In addition to my teaching and research responsibilities, I have participated in a variety of knowledge translation (KT) initiatives with several teams of knowledge users, researchers and policy makers. Our successes and my major achievements include (in descending chronological order)
Knowledge Translation Pathways (KTP) study
The Knowledge Translation (KT) Pathways study was initiated by the Michael Smith Foundation for Health Research (MSFHR), drawing on expertise from across Canada to develop a self-administered tool for three KT audiences: knowledge users, knowledge brokers and knowledge producers/researchers. The tool is much needed as the KT field continuously evolves and specific competencies are required for practicing KT activities. Our research team developed a series of core KT competencies for each of these three stakeholder groups by identifying and synthesizing the literature (11 empirical and six conceptual academic, and 64 grey relevant publications were included) using the scoping review approach and an integrated KT process by involving an Advisory Group of diverse stakeholders. We aimed to support KT activities and evidence-based practice (EBP), and to inform policy and research. We believe that incorporation of these core KT competencies into job performance appraisals and promotions may positively influence consistency and quality of healthcare and, in turn, reduce the health system expenses. From this study, two publications were derived so far:
- The KTP research protocol (for details, please see Publications)
- The self-assessment professional-development tool of “KT Pathways”, which has been posted as an open-access product (as well as all the KTP study materials) in the UVic’s Repository Space.
- A manuscript on our findings of the KTP scoping review is in progress.
BC SUPPORT Unit
Since 2017, I have being collaborating with the BC SUPPORT Unit in synthesizing the existing knowledge on patient-oriented research (POR) competencies considering the Canadian Institutes of Health Research (CIHR) Strategy for Patient-Oriented Research (SPOR) initiative to promote successful, active and meaningful collaboration in research among different stakeholder groups (e.g., patients, healthcare providers, decision-makers, researchers); to engage patients as partners in research that focuses on patient-identified priorities; and to apply the knowledge generated to improve patient and healthcare system practices and outcomes. The purpose of our timely study, “Patient-Oriented Research Competencies in Health (PORCH) for patients, healthcare providers, decision-makers, and researchers: A scoping review”, was to summarize knowledge on core POR competencies for these discrete stakeholders; to support collaboration among them for strengthening POR; to inform policy, education, and future research; and ultimately lead to the development of POR competencies. This study has recently completed. I have collaborated with the research team to develop the research protocol (please see Publications), conduct the literature search, and review selected publications. We anticipate that this study will have a substantial impact on POR and emphasize our discipline’s approach to involve patients in designing and applying nursing practice.
British Columbia Knowledge Translation Community of Practice (BC KT CoP)
Since 2014, I serve as a member of the Core Leadership Committee (CLC) leading the British Columbia Knowledge Translation Community of Practice (BC KT CoP) (http://bcktcop.ca/) and a co-leader of the Evaluation Plan team (with Stephanie Gregg, Occupational Therapist, Knowledge Broker/Facilitator, CDR Evidence Centre, Sunny Hill Health Centre for Children). This provincial community of practice has been developed with the intent of supporting those from any health discipline working in knowledge translation (KT) and knowledge mobilization (KM) activities. The CoP provides a forum for a diverse network of interested stakeholders (e.g., researchers, managers, educators, clinicians, scientists, commercialization experts, university research administrators, policy makers, funders, technology transfer office representatives, communications professionals, knowledge translation specialists) to develop, share, and enrich KT activities; facilitate opportunities for collaborations among members; and to foster relationships to augment KT connections. The BC KT CoP is supported by the Michael Smith Foundation for Health Research and it is also a chapter of the national Canadian Knowledge Transfer and Exchange Community of Practice (KTE CoP) (http://www.ktecop.ca/about/). My participation in and contribution to the CLC resulted in a study that we conducted to support a better understanding of who comprises the CoP, to assist in the compilation of CoP member-generated resources related to KT, and to inform the BC KT CoP Strategic Objectives of the Leadership Committee activities to better meet the member needs, and to plan future networking events and topics/speakers for webinars.
Research Competencies Assessment Instrument for Nurses (RCAIN)
In 2014, the Research Competencies Assessment Instrument for Nurses (RCAIN) research project was derived from the HSRP study. A research team of colleagues[1] developed a lengthy survey questionnaire and completed the preliminary data analyses (manuscript has been accepted by the Journal of Nursing Measurement; see RCAIN_Decision-made_Your Submission). From this initial stage, we developed a refined and shorter form of the RCAIN instrument, which (in chronological order) has been translated in Greek, Chinese, Portuguese (Brazil), and Spanish (Chile). Specifically,
- Greece – The data collection phase in Greece has been completed. Now, we are cleaning and analyzing the data.
- China – Currently, data are collected in China after receiving ethics approvals from both the UVic HREB and local authorities.
- Brazil – After receiving ethics approval from the UVic HREB, we are expecting approval from the local (Brazil) authorities.
- Chile – We are in the process of writing the research protocol for a mixed-methods study and applying for ethics approval in both the UVic HREB and local authorities in Chile.
In addition, I have used the RCAIN in my classes as a needs-assessment tool. I believe that evaluating student research competencies at the beginning and at the completion of a class is an excellent way to provide evidence for the effectiveness of the course and teaching/learning process. Nursing discipline may be advanced when nurses understand the research process and use research findings in their routine practice.
Health Services Researcher Pathway (HSRP)
The Health Services Researcher Pathway (HSRP) study (2012-13), commissioned by the MSFHR (http://www.msfhr.org/health-services-researcher-pathway-0), developed by a research team co-led by Dr. Noreen Frisch and Sherry Hamilton (Chief Nursing & Liaison Officer, Provincial health Services Authority). As a research team member, I contributed to the development of the HSRP (“Pathway”), which describes how nurses may progress throughout their careers in developing knowledge, skills, and attitudes (i.e., competencies) related to research and research use. The Pathway includes a self-assessment comprehensive Nurse Professional Development Tool for nurse research competencies. It has been designed for use as a tool for others supporting nurses (e.g., educators, managers) to work with an individual to identify individual learning plans. Links to self-study resources are also provided. The Pathway is a valuable tool for practicing nurses and organizations. Based on this study, the Research Competencies Assessment Instrument for Nurses (RCAIN) was developed.
INnovative health Services and Practice Informed by Research & Evaluation Network (InspireNet)
I was involved early on (2011) in the InspireNet activities. I served as a Team Co-Leader with Grace Mickelson, Provincial Health Services Authority (and as leader) in the Knowledge to Action (KTA) Team (http://www.inspirenet.ca/group/knowledge-action-team). We were working on strategies to improve exchange and use of research findings in routine practices. We also organized webinars providing a virtual podium to researchers and practitioners alike. My blogs and webinars are popular based on the counting reads. For example, the blog “Knowledge Translation (KT): What’s next for healthcare professionals?” (http://www.inspirenet.ca/blog/knowledge-translation-kt-whats-next-healthcare-professionals) has more than 3,850 reads; the webinars “Mapping the Methods of Knowledge Synthesis – Part I (http://www.inspirenet.ca/sites/default/files/docs/types_lrs_-_a_mallidou-20130429_1905-1_0.mp4 and “Mapping the Methods of Knowledge Synthesis – Part II” (http://www.inspirenet.ca/sites/default/files/docs/mapping_knowledge_synthesis_-_part_ii-20140221_2007-1.mp4) have about 1,171 and 515 reads respectively. This work has an impact on my teaching, research and the nursing discipline. I have used the InspireNet as a forum for further discussions on nursing research and knowledge translation activities; as a valuable source of trusting readings for undergraduate and graduate students; as a foundation for my emerging research program; and as an inspiring network for further professional development. Newly graduated nurses continue using InspireNet for information and evidence-based nursing practice.
My impact on SON direction toward research-intensive curricula
Based on my previous work done elsewhere and within the School of Nursing (SON) environment, the direction of SON has changed toward improving on quantitative research. For example, the Health Services Researcher Pathway has been widely used to inform our School curricula toward a more research-intensive teaching; and to guide the development of new (or revision of old) courses for our undergraduate (e.g., NURS 480) and graduate students (e.g., NURS 510, NURS 604), based on student needs related to core research competencies for research use and evidence-based practice. The Research Competencies Assessment Instrument for Nurses (RCAIN) is planned to be used in assessing last-year undergraduate students’ research competencies. I am honored and privileged to work together with such a wonderful team of internationally-recognized educators, researchers and innovators.
Impact of my research products and requests for materials
- Core KT competencies – The paper on core KT competencies has been recently published (June 27th, 2018) and draw attention from several scholars around the world requesting permission to use or recommended the “Pathways”. Our article has more than 40 readings and three citations so far (ResearchGate statistics). For example, Dr. Carole Estabrooks, a guru on KT, enthusiastically commented on this paper (via email and twitter) and selected the paper and pathways as teaching material for her KT course this Fall 2018.
- Impact of telehealth on access to care for community-dwelling older adults with chronic illness (Master’s project, 2018; Lee, K.Y., Mallidou, A.A., & Roudsari, A. ) – Fraser Health Research and Evaluation (https://www.fraserhealth.ca) requested and posted a summary in their website, Research Summaries (June 19, 2018).
- Healthcare aides use of time in a residential long-term care unit: A Time motion study – A lawyer from Houston, Texas who is working on cases involving the adequacy of nursing home staffing, requested access to and sharing of the raw data of our study in order to develop a discrete event simulation model for nursing homes (May 2017).
- Research-Competencies Assessment Instrument for Nurses (RCAIN) – Recently, scholars from Nigeria and USA requested use of the RCAIN tool to assess undergraduate students’ research competencies. In addition, with the Associate Director of Undergraduate Programs and Partnerships in our School of Nursing, we are planning this Fall (2018) to use the RCAIN tool with the 4th-year undergraduate students to assess their research competencies before graduation.
[1]Mallidou, A.A., Borycki, E., Frisch, N. & Young, L. (accepted; see Publications). Research Competencies Assessment Instrument for Nurses (RCAIN). Journal of Nursing Measurement. This copyrighted instrument is licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) and available to the scientific community.