Table 1 Descriptive information for each study included in the scoping review
First author (Year) | Main theme | Area of practice | Target population | Study design | Intervention/approach | Main findings | Theory described | Theory integrated |
|---|---|---|---|---|---|---|---|---|
Abad-Corpa (2010)[44] | Design of a KT activity/intervention (to improve EBP in nurses and outcomes in patient) | Primary health care setting | - Nurses | Mixed (qualitative approach, quantitative analysis) | Focus groups (reviewed articles, videos, field diaries, statistics) | -Psycho-social adjustment | Yes | yes |
- Patients (with compromised immune system) | ||||||||
-Satisfaction with nursing | ||||||||
-Family burden | ||||||||
Adler (2002)[46] | Meaning of ‘evidence’, tension between research and practice | N/A | Focus on Physicians involved in research | Qualitative | Review of the literature and history of science | Reflection on the type of evidences to use in health research | Yes | N/A |
Appleton (2002)[47] | Meaning of ‘evidence’, tension between research and practice | N/A | Focus on Health services researchers | Qualitative | Review of the types of philosophical approaches and reflection on the implication for practice | Philosophical underpinnings of constructivism and relevance to researchers in health services | Yes | N/A but links with health research emphasized |
Carr (2005)[54] | Acquisition, expression and application of knowledge for professional practice | N/A | Focus on nurses | Qualitative | Reflective/guidance elaboration | The interpretive paradigm provides one means of voicing nursing knowledge. | Briefly | N/A |
Caley (2010)[38] | Design of a KT activity/intervention | Health and human services organization | Health and Human service professionals | Intervention | Workshop on alcohol dependence screening, survey | Number of interventions implemented | Yes | Yes |
Cronin (2007)[45] | Design of a KT activity/intervention | Education (post-graduate training of health care professionals) | Post-graduate health promotion education | Intervention | Workshop on experiential learning, reflective practice, satisfaction survey | Student satisfaction | Yes in part | Yes |
Daley (2001)[39] | Acquisition, expression and application of knowledge for professional practice | Education (post-graduate training of health care professionals) | Social workers, lawyers, nurses, educators | Intervention | Post-graduate course followed by survey | Identification of key components that made knowledge useful | Yes | Yes |
Fagan(1998)[62] | To better understand clients, and their experiences/realities | Primary health care setting | Emergency nurses | Qualitative | Questionnaire | Perception of nurses regarding their roles in identifying child abuse | No | No |
Fairweather (2000)[61] | Learning in promoting professional expertise | Primary health care setting | Specialist nurses | Qualitative | Focus groups | Roles and attributes of specialist vs generalist nursing | Yes | Yes in part |
Felton (2003)[76] | Meaning of ‘evidence’, tension between research and practice | Community services | Mental health, social services, community services, hospital administrators involved in shelters and housing accessibility | Qualitative | Interview | Consensus on system-level concerns regarding involvement of outside agency in ‘Housing first’ projects | Yes | Yes |
Field (2004)[55] | Acquisition, expression and application of knowledge for professional practice | N/A | Focus on Nurses | Qualitative | Literature review | Importance of context in learning and difficulty of transferring knowledge to different context | Yes | N/A |
Fonville (2002)[53] | Acquisition, expression and application of knowledge for professional practice | Primary health care setting | Nurse executives | Qualitative | Interview | Nursing are more loyal to their professional than their organizational entity, unaware of ethics principles, need for reflective learning. | Yes in part | Yes |
Greenhalgh (2006)[65] | Design of a KT activity/intervention | Education (post-graduate training of health care professionals) | Senior professionals: senior partners in general practice, postgraduate tutors, service managers | Online course | Student Course Evaluation | Web-based learning offers potential for students to engage in rich and effective construction of knowledge. | Briefly | No |
Greenslade (2010)[63] | To better understand clients, and their experiences/realities | Primary health care setting (same-day surgery) | Breast cancer surgery patients | Qualitative | Interview | Follow-up visit for assessment, education, and psychosocial support recommended. | No | No |
Higgs (1995)[56] | Acquisition, expression and application of knowledge for professional practice | N/A | Focus on Physical Therapists | