occupational therapy. Occupational therapists typically view knowledge in a broad sense, encompassing research, tacit knowledge, expert opinion and client evidence. The Knowledge-To-Action Process facilitates application of client, therapist and research knowledge to occupational therapy practice. RESULTS: Examination of knowledge translation through the lens of the Knowledge-To-Action Process creates awareness of the value of client, therapist and research knowledge. It also highlights opportunities as practitioners to implement knowledge translation. CONCLUSIONS: Models able to flexibly reflect an occupational therapy perspective of knowledge have a potentially vital role in successful knowledge translation. Furthermore, these models allow therapists and other stakeholders to analyse complex situations and identify targeted knowledge translation strategies.
BACKGROUND/AIM: Translating knowledge to practice, also called 'knowledge translation', is increasingly recognised as a driving force to strengthen and improve the healthcare system. How knowledge translation fits with occupational therapy practice deserves examination. METHODS: This paper will explore how an action process model, the Knowledge-To-Action Process, may advance knowledge translation in occupational therapy. Occupational therapists typically view knowledge in a broad sense, encompassing research, tacit knowledge, expert opinion and client evidence. The Knowledge-To-Action Process facilitates application of client, therapist and research knowledge to occupational therapy practice. RESULTS: Examination of knowledge translation through the lens of the Knowledge-To-Action Process creates awareness of the value of client, therapist and research knowledge. It also highlights opportunities as practitioners to implement knowledge translation. CONCLUSIONS: Models able to flexibly reflect an occupational therapy perspective of knowledge have a potentially vital role in successful knowledge translation. Furthermore, these models allow therapists and other stakeholders to analyse complex situations and identify targeted knowledge translation strategies.