Table 2 Knowledge translation capability building programme characteristics

Astorino, 2022 [53]

Cancer Control Implementation Science Base Camp (CCISBC)

USA

• Build capacity for co-creation between cancer control practitioners and researchers

• Government health department (Centre for Disease Control)

• Workplace training/education

8

Cancer control practitioners

• Teams recruited via three videos

which explained what implementation science is, how to assemble a team, and how to recruit partners for your team

• Aimed to select teams from diverse geographic regions and historically excluded populations

• Curriculum included slide decks delivered by 6 2-person teams (1 implementation researcher and 1 cancer control practitioner), interactive questions, companion guide and case studies

• 8 learning domains: Introduction, assess context, finding evidence, adapting evidence, implementation strategies, facilitating, evaluation, sustainability

• Health service or organisation

• Didactic learning

• Experiential learning (case studies)

• Peer/ social/ collaborative learning

Bennett, 2016 [26];

Eames 2018 [27]

Knowledge translation (KT) capacity-building programme for occupational therapy clinicians

Australia

• Build KT capacity within an occupational therapy department by considering the barriers and enablers to the use of KT identified by clinicians

• Contribute to a culture change within the department

• Government health department (Queensland Health/ state government)

• Co-design knowledge translation capability building programme

• Workplace training/education

• Support role

52

Allied health

• All occupational therapists working at one hospital were recruited and involved

• Programme incorporated multiple strategies such as educational outreach, case studies, identifying time blocks for KT, mentoring, leadership, communication, documentation, resources development, funding a KT champion, KT goal-setting, KT reporting strategies

• Education provided by 2 academics with knowledge and experience of KT theory and practice, via 3 X 1-h sessions at the beginning and 1 1-h refresher session at the 12-month mark

• Team-based mentoring provided by researchers (between 3–6 X 1-h sessions)

• Clinical team leaders set the expectation for KT within their teams and the department director reinforced the importance of KT through regular communication

• Health service or organisation

• Experiential learning (case studies)

• Mentoring

• Peer/ social/ collaborative learning

• Research or knowledge translation/ implementation theory

Black, 2021 [39]

Knowledge Translation (KT) Challenge

Canada

• Build capacity to move research evidence into health practice

• Research institute

(Providence Health Care Research Institute)

• Workplace training/education

• Support role

• Funding for knowledge translation/ implementation

185

Mixed professionals (allied health, nursing, physicians, nurse practitioner, and other)

• Letter of intent with manager support and endorsement

• Multi-component 3-year implementation support programme that involves training, funding, peer review, and mentorship

• Teams attended 2 half-day workshops focused on developing an implementation plan, evaluating effectiveness of implementation and practice change

• Teams were also supported to find a mentor within their clinical area and had access to online resources

• Teams awarded $5000

• Health service or organisation

• Didactic learning

• Experiential learning

• Mentoring

Christensen, 2017 [55]

Knowledge Translation (KT) Programme

USA

• Support organisational goals of using evidence to guide patient care and producing new knowledge

• Address barriers to KT by engaging small groups to participate in the development or modification of guidelines to implement in local settings

• Health service

• Support role

• Workplace training/education

66

Allied health

• All clinicians required to engage in at least one level of KT: journal club, clinical outcome group (COG), or research

• Clinicians chose their level of participation

• Two positions (1) EBP coordinator developed KT processes, education and support for clinicians facilitates the development and implementation of guidelines in clinical practice and (2) Research coordinator engaged clinicians in research activity to generate new knowledge, through education, support developing research questions and protocols, grant writing, ethics approval, data collection, manuscript preparation

• Journal clubs (entry level KT) summarised key articles to address a clinical research question

• COGs investigated a clinician-identified research question and developed recommendations for local setting

• Research created new knowledge to address local clinical questions

•Clinicians provided 3–6 h per year to participate in KT

•KT/EBP education (minimum 1 h) provided to all clinicians through in-services and brief written summaries

