SAMI Mental Health and KT Presentation
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Transcript of SAMI Mental Health and KT Presentation
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Putting Knowledge into ActionSocial Networks in the Context of Mental Health Promotion
Dr. Cameron NormanDalla Lana School of Public Health
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Learning Objectives
Familiarize with the various terms, theories and approaches associated with ‘knowledge translation’ and its family of activities
Understand the role of social networks in facilitating learning and behaviour change
Recognize the organizational and cultural barriers to successful integration of knowledge into new practices
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From what we know to what we doIt is taking a generation to transform knowledge created in ‘the lab’ into useful health practices and even longer for policies
E.g., First Surgeon General’s Report on Smoking: 1964; Climate change research in 1970’s
If better knowledge and evidence-informed practice is the answer -- what is the question?
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Diffusion of InnovationsCreating fit between people, values, needs and circumstances requiring knowledge
Multiple Stages
Agenda Setting
Matching
Redefining or restructuring
Clarifying
Routinizing
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Ottawa Model of Research Use
GRAHAM, I. D. & LOGAN, J., (2004). INNOVATIONS IN KNOWLEDGE TRANSFER AND CONTINUITY OF CARE, CANADIAN JOURNAL OF NURSING RESEARCH PP. 89–103
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CIHR Knowledge to Action Process Model
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Knowledge TranslationPopularized by the Canadian Institutes of Health Research
Model to conceptualize how knowledge is created, transfered, and adopted into practice within health sciences
Similar terms:
Knowledge transfer & exchange
Knowledge mobilization
Translational research
Education & Learning?
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KT Fundamentals
Synthesis
Dissemination
Exchange
Ethically sound
Application of knowledge
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Knowledge Brokers
Conceived as a strategy to bring people and ideas together through a knowledgeable intermediary
Knowledge brokering ‘draws researchers and decision-makers out of their silos’ (CHSRF, 2007)
Knowledge brokers require:
Solid technical knowledge
Strong communication skills
Conflict resolution & negotiation skills
Facilitation & leadership competencies
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Generations of Knowledge Application
Generation Language Focus
1960 - mid 1990’s
DisseminationDiffusion
Knowledge transferKnowledge uptake
Knowledge product
mid 1990’s - present
Knowledge exchangeKnowledge
process
2008(?) -- Knowledge integrationKnowledge
contextBEST, A. , HYATT, R.A., & NORMAN, C.D. (2008). KNOWLEDGE INTEGRATION:
CONCEPTUALIZING COMMUNICATIONS IN CANCER CONTROL SYSTEMS. PATIENT EDUCATION & COUNSELING, 71, 319-327
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Knowledge Transfer
Knowledge is a product
The key process is a handoff from research producers to research users
Knowledge is generalizable across contexts
Degree of use is a function of effective packaging (i.e., better communication = better use)
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Knowledge ExchangeKnowledge comes from multiple sources -- research, theory and practice
Social relationships are key vehicles for learning; collaboration and dialogue are critical
Knowledge is context-linked and must be adapted
Degree of use is a function of effective relationships and processes (e.g., best practices)
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Knowledge IntegrationKnowledge emerges and is embedded within priorities, culture and context
Explicit and tacit knowledge go together
Relationships are mediated by organizational and systemic structures and require a systems view
Degree of use is a function of integration within the system
BEST, A. , HYATT, R.A., & NORMAN, C.D. (2008). KNOWLEDGE INTEGRATION: CONCEPTUALIZING COMMUNICATIONS IN CANCER CONTROL SYSTEMS. PATIENT
EDUCATION & COUNSELING, 71, 319-327
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Putting Knowledge Translation & Integration into Action
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Communities of Practice
Voluntary, self-organized, focussed collectives of people and organizations who work toward common understanding on a given issue
No centralized command structure
Create networks of knowledge through sharing, collaboration, and common language development
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Communities of Practice
WENGER, E. (1998). COMMUNITIES OF
PRACTICE: LEARNING, MEANING AND IDENTITY.
CAMBRIDGE, UK: CAMBRIDGE UNIVERSITY
PRESS
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Social Networks
"In a world where individuals make decisions based not only on their own judgments but also on the judgments of others, quality is not enough”
Watts, D (2003). Six Degrees, p.250
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Norman, CD & Huerta, T (2006).Implementation Science, 1, (1), 20
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HUERTA, NORMAN, BEST, MORTIMER, MOOR & BUCHAN (unpublished)
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Why we Interact: Thoughts About Networks
“Birds of a feather flock together”
“You complete me”
“There’s power in numbers”
“Surround yourself with good people”
“Its not what you know, it’s who you know”
“Keep your friends close and your enemies closer”
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Networking Theories
Structural holes (A friend of a friend)
Balance (Bridge building)
Collective Action
Proximity
Contagion
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Birds of a Feather...
Homophily
homo (gr): “Same” + phil (gr): “Love”
A dyad theory that expresses the degree to which individuals interact based on similar characteristics and attitudes. This can explain segregation or differentiation (network closeness or distance)
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A friend of yours...
Balance
Unlike homophily (which inspires creation of relationships with those who are similar), balance drives towards those who have relationships with those we are related to
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You complete me...
Structural Holes
Based on economic models such as opportunity costs
Suggests we build relationships with others that provide unique skills, knowledge, resources, etc..
Focus is on ‘boundary spanners’
Actor-level theory
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Norman, Charnaw-Burger, Yip, Saad & Lombardo (2010). Journal of Evaluation in Clinical Practice.
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Networks & Health
Those with more obese social relations were more likely to be obese themselves
What does this suggest?
What are the implications of this finding?
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Bearman PS, Moody J, Stovel K.(2004) Chains of affection: The structure of adolescent romantic and sexual networks. American Journal of Sociology, Vol. 110, (1).
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Some Thoughts & Questions
What do KTA activities look like in your place of work or study?
How can our understanding of community help us put knowledge into action sooner?
How do we account for quality (& who’s standards are we applying)?
What other theories can help us out?