Survey of Academic Staff and Higher Degree Research Students in a University School of Health and Rehabilitation Sciences about Practices, Attitudes, Knowledge and Confidence in Knowledge Translation and Communicating Impact

Autor/inn/en	Doig, Emmah; Auld, Megan; Bennett, Sally; Schulz, Michael; Hill, Annie; Setchell, Jenny; Finch, Emma; Schmulian, Dunay; Adalja, Bhavya; Hodges, Paul
Titel	Survey of Academic Staff and Higher Degree Research Students in a University School of Health and Rehabilitation Sciences about Practices, Attitudes, Knowledge and Confidence in Knowledge Translation and Communicating Impact
Quelle	In: Evidence & Policy: A Journal of Research, Debate and Practice, 19 (2023) 3, S.378-399 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2648
Schlagwörter	College Faculty; College Students; Foreign Countries; Allied Health Occupations Education; Research; Health Services; Communication Skills; Australia + Suchen Sie Ihr Suchwort? Fakultät; Collegestudent; Ausland; Forschung; Health service; Gesundheitsdienst; Gesundheitswesen; Kommunikationsstil; Australien
Abstract	Background: Universities are major producers of research evidence, and timely translation and uptake of evidence to sectors such as healthcare is imperative to inform best practice. Knowledge translation (KT) is complex and there is increasing awareness of the need for KT to facilitate evidence-informed changes, with grant funders increasingly requiring researchers to demonstrate KT and research impact. Despite this, there is little research about KT in university settings related to healthcare research. Aims and objectives: To evaluate the practice, attitudes, knowledge, confidence and perceived support needs in KT and communicating impact of university staff and higher degree research (HDR) students. Methods: We conducted a cross-sectional survey of 42 staff and 19 HDR students in a Health and Rehabilitation Sciences School in an Australian University setting. Descriptive and correlational quantitative analyses and qualitative content analysis of responses to open-ended questions was carried out. Findings: Participants regarded skills in KT and communicating impact as necessary for their work, and wanted support to build their capacity. Despite previous training for staff in some areas of KT and high levels of research experience of the staff in this sample, the level of knowledge, confidence and frequency of their KT practices was relatively low. Discussion and conclusion: There is a need to design and evaluate initiatives which aim to improve knowledge and skills, such as training and resources, as well as organisational structures that facilitate staff to plan and carry out KT activities concurrently with research production. (As Provided).
Anmerkungen	Policy Press, an imprint of Bristol University Press. University of Bristol, 1-9 Old Park Hill, Bristol BS2 8BB, UK. Tel: +44-117-954-5940; e-mail: pp-info@policypress.co.uk; Web site: https://policy.bristoluniversitypress.co.uk/journals/evidence-and-policy
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01