Table 4 Evaluation and outcomes reported

Astorino, 2022 [53]

Cancer Control Implementation Science Base Camp (CCISBC)

• Surveys: pre-post- programme

• Author reflections

• 6

Kirkpatrick’s model

• Self-reported change in knowledge, skills, confidence, etc

• Satisfaction / perceived quality of programme

• Milestone achievement (e.g. implementation plan completed)

• Participants reported improvements in their knowledge of implementation science and its role in cancer care, how to implement evidence-based interventions to promote equity, implementation science terminology, sources of evidence-based interventions, and critical factors for sustaining an intervention

• 33% “strongly agreed” and 66% “agreed” with the statement that they were satisfied with the content

• 66% felt they could apply the plan created in team huddles to their work, and 91% felt they could put lessons learned from the training into their work

• Feasible programme for collaborative learning between researchers and practitioners

Bennett, 2016 [26]

Eames 2018 [27]

KT capacity-building programme for occupational therapy clinicians

• Survey

• Focus groups

• Author reflections/ observations

• Surveys pre-/post- programme

• 52 (20 for entire duration)

• 46 (baseline) and 39 (post programme)

Theoretical Domains Framework

• Barriers and enablers of knowledge translation

• Self-reported changes in knowledge, skills, confidence, etc

• Perceptions of organisational culture

• Self-reported changes to clinical practice, guidelines, organisation policy, etc

• Enablers included “social/professional role and identity”, “reinforcement”, “social influence” and “beliefs about consequences” domains

• Barriers at baseline included TDF domains of “attention, memory and decision processes”, “knowledge” and “environmental context and resources”

• Significant improvements were seen in “knowledge”, “environmental context & resources”, “skills”, “beliefs about consequences”, “beliefs about capabilities”, and “memory, attention & decision processes”

• Participants reported reading more clinical guidelines (10 vs. 17) and more participants reported using strategies to increase the use of recommended clinical practices

• Participants agreed that KT had become part of the departments’ culture

Black, 2021 [39]

KT Challenge

• Surveys pre-/post- programme

• Observed changes to clinical guidelines / practice / networks (etc.)

• Document review

• Not stated

Not stated

• Attendance/ engagement with programme

• Self-reported changes in knowledge, skills, confidence, etc

• Milestone achievement (project completion)

• Observed behaviour change

• Barriers and enablers of knowledge translation

• Interest in programme remained steady with 4 cohorts taking part in the programme and 24 teams (185 healthcare professionals) funded to complete their projects

• Participants reported statistically significant increases in their knowledge, confidence, and ability to implement practice change

• 6/8 funded projects from the first cohort were successfully completed

• 3/6 completed projects showed demonstrable practice changes across their respective practice areas

• Reported challenges to engaging in KT included team member and manager turnover, communication with mentors, projects taking more time than anticipated, lack of support from key stakeholders for the practice change

Christensen, 2017 [55]

Knowledge Translation (KT) Programme

• Attendance records

• Observed changes to clinical guidelines / practice / networks (etc.)

• Documentary analysis

• Survey post-programme

• 66

• Not stated

• Attendance/ engagement with programme

• Observed behaviour change

• Barriers and enablers of knowledge translation

• 100% staff engagement with at least one element of the KT programme

• Clinician participation in development of local recommendations 68%

• 9 topics with local recommendations produced by the over three years

• Average compliance with 3 recommendations was 79%

• Leadership support enabled KT activities and was vital to expanding the EBP and research coordinator roles

Cooke, 2015 [48]

Collaborative priority setting (CPS)

• Individual interviews

• Documentary analysis

• 28

Not stated

• Participant experiences of programme

• Perceptions of organisational culture

• CPS has the capacity to influence ongoing dialogue between researchers and clinicians through processes aligned with coproduction

• CPS influenced the development of leadership skills in "theme leaders" who were a mix of NHS and academia-facing researchers

• Key to the gains made by the CPS process were the resources and funding afforded by the Collaboration for Leadership in Applied Health Research and Care (CLAHRC)

• Flexibility in the CPS process enabled responsiveness to evolving conditions in the health setting

• CPS is time-consuming

Davies, 2017 [58]

Knowledge into action (K2A) model

• Author reflections /observations

N/A

N/A

N/A

• K2A had broad impacts on health librarians in NHS Scotland

• Implementation of the model required the development of opportunities to build skills in areas such as summarising research findings, knowledge brokering and creating and supporting communities of practice

Davis, 2020 [60]

King’s College London Implementation Science Masterclass (ISM)

• Surveys post-programme

• Author reflections /observations

• 323

Not stated

• Satisfaction and perceived quality of programme

• Interest in programme/new applications

• Overall impression of the course was reported as “good” or “very good” by 92% of participants

• Elements of the course including the learning objectives, pace and relevance or applicability of the content, and support provided were generally highly rated

• 71% reported the course would have an impact on how they approached their future work

• Faculty reflections identified the need to balance the educational delivery methods (i.e., didactic lectures and workshops); the need for different levels of ISM education (i.e. introductory vs advanced curriculum streams); the need for ongoing reflection and prioritisation of topic areas within the curriculum, and the need to provide advanced support and mentoring for some learners and their projects

• Substantial growth of the course made it difficult to tailor to all delegates

• Online options may address increasing demand for ISM training

• Across 6 years participation has increased yearly from 40 participants in 2014 to 147 participants in 2019

Dobbins, 2009 [40]

Knowledge Broker (KB) role

• Documentary analysis

N/A

Not stated

• Engagement with programme

• Early needs assessments of participants and their organisations are vital to optimising the KB role

• One-to-one contact to establish KB-participant relationship is crucial

• A knowledge sharing mechanism or facilitated network is important to optimising participants’ limited time and resources and efficiently address their KT needs

• KB roles take time to develop, and consequently capacity for evidence-informed decision making

• Greater face-to-face interaction between the KB and participants may promote capacity for evidence-informed decision making

• Research is needed to explore optimal preparation and training of the KB role, and key KB characteristics that promote effectiveness

Dobbins, 2018 [41]

Dobbins, 2019 [42]

Tailored knowledge translation intervention by knowledge brokers (KB)

• Focus groups

• Surveys pre-/post- programme

• Documentary analysis

• Not stated

• 606 (baseline) and 804 (post-programme)

N/A

Not stated

Not stated

• Perceptions of organisational culture

• Self-reported changes in knowledge, skills, confidence, etc

• Self-reported changes to clinical or implementation practice, guidelines, organisation policy, etc

• Attendance/ engagement with programme

• In Case A, 48 staff were mentored individually or in small groups, and 33 participated in large group training

• In Case B, 12 staff were mentored individually or in small groups, and 76 participated in large group training

• In Case C, 17 staff were mentored individually or in small groups, and 49 participated in large group training

• A statistically significant improvement in skills and knowledge was observed for all cases

• There were no improvements in evidence-informed decision making behaviours except for those intensively involved in the programme

• KT and evidence-informed decision making are complex processes and interventions need to be tailored to each specific context

• Activities identified as important included policy and procedures plans, rapid evidence reviews, meetings with key individuals, and developing documents outlining the process for change

• Resources, local community, culture, social and political issues all were important factors influencing evidence-informed decision making

• Active engagement with the KB was key to participants’ development of evidence-informed decision making knowledge, skills, and behaviour

Gerrish, 2010 [49]

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

• Author reflections /observations

N/A

Not described

• Observed behaviour change

• CLAHRCs were developed around local health research priorities and provided opportunities for nurses and other frontline clinicians to engage in research

• Without ongoing government funding for CLAHRCs, they will need to become financially self-sustaining (e.g. via research grants)

Gerrish, 2014 [50]

KT capacity development secondments

• Focus groups

• Individual interviews

• After action review group discussions

• 10

• 11

• 6 group discussions

Pluralistic evaluation design

• Participant experiences of programme

• Self-reported changes in knowledge, skills, confidence, etc

• Barriers and enablers of knowledge translation

• Perceptions of organisational culture

• Clinical secondees acquired a range of KT skills

• Academic secondees gained a better understanding of the healthcare contexts and improved their evaluation skills

• Managerial support for secondees to optimise the balance between the KT and clinical/other roles is critical

• Secondments facilitated capacity development and enhanced the diversity of skills in KT teams

• Mentorship and support were important for secondees to perform optimally

• Model benefited both the host and seconding organisations

Greenhalgh, 2006 [51]

Master of Science in Knowledge Translation Online programme

•Author reflections /observations

• N/A

Not stated

• Participant experiences of programme

• KT required tacit as well as explicit knowledge

• Tacit knowledge had to be introduced into the organisation and integrated into the knowledge-creation cycle as well as acquired by individuals

• A constructivist and collaborative approach to postgraduate education promoted the acquisition of tacit knowledge

• Online environment provided a constructivist learning experience

Haynes, 2020 [28]

Australian Prevention Partnership Centre (“the Centre”)

• Individual interviews

• Surveys pre-/post- programme

• Documentary analysis

• 63

• Not stated

Not stated

• Satisfaction / perceived quality of programme

• Attendance/ engagement with programme

• New or expanded partnerships, collaborations, or networks

• Involvement in partnership facilitated sharing of ideas, collaboration, and communication

• Engagement of policymakers influenced their uptake of research knowledge, methodologies, and resources

• Partnerships grew over the Centre’s 5-year lifespan

• Perceptions of leadership and engagement increased in some areas over time

• Capacity-building activities were considered sufficiently frequent, varied, well-attended and well-received

• Connections between partners not yet sufficient to form a co-produced prevention narrative

Hitch, 2019 [29]

Lead Research Occupational Therapist

• Surveys pre-/post- programme

• Measured research outputs

• 42 (baseline) and 44 (post programme)

Not stated

• Self-reported changes in knowledge, skills, confidence, etc

• Participant experiences of programme

• Traditional research outputs

• New or expanded partnerships, collaborations, or networks

• There was an increase in participation of occupational therapists in quality assurance and knowledge translation activities

• There were no significant differences in the attitudes of occupational therapists toward EBP

• Positive perception among Ots of the Lead Research Occupational Therapist role

• EBP social networks showed more connections between clinicians, and less bottlenecks (where a single clinicians is the only point of contact between areas of the network) indicating an increase in the links between, and awareness of clinicians within the network

• Key performance indicators were met over the first 3.5 years of the Lead Research Occupational Therapist position

• 28 active research projects underway involving the active participation of 41 individuals

• 10 clinician led articles published or accepted for publication with 5 more under review; 17 conference presentations, and 150,000AUD in research grants and fellowship funding

Lizarondo, 2021 [30]

Clinical Fellowship Programme

• Surveys post-programme

• Individual interviews

• Focus groups

• 43

• 16

• 9

Not stated

• Participant experiences of programme

• Implementation facilitation consisted of internal and external activities

• External facilitation activities were undertaken by the external facilitators/mentors and included building trust, providing insight into clinical practice gaps and resources

• Internal facilitation activities were undertaken by the fellows and included driving change in clinical practice, fostering group dynamics, and adapting evidence to the local context

• Facilitators had a range of ideal characteristics including patience, communication skills, clinical background, approachable, skilled in evidence implementation

Martin, 2022 [31]

Certificate in Health Science – Health Services Innovation

• Focus groups

• Individual interviews

• Surveys post-programme

• 9 (students)

• 9 (2 students, 3 university and 4 health service executive staff)

• 28 (13 students, 8 managers, 7 control managers)

Consolidated Framework for Implementation Research

• Self-reported changes to clinical or implementation practice, guidelines, organisation policy, etc

• Self-reported changes in knowledge, skills, confidence, etc

• Barriers and enablers of knowledge translation

• The Health Services Innovation programme contributed to short-term improvements in individual and organisational capacity to implement evidence including the ability to identify knowledge gaps

• Observed changes in capacity include increased connections and networks, use of a shared language, and use of implementation science methods

• Executive support was a key enabler of sustained practice changes

• Barriers to implementation related to the health service culture and readiness to adopt change

Mickan, 2022 [32]

Allied Health Research Fellows

• Individual interviews

• 3

Reflexive thematic analysis against knowledge brokering theory and practice

• Participant experiences of programme

• Three research fellows facilitated 21 clinicians’ participation in and leadership of clinical research projects over 12 months

• Research fellows utilised all ten key knowledge brokering activities with each clinician

• They used linkage and exchange activities for communicating and collaborating with key stakeholders, and tailored knowledge management products for individual’s engagement

• They supported a broader learning journey through clarification and monitoring of individuals’ capabilities, motivation and contextual support for research engagement

Moore, 2018 [43]

Practicing Knowledge Translation course

•Surveys pre-/post- programme

•Individual interviews (3 timepoints)

•Attendance records

• 12 (baseline), 12 (3 months), 8 (6 months), and 6 (12 months)

• 6 (3 months), 8 (6 months), and 6 (12 months)

Not stated

• Satisfaction / perceived quality of programme

• Self-reported changes to clinical or implementation practice, guidelines, organisation policy, etc

• Self-reported changes in knowledge, skills, confidence, etc

• Attendance/ engagement with programme

• Participant satisfaction was high across all time points, mean scores ranged from 6.25 to 6.63 on a 7-point scale

• Participants reported increased application of theories, models, and frameworks to their implementation projects

• Increased self-reported knowledge and self-efficacy in core KT competencies

• Increased self-efficacy in developing evidence-informed, theory-driven programmes

• Attendance and completion of assignments decreased over the duration of the programme

Morrow, 2022 [6]

TRAining in evideNcebaSed

ImpLementATion for hEalth (TRANSLATE)

• Individual interviews

• 9

Kirkpatrick’s model

• Satisfaction / perceived quality of programme

• Self-reported changes in knowledge, skills, confidence, etc

• Participants reported overall satisfaction with the training and increased confidence in their ability to oversee trial implementation

• Participants reported increased knowledge and skills related to evidence-based implementation however some participants found the theoretical concepts of behaviour change difficult to grasp

• Teleconference support was valued

• One externally recruited implementation lead noted the challenges of attempting to implement change as an “outsider”

• Embedded implementation lead alleviated workload burden among other hospital staff

Mosedale, 2022 [33]

The Research Translation Projects (RTP) programme

• Document analysis

• 33 projects

Canadian Academy of Health Sciences’ framework for evaluation /Payback Framework

• Traditional and non-traditional research outputs

• Self-reported changes to clinical or implementation practice, guidelines, organisation policy, etc

• Self-reported changes in knowledge, skills, confidence, etc

• New or expanded partnerships, collaborations, or networks

• The RTP programme resulted in 60 peer-reviewed publications, 122 conference presentations, and 4 other publications (educational resources, unpublished thesis, non-academic reports)

• 10 projects reported media coverage

• 6 PhD candidates used the projects for research contributing to their doctoral award

• 19 projects gained additional research funding leveraged off the initial funding provided by the RTP programme

• 14 projects reported a contribution to implementation of new local practice guidelines or policy, 8 projects reported making contributions to changes in policy or guidelines beyond the local setting

• The programme led to increased research skills and knowledge, collaboration, partnerships, and networks

Mosson, 2019 [56]

Building Implementation Capacity (BIC)

• Surveys pre-/post- programme

•Individual interviews

• 162 (baseline, programme participants), and 540 (baseline non-participants) and 98 (post-programme, [participants) and 189

(post-programme, non-participants)

•36 (across 2 cases and 4 intervention groups)

Kirkpatrick’s model

• Satisfaction/ perceived quality of programme

• Self-reported changes in knowledge, skills, confidence, etc

• Self-reported changes to clinical practice, guidelines, organisation policy, etc

• Participants were satisfied with the BIC programme

• Participants across all groups reported an increase in implementation knowledge

• Most participants reported that they had applied what they had learned by enacting new implementation behaviour, however, they only partially applied the implementation method

• Some changes to organisational context were reported in one group (e.g. increased readiness for implementation)

Park, 2018 [44]

Foundations in Knowledge Translation (KT)

• Surveys pre-/post- programme

• Focus groups pre-/post- programme

• Interviews

• 51 (baseline), 31 (6 months), 22 (12 months), 21 (18 months), 17 (24 months)

• 85 focus groups and interviews with 2–3 participants in each across 4 timepoints

Promoting Action on Research Implementation in Health Services framework

• Self-reported changes in knowledge, skills, confidence, etc

• Participant experiences of programme

• Barriers and enablers of knowledge translation

• Self-reported changes to clinical or implementation practice, guidelines, organisation policy, etc

• Participants’ self-efficacy in EBP, KT activities, and using evidence to inform practice all increased over time

• Participants’ intention to use evidence in their work and their current use of research was high at baseline and did not change over time

• Training facilitated participants to achieve their KT project objectives, plan their projects, and solve problems over time

• Teams with high organisational capacity and commitment had upper managerial buy-in which resulted in secure funding and resource allocation

• Participants reported using the knowledge and skills gained from the programme to integrate KT into grant applications with 5 project successful in obtaining funding

• Participants applied their KT knowledge and skills to other projects and shared these with colleagues

• Sustained KT practice was observed in 5 teams at the 2-year mark

Plamondon, 2013 [45]

Nursing Research Facilitator (NRF) Programme

• Author reflections / observations

Not stated

Not stated

• Barriers and enablers of knowledge translation

• The NRF programme provided facilitative support to over 50 funded research projects, led numerous workshops and journal clubs, and conducted more than 600 research-related consultations

• NRFs offer transformative potential for influencing and implementing research in action because they are relatable to both clinicians and academics and are strategically positioned within health systems

• Successful integration of NRFs rely on positioning and defining the role effectively and support of the NRF role by executive leaders

• Challenges to integrating the NRF programme include organisational support and interest in the role, time needed to develop trust in and awareness of the role, and the NRFs ability to maintain credibility in both the research and clinical practice worlds

Proctor, 2019 [54]

Training in Implementation Practice Leadership (TRIPLE)

• Surveys pre-/post- programme (validated tools)

• Individual interviews

• 13

• 9

Kirkpatrick’s model

• Satisfaction / perceived quality of programme / model / approach

• Self-reported changes in knowledge, skills, confidence, etc

• 78.6% of participants rated the programme as having high levels of acceptability and appropriateness

• Participants reported improvements in implementation leadership skills, knowledge and behaviour related to implementation practices

• Implementation climate scales scores increased significantly, indicating improvements in organisational implementation culture

• Participants were able to promote small changes within their organisations

but were not able to implement a practice change within the evaluation timeframe

Provvidenza, 2020 [46]

Knowledge Translation Facilitator Network (KTFN)

• Surveys pre-/post- programme

• Individual interviews

• 27 (baseline) and 18 (post-programme)

• 28

Kirkpatrick’s model

• Self-reported changes in knowledge, skills, confidence, etc

• Satisfaction / perceived quality of programme

• Participant experiences of programme

• Participants reported increased confidence, knowledge, skills, and intention to use KT strategies following participation in training sessions

• Participants were satisfied with the session content and presentation

• Curriculum improvements were made in response to feedback including removal of homework, more variety in the sessions, new guest speakers, follow up knowledge burst emails, and emphasising practical aspects of the course

Richter, 2020 [57]

iLead

• Surveys pre-/post- programme

• Individual interviews

• Group 1 – 15, 10, 8, 10 across four timepoints,

Group 2 – 26, 23, 22, 22 across four timepoints,

Group 1 general employees – 252, 160, 132 across three timepoints,

Group 2 general employees—432, 313, 292 across three timepoints

• 9

Kirkpatrick’s model

• Satisfaction / perceived quality of programme

• Self-reported changes in knowledge, skills, confidence, etc

• Self-reported changes to clinical or implementation practice, guidelines, organisation policy, etc

• Participants perceived the content and pedagogy of iLead to be relevant and high quality

• Participants reported increased knowledge of implementation leadership

• Participants who chose their implementation case had better experiences and outcomes of iLead

• Organisational factors influenced managers’ experiences and the outcomes of iLead

• More time to define the implementation case and the role of senior managers in supporting the participants is needed

Robinson 2020 [11]

Research translation centres (RTCs)

• Individual interviews

• 41 (representing 12 RTCs)

Not stated

• Barriers and enablers of knowledge translation

• Participant experiences of programme

• Participants identified dissonant metrics and drivers between academic and healthcare sectors as a significant challenge

• Participants deemed different models of leadership a crucial determinant of their success

• Participants were unanimous on the importance of public and patient involvement however highlighted the need to better understand what makes for effective research co-production, and processes to support this

• Participants agreed workforce development including a range of “global skills” and dedicated roles are needed to advance research translation

• Collaboration was recognised as fundamental for RTCs, however several barriers were identified including incompatible funding cycles, differences in metrics, and high staff turnover

Sinfield, 2012 [52]

Collaboration for Leadership in Applied Health Research and Care (CLARHC) – Leichesteshire, Northamptonshire and Rutland

• Author reflections / observations

N/A

Not stated

• Satisfaction / perceived quality of programme

• Positive feedback from participants of workshops was reported

• Success of the workshops and e-learning led to the development of a similar course on evaluating healthcare services

• Knowledge exchange seminars provided opportunities for practitioners from primary and secondary care to meet and discuss practical solutions

Thomson 2019 [47]

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

• Individual interviews

• 9

Not stated

• Self-reported changes to clinical or implementation practice, guidelines, organisation policy, etc

• Satisfaction / perceived quality of programme

• The KT Platform was successful in assisting in KT with measurable changes in practice and improved patient outcomes

• KT practitioners required ongoing support to develop confidence to undertake KT activities independently

• Multidisciplinary team-based approaches to KT are needed

Wahabi 2011 [59]

Innovative Teaching Workshop

• Survey post-programme

• Author reflections / observations

Not stated

Not stated

• Observed skill development

• Satisfaction / perceived quality of programme

• Participants performed well in both the debate and knowledge translation project methods

• Participants responded positively to debate as a pedagogical tool and its use in developing evidence-based medicine and KT skills

• Participant perspectives of the KT project were positive, however some thought that it was outside of the scope of their role to advise about health policy

• 98% agreed they would introduce debates as a method of teaching evidence-based medicine in the future

• 52% agreed they would introduce knowledge translation projects as a method of teaching evidence-based medicine in the future

Wales, 2013 [34]

Facilitating change in clinical practice programme

• Author reflections / observations

Not stated

Not stated

• Satisfaction / perceived quality of programme

• Participant experiences of programme

• Self-reported changes in knowledge, skills, confidence, etc

• Facilitators were satisfied with how the programme was delivered

• Small group work led to active participation, being productive, and sustained motivation

• Diversity within the group enabled learning but required facilitators to be flexible and for a level of trust to be developed

• Participants stated they gained skills facilitating change in clinical practice

• Less experienced facilitators honed their skills and gained confidence

• Dedicated time and venue for active learning groups and having manager support enabled attendance

• Active learning groups were beneficial to learning

• Gaining consensus on when to meet created tension and challenged group dynamic

Wenke, 2018 [35]

Health Practitioner (HP) Research Fellow

• Individual interviews

• Focus groups

• 2

• 6

Not stated

• Observed behaviour change

• Perceptions of organisational culture

• New or expanded partnerships, collaborations, or networks

• Barriers and enablers of knowledge translation

• Key outcomes included clinical and service improvements; enhanced research culture and skill development; development of research infrastructure (e.g. research committees) and formation of strategic research partnerships with universities and other research entities, and academic research outputs

• Key barriers included time demands, challenges in participant recruitment, large geographical area to service, reduced awareness and accessibility of role, research position feeling alone, and physical resource constraints

• Key enablers included leadership support, approachability of the research fellow, clear expectations, and clinician interest in research

Wilkinson, 2022 [36]

Young, 2023 [37]

Knowledge Translation Support Service (KTSS)

Allied Health Translating Research into Practice (AH-TRIP)

• Individual interviews

• Document analysis

• 6

N/A

Theoretical Domains Framework

RE-AIM framework

• Participant experiences of programme

• Barriers and enablers of knowledge translation

• Cost

• Attendance/ engagement with programme

• Satisfaction / perceived quality of programme

• Milestone achievement (Showcase presentation)

• Barriers to enacting KT included lack of preparation, time pressures, and limited support within their projects

• Enablers included internal motivation, access to an expert panel of mentors, and organisational and leadership support that included local champions, as well as the easy-to-use delivery platform helped to overcome them

• Cost to deliver AH-TRIP was $AU197,595 per year to fund two dedicated positions to support the state wide programme, software licences, and direct in-kind costs (e.g. steering committee, working group meetings, webinar content development)

• The AH-TRIP website with webinars and learning resources was viewed on average 944 times per month since its launch in March 2019

• The AH-TRIP champions network comprised more than 100 members who promoted AH-TRIP within their organisations

• Telementoring supported 19 projects/teams across four cohorts; all telementees reported satisfaction with the programme

• 49 teams submitted their project to the AH-TRIP annual showcase event

• Strong organisational support for research and resources were key to organisations integrating AH-TRIP successfully

Wolfenden, 2017 [38]

Hunter New England Population Health (HNEPH) Research Partnership

• Author reflections/ observations

• Observed changes to clinical guidelines / practice / networks (etc.)

N/A

Not stated

• Observed behaviour change

• The research-practice partnership maximised bidirectional knowledge exchange and facilitated immediate translation of research into practice

• Dual leadership positions (across health delivery and university settings) enabled alignment in accountabilities

• Co-contribution of resources between both organisations demonstrates mutual commitment to the partnership

• The partnership has led to improved health system performance, the attraction of $40million in grant income since 2005, research translation impact, and higher degree completion

• Time has been essential for the development of an integrated team of researchers involved in service delivery and research-engaged practitioners