• Health service or organisation

• Didactic learning

• Experiential learning

• Mentoring

• Peer/ social/ collaborative learning

Cooke, 2015 [48]

Collaborative priority setting (CPS)

England

• Use collaborative priority setting to address the knowledge translation gap

• Research institute (National Institute for Health Research [NIHR])

• Research-practice collaborative (more than two entities)

Mixed professionals

• Collaboration and Leadership in Applied Health Research and Care (CLAHRC) provided the environment and resources for collaborative partnerships between researchers, clinicians, and health leaders

• CLAHRC initiated a process of CPS with researchers, clinicians, research theme leads, and health leaders/managers

• Multiple methods used to support CPS; methods based on historical partnerships between researchers and clinicians; platforms for negotiation and planning, and formal methods of consensus

• Health service or organisation

• Peer/ social/ collaborative learning

Davies, 2017 [58]

Knowledge into Action (K2A) model

Scotland

• Translate the K2A model into practice

• Develop and implement tangible activities and outputs to support the librarian community across NHS Scotland in getting evidence into practice

• Health service (NHS Scotland)

• Workplace training/education

• Support role

• Research-practice collaborative (more than two entities)

• Co-design knowledge translation capability building programme

Mixed professionals

• Not described

• Co-designed research implementation capability building programme

• Coordinating processes for evidence search and synthesis

• Co-development and implementation of model focussing on Knowledge broker network (librarians, information support officers, knowledge managers, educational facilitators and others), technology platform, capacity and capability development, defining knowledge gaps, sourcing and quality-assuring knowledge, creating, combining, and sharing knowledge, and research and evaluation

•Supporting knowledge exchange between people and dissemination of knowledge (e.g. via communities of practice)

•Delivering knowledge in actionable formats (e.g. care bundles, decision aids)

• Health service or organisation

• Didactic learning

• Peer/ social/ collaborative learning

• Research or knowledge translation/ implementation theory

Davis, 2020 [60]

King’s College London Implementation Science Masterclass (ISM)

England

• Train those interested in the application of implementation science methodologies and techniques, irrespective of their professional background, where they fall on the career trajectory, or their expertise

•Encourage collaborative work through developing a network of implementation scientists from diverse disciplines, professions, work settings, and socio-demographics

• Research institute (NIHR)

• University education programme

501

Mixed professionals (clinicians, managers, economists, policymakers, patients, epidemiologists from academic and healthcare settings)

• Participants enrol themselves in the annual training programme

• Annual course delivered face-to-face over 2 full days

• Curriculum follows a 4-block structure, with each block delivered within a half-day session

• Blocks cover the following broad thematic areas: (1) introduction to implementation science, (2) implementation theories and frameworks; (3) implementation research and evaluation methods and designs, and (4) specialist topics such as how implementation science relates to improvement science and knowledge mobilisation

• Faculty represent multiple countries and research/practice backgrounds spanning all areas of implementation science

• University

• Didactic learning

• Peer/ social/ collaborative learning

Dobbins, 2009 [40]

Knowledge Broker (KB) role

Canada

•Promote integration of best available evidence into policy and practice-related decisions

• Research institute (Canadian Institutes of Health Research)

• Support role

• Workplace training/education

• Research-practice collaborative (more than two entities)

30

Public health programme managers

• One decision-maker from each organisation participating in an implementation project was randomised to one of three intervention groups

• KB implemented in a full time role for 1-year

• KB developed knowledge translation and exchange interventions for groups of public health professionals

• KB facilitated evidence-informed decision making (EIDM) knowledge and capacity by mentoring, providing individual support (email, telephone and site visits), group education (regional workshop, webinars), and encouraging managers to model EIDM-behaviours

• Regional workshops present evidence, facilitate discussions of evidence, and identify implications for local programme and policy; provide opportunities for individual and collaborative EIDM problem-solving

• Webinars provided professional development opportunities (e.g. the steps of the EIDM process: identify issue, retrieve evidence, identify implications for local policy and practice, implement evidence, evaluate outcomes)

• Health service or organisation

• Experiential learning

• Mentoring

• Peer/ social/ collaborative learning

• Research or knowledge translation/ implementation theory

Dobbins, 2018 [41]

Dobbins, 2019 [42]

Tailored knowledge translation intervention by knowledge brokers (KB)

Canada

• Facilitate evidence-informed decision making (EIDM) in public health

• Research institute (Canadian Institutes of Health Research)

• Support role

• Workplace training/education

• Research-practice collaborative (more than two entities)

235

Public health practitioners, managers, directors, and medical officers

• Not described

• 2 KBs were employed for 22 months across 3 Canadian Public Health Departments (cases) to implement KT interventions

• KBs facilitated EIDM, through a tailored approach of 1:1 mentoring, large and small group interactive workshops, and assisting in development of policies and procedures

• Health service or organisation

• Mentoring

• Peer/ social/ collaborative learning

• Research or knowledge translation/ implementation theory

Gerrish, 2010 [49]

Collaborations for Leadership in Applied Health Research and Care (CLAHRCs) South Yorkshire

England

• Develop an innovative model for conducting applied health research and translating findings into practice to improve patient outcomes

• Embed research and dissemination across the relevant geographical area

• Increase needs-based research capacity focused on public health goals

• Research institute (NIHR)

• Research-practice partnerships (two entities)

• Support role

• University education programme

Nurses

• Not described

• CLAHRC South Yorkshire comprises numerous strategies to promote applied research informed by the research agenda of the local population

• NHS and academic partnerships generate research activities in which nurses can participate, and collaborative research facilitate integrated KT

• University course (MSc in Clinical Research) to enable students to develop clinical and health services research knowledge and skills implemented in 2009

• Matched funding with university partners to develop doctoral fellowships linked to research themes

• Health service or organisation

• Didactic learning

• Experiential learning

• Peer/ social/ collaborative learning

Gerrish, 2014 [50]

KT capacity development secondments

England

• Increase KT capacity among clinical and academic nurses from partner organisations

• Research institute (NIHR)

• Support role

14

Mixed (clinical and academic nurses and dietitians)

• Not described

• Secondment model involving 7 clinical and 7 academic nurses/dietitians seconded from their employing hospital or university to work on KT initiatives

• Part-time secondments ranging 9–24 months

• Clinical secondees had clinical expertise and organisational knowledge to contribute to KT teams; academic secondees contributed evaluation skills

• Health service or organisation

• Experiential learning

• Peer/ social/ collaborative learning

Greenhalgh, 2006 [51]

Master of Science in Knowledge Translation Online programme

England

•Build boundary spanners’ explicit and tacit knowledge relevant to their own KT work

• Not stated

• University education programme

Mixed professionals (typically senior GPs, local postgraduate tutors, or service managers) from 16 countries and 17 disciplines

• Not described

• Part-time (10 h per week) online course structured around units that occur in a 7-week cycle

• 2–3 weeks of independent learning at the start of each unit followed by 2 weeks of concentrated virtual seminars to provide opportunities for students to discuss initial ideas, focus, reflect on, and refine their ideas for their assignments

• Further online discussion to enable students

to actively construct knowledge, both through formal knowledge (e.g. posting a published article) and through the exchange of tacit knowledge (e.g. via stories about their own experiences or observations

• University

• Constructivism

• Didactic learning

• Experiential learning

• Peer/ social/ collaborative learning

Haynes, 2020 [28]

Australian Prevention Partnership Centre

Australia

•Produce innovative, internationally significant research in systems science, economics, evaluation, implementation science and communication

•Develop new tools and methods for chronic disease prevention

• Not stated

• Research-practice partnerships (two entities)

Mixed professionals

• Not described

• Knowledge mobilisation partnership with 6 operational strategies including capacity and skills

• Training delivered by experts in prevention and systems change

• Training provides a forum for project groups to meet and address issues of common interest

• Capacity and skill building initiatives include workshops, webinars and mentoring targeted at research and policy partners (including practitioners)

• Other setting

• Experiential learning

• Mentoring

• Peer/ social/ collaborative learning

Hitch, 2019 [29]

Lead Research Occupational Therapist

Australia

• Provide leadership and vision around embedding research into OT practice at the service

• Build research capacity in the use and generation of research as a complementary and simultaneous process to building capacity for knowledge translation

• Health service

• Support role

90

Allied health

• Not described

• Leadership position for knowledge translation in occupational therapy

• Key deliverables for the position included completion and publication of research projects, formulation of a strategic plan to build research capacity and culture, formulation of a database of research activity at the service, and development of documentation and resources to support the ongoing sustainability of the position

• Health service or organisation

• Mentoring

Lizarondo, 2021 [30]

The JBI Clinical Fellowship Programme

Australia

• Promote the use of evidence in clinical practice

• Not stated

•Workplace training/education

•University education programme

284

Mixed professionals (nurses, doctors, allied health)

• Not described

• Clinical fellowship programme consisting of 3 phases

• Phase 1 is an intensive 5-day training programme on evidence implementation, healthcare quality improvement and clinical leadership

• In phase 2 fellows conduct an implementation project over 20 weeks in their practice setting

• Phase 3 involves another 5-day intensive training to write and report the findings of their project

• Fellows paired with an external facilitator/ mentor for support around evidence implementation methods

• Health service or organisation (predominantly)

• Experiential learning

• Mentoring

Martin, 2022 [31]

Certificate in Health Science—Health Services Innovation

Australia

• Increase capacity to implemented evidence-based methods and practice in healthcare by building individual skills

• Build a critical mass of innovation social capital within the health service

• Health service

• University education programme

60

Mixed professionals (mostly senior clinicians)

• Students selected from health services from clinical and non-clinical roles based on their innovation and leadership skills

• Bespoke university award qualification and associated programme comprising 3 core components: delivery of post-graduate level units, student support services, and innovation implementation support

• 4 university subjects are completed part-time over 2 years

• University

• Didactic learning

• Research or knowledge translation/ implementation theory

• Experiential learning

Mickan, 2022 [32]

Allied Health Research Fellows

Australia

• Use knowledge brokering activities to engage research interested clinicians in research

• Government health department (Queensland Health/state government)

• Workplace training/education

• Support role

• Research-practice collaborative (more than two entities)

21

Allied health

• Research interested allied health clinicians volunteered to participate in or lead a project

• Manager support to participate was required

• 3 research fellows facilitated allied health clinicians to participate in and lead clinical research projects over 12 months

• Fellows used 10 knowledge brokering activities

• Fellows assessed clinicians’ knowledge and skills, and then tailored specific guidance at the appropriate level and time, for each clinician for their projects

• Fellows also guided clinicians to identify and engage with stakeholders, through preparatory and debriefing meetings, and made explicit the value of connecting

• Health service or organisation

• Mentoring

• Research or knowledge translation/ implementation theory

Moore, 2018 [43]

Practicing Knowledge Translation course

Canada

• Increase knowledge of how to use evidence and apply implementation science in healthcare settings

• Build on knowledge translation activities by engaging with teams, ensuring opportunities for long term training and coaching, and tailoring to the needs of team members

• Not stated

• Workplace training/education

17

Mixed professionals

• Recruitment emails, ads in online forums and newsletters

• Eligible participants included clinicians, healthcare managers, researchers, and policymakers

• Course for implementation practitioners delivered over six months through a 3-day workshop and 11 webinars

• Training comprised activities, assignments, feedback, interaction with an implementation facilitator, access to resources, and social learning opportunities

• Health service or organisation

• Behaviour change theory

• Didactic learning

• Experiential learning

• Research or knowledge translation/ implementation theory

Morrow, 2022 [6]

TRAining in evideNcebaSed

ImpLementATion for hEalth (TRANSLATE)

Australia

• Provide the project Implementation Lead an understanding of their role, practical strategies, and applied skills to promote implementation success

• Research institute (Cancer Institute NSW,

Cancer Australia, and Australian Government Research Training Programme)

• Other training/ education (non-university, non-health workplace)

• Support role

9

Mixed professionals (nursing, genetic counselling, clinical research, medical education)

• Implementation Leads were primarily recruited via liaison with site investigators and other hospital staff stakeholders

• Aimed to recruit healthcare workers with a working knowledge of the Lynch Syndrome referral

pathway, however other hospital staff with relevant experience

were also considered

• 1-day face-to-face workshop for Implementation Leads

• Training material was tailored according to 2 structured implementation approaches

• Standard training content included an introduction to implementation science and specific instructions, practical activities, and tools for moving through the 7 phases of the implementation approaches

• One trial arm also received additional Theoretical Domains Framework-guided content in the theory-based implementation arm

• Workshops supplemented by teleconferences and centralised project team to provide additional support; participants received an electronic and hard copy toolkit

• Health service or organisation

• Behaviour change theory

• Didactic learning

• Experiential learning (case studies)

• Peer/ social/ collaborative learning

• Research or knowledge translation/ implementation theory

Mosedale, 2022 [33]

The Research Translation Projects (RTP) programme

Australia

• Improve healthcare practice and/or policy by providing competitive grant funding to support projects that investigate efficiencies that can be delivered to WA Health while maintaining and/or improving patient outcomes

• To facilitate clinical and academic collaboration

• Government health department (Western Australian

Department of Health)

• Funding for knowledge translation/ implementation

• Research-practice collaborative (more than two entities)

59

Funded projects led by health, academic, and consumer organisations

• Competitive funding programme

• Collaboration between disciplines and institutions is a key priority for successful funding

• The RTP programme funds short-term research projects (2 years) to improve healthcare practice and/or policy by investigating potential efficiencies

•Each grant recipient is required to submit a completion report to provide an account of objectives achieved, whether or not the programme/intervention was found to provide efficiencies to the health system and whether the funding had led to other benefits (such as changes in culture, capacity, new collaborations etc.)

• Health service or organisation

• Peer/ social/ collaborative learning

Mosson, 2019 [56]

Building Implementation Capacity (BIC)

Sweden

• Build implementation capacity in teams of professionals, including their managers

• Small grant (Stockholm County Council)

• Workplace training/education

• Research-practice collaborative (more than two entities)

159 Mixed professionals (teams of health care and social care work units)

• Case 1: Local health organisation initially contacted the researcher about building capacity. Senior manager decided all units should participate. Email sent to unit managers by health service senior managers

• Case 2: Invitation sent to healthcare and social care organisations in the region via email to relevant mailing lists as well as the Research and Development Unit website

• 5 X workshops comprising short lectures, practical work, peer support,

between-workshop assignments, feedback from workshop leaders, individual and group reflections, and workshop leaders’ boosting activities (emails, phone calls, and workplace visits)

• All participating managers were invited to a separate workshop to clarify their role as implementation leaders

• A 6-step systematic implementation method was used

• Health service or organisation

• Didactic learning

• Experiential learning

• Peer/ social/ collaborative learning

• Research or knowledge translation/ implementation theory

Park, 2018 [44]

Foundations in Knowledge Translation (KT)

Canada

• Enhance participants’ knowledge and self-efficacy in KT practice

• Develop and implement a KT project

• Research institute (Canadian Institutes of Health)

• Workplace training/education

46

Mixed professionals (clinicians, managers, educators, researchers from different clinical settings)

• Programme advertised through two research foundations/ institutes

• Emails sent to multiple health services and universities

• Clinicians, researchers, health care managers, and policy makers were eligible to participate

• Letter of support required from manager/ decision-making partners of all participants

• Applicants needed to identify a healthcare/clinical challenge, its relevance and a summary of the evidence for implementation

• 2 KT researchers reviewed each application and excluded those with insufficient evidence underpinning or lack of focus on applying research evidence

• Multi-component initiative including an initial in-person workshop, 2 in-person booster workshops held 6 months apart, an online learning platform, 2 years of mentoring/coaching, and printed/online educational materials

• Pre-workshop focus groups to tailor content to learning needs

• Content included KT science principles, KT funding, evaluation, and sustainability

• Training facilitated by 3 KT researchers with expertise in KT practice

• Health service or organisation

• Didactic learning

• Experiential learning

• Mentoring

• Peer/ social/ collaborative learning

• Research or knowledge translation/ implementation theory

• Self-efficacy theory

Plamondon, 2013 [45]

Nursing Research Facilitator (NRF) Programme

Canada

• Strengthen nurses’ engagement in and use of research by building meaningful partnerships and cultivating a culture of curiosity among nurses and other healthcare providers

Research institute (Michael Smith Foundation for Health Research)

• Support role

50 funded projectsNurses

• Not described

• NRFs are nurses with a research background. Their role is to strengthen research culture, develop capacity, build partnerships, and provide a nursing voice for research across British Columbia

• NRFs focus on organisation-wide applied health services research, and supporting opportunities for nurses to engage in research and knowledge translation

• Health service or organisation

• Mentoring

Proctor, 2019 [54]

Training in Implementation Practice Leadership (TRIPLE)

USA

• Train clinical leaders and managers in implementation practice

• Promote leadership skills and successful organisational change in regard to EBP implementation

• University (Fees subsidised by Centre for Dissemination and Implementation (CDI), Washington University)

• Workplace training/education

16

Mixed professionals (clinical managers, quality improvement coordinators, and programme directors)

• CDI sent emails to the CEOs of 8 organisations and invited them to nominate 2–3 clinical leaders of behavioural health programmes

• 3 in-person, half-day training sessions delivered 4 weeks apart, with optional conference calls with experts for coaching and support between sessions

• Training was led by experts in behavioural health implementation and included lectures, individual and small group exercises, and reading assignments

• Participants developed and piloted a small implementation project in their clinical setting

•Networking among trainees promoted by sharing contact details

• Health service or organisation

• Didactic learning

• Experiential learning

• Mentoring

• Peer/ social/ collaborative learning

Provvidenza, 2020 [46]

Knowledge Translation Facilitator Network (KTFN)

Canada

• Foster better understanding and integration of KT into

projects

• Empower individuals to purposefully seek KT expertise and support

• Health service/ academic health science centre

• Workplace training/education

• Research-practice collaborative (more than two entities)

33

Mixed professionals (healthcare providers, senior managers, students, trainees, research, family advisors)

• Interested individuals submitted an application including expected application of learnings

• Participants selected if identified as actively leading strategic or integrated clinical research and/or education projects

• 6 sessions covered: introduction to KT, core KT principles, integrated versus end-of-grant KT, benefits of KT planning, implementation strategies, KT indicators for goal achievement/ evaluation, application via a KT simulation

• Training delivered to small groups to optimise peer learning

• KT specialist led the development of the curriculum with support from knowledge brokers for session facilitation

• Participants received printouts of lectures, readings, and worksheets

• Funding provided to cover participants’ backfill and training incidentals

• Health service or organisation

• Didactic learning

• Experiential learning

• Mentoring

• Peer/ social/ collaborative learning

Richter, 2020 [57]

iLead

Sweden

• Develop managers’ implementation leadership skills

• Small grant (AFA Insurance)

• Workplace training/education

• Co-design knowledge translation capability building programme

52 (across 2 groups)

Managers

• Self-nomination from defined groups of managers

• 5 half-day workshops covering introduction to the leadership and behaviour change models/theories, understanding and responding to employee reactions/resistance, analysing implementation target behaviour, creating action plans, adapting, measuring, and sustaining change

• Programme goals and activities were co-designed with implementation and leaderships experts, 31 first line, and 9 senior-managers

• Assignment work was conducted between workshops and peer and facilitator feedback provided during the workshops

• Emails and feedback from colleagues occurred between workshops

• Health service or organisation

• Behaviour change theory

• Experiential learning

• Peer/ social/ collaborative learning

Robinson 2020 [11]

Research Translation Centres (RTCs)

Australia and the UK

• Improve the integration of research, education, and healthcare

• Accelerate the generation and translation of new evidence by fostering meaningful collaboration and integration between universities, health services and education providers

• Generate research and education that is responsive to health service and community priorities

• Government health department

• Research institutes

(Australia: Medical Research Future Fund and UK:

NIHR and other sources)

• Research-practice partnerships (two entities)

• Research-practice collaborative (more than two entities)

• Co-design knowledge translation capability building programme

• Collaborative priority setting

12 RTCs

• Not described

• RTCs across Australia and the UK function differently depending on the characteristics of their partnering organisations and communities they serve

• Common to each RTC is active participation in, and community centric integrated healthcare, education, and research

• RTCs strive for meaningful and continuous engagement with stakeholders to better understand priorities and health risks and to collectively generate priority knowledge to improve health outcomes

• Health service or organisation

• Peer/ social/ collaborative learning

Sinfield, 2012 [52]

Collaboration for Leadership in Applied Health Research and Care (CLARHC)—LeichesteshireNorthamptonshire and Rutland (LNR)

England

• Incorporate interprofessional education activities to reduce the second gap in translation (i.e. the long delay between conducting research and having an impact on clinical practice)

• Research institute (NIHR)

• Workplace training/education

• Research-practice collaborative (more than two entities)

• Support role

Mixed (doctors, nurses, allied health, and managers)

• Menu of courses was offered provided to the CLARHC NHS trusts to choose from

• CLAHRC is a clinical-academic partnership between a university and NHS trusts

• Co-ordinators and fellow were embedded in NHS trusts

• Co-ordinators and fellows assist research users to incorporate evidence in practice and policy decisions; promote a positive research culture within their organisation

• Interprofessional workshops and e-modules to develop research implementation skills and knowledge around using research evidence to improve local policies and guidelines and evaluating healthcare services

• A bank of resources, train the trainer, and e-learning strategies are in place to promote sustainability of the training opportunities

• Knowledge exchange seminars and workshops between researchers, educators and clinicians, and managers across participating trusts

• Health service or organisation

• Didactic learning

• Peer/ social/ collaborative learning

Thomson 2019 [47]

SUPPORT (Support for People and Patient-Oriented Research and Trials) KT Platform

Canada

• Address Alberta’s SUPPORT stakeholder knowledge translation needs

• Research institute (Canadian Institutes for Health Research and Alberta Innovates)

• Other training/ education (non-university, non-health workplace)

• Research-practice collaborative (more than two entities)

• Co-design knowledge translation capability building programme

Mixed professionals

• Not described

• Multiple strategies to promote KT skills

• Training workshops, webinars, lunch and learn sessions, conferences

• KT Alberta community of practice to initiate and foster opportunities for capacity building and collaboration

• KT consultation and support services to facilitate knowledge syntheses, and knowledge mobilisation and implementation

• Co-design of KT strategies and practical guides

• Other setting

• Experiential learning

• Peer/ social/ collaborative learning

Wahabi 2011 [59]

Innovative Teaching Workshop

Saudi Arabia

• Build trainers’ skills in knowledge brokering and translation

• Establish networks between evidence-based medicine experts and the end-users of that evidence (e.g. policy makers)

• Government health department (Course delivered via a university and supported by the Ministry of Health)

• University education programme

21

Medical doctors

• Prospective trainers selected from a group of family medicine physicians who had completed their residency and were board-certified

• Priority given to those with prior teaching experience

• Train the trainer workshop to consolidate the skills and knowledge of participants with good baseline skills in evidence-based medicine

• 5 workshops of between 3 and 5 h and 15 min duration

• Topics covered included formulating an answerable question, hierarchy of evidence, introduction to KT, critical appraisal of evidence, reducing the knowledge to practice gap, barriers and enablers of KT

• Workshops involved participant presentations and debate sessions

• University

• Debate

• Didactic learning

• Experiential learning

• Peer/ social/ collaborative learning

• Research or knowledge translation/ implementation theory

Wales, 2013 [34]

Facilitating change in clinical practice programme

Australia

• Provide an overview of the programme for nursing staff with little experience of facilitation, undertaking projects underpinned by transformational practice development (tPD) methodology

• Further enhance the expertise of facilitators presenting the programme using a co-facilitation model

• Not stated

• Workplace training/education

19

Nurses

• Invitation to attend the programme via expression of interest that included their reasons for undertaking the programme and the ways in which they believed their participation would benefit themselves and their unit/department

•Support of their manager was required for full participation

• 1-year programme including 3 full-day workshops, active learning groups, and ongoing support using a co-facilitation model

• Focused on strategies consistent with tPD, a methodology to change the culture and context of practice to develop sustainable person-centred and evidence-based workplaces

• Health service or organisation

• Experiential learning

• Peer/ social/ collaborative learning

• Self-efficacy theory

Wenke, 2018 [35]

Health Practitioner (HP) Research Fellow

Australia

• Increase the research capacity of allied health professionals using dedicated research positions in healthcare organisations

• Queensland Health/state government

• Support role

29

Allied health

• Not described

• Dedicated research position implemented within a large regional health service to conduct and support practitioner-led research

• Research fellows developed research infrastructure and strategic collaborations to build the research culture across the hospital and health service

• Health service or organisation

• Mentoring

Wilkinson, 2022 [36]

Young, 2023 [37]

Knowledge Translation Support Service (KTSS)

Allied Health Translating Research into Practice (AH-TRIP)

Australia

• Provide accessible support for allied health professionals to promote impactful and sustained knowledge translation

• Build capacity for KT (at an individual, group and organisational level) in the public health allied health workforce

• Queensland Health/state government

• Workplace training/education

• Support role

• Co-design knowledge translation capability building programme

9 (4 project teams)

Allied health

148 (mentoring component) and 986 (at least one component)

Allied health

• Invitation to participate via allied health professional (AHP) specific email lists with Queensland Health hospitals

• Expressions of interest were screened to ensure appropriateness of the project

• 6-month multifaceted mentored KT training programme for AHPs working in a clinical capacity and undertaking a KT project in their setting

• Online asynchronous training (webinars); support and networks (mentoring); AH-TRIP champions; showcase and recognition, and TRIP projects and implementation

• AH-TRIP was co-designed with stakeholders; informed by theory and existing evidence

• Monthly 1-h-long online facilitated mentoring group sessions

• Case studies presented at each session representing two participant projects

• Mentoring provided by a panel of 3 KT enthusiasts (KT experts and health service leaders)

• Health service or organisation

• Experiential learning (case studies)

• Mentoring

• Peer/ social/ collaborative learning

• Self-efficacy theory

Wolfenden, 2017 [38]

Hunter New England Population Health (HNEPH) Research Partnership

Australia

• Codesign and deliver evidence-based health services and conduct population health service delivery-focused research

• State government

• Research-practice partnerships (two entities)

• Support role

Mixed professionals

• Not described

• Research-practice partnership between HNEPH Unit and University of Newcastle

• Researchers are embedded in the health service delivery unit

• An integrated governance structure oversees health service delivery and research initiatives

• Senior researchers are also in health service management roles and senior health service managers lead research initiatives

• Research capacity-building initiatives include PhD and postdoctoral research training

• Health service or organisation

• Experiential learning

• Peer/ social/ collaborative learning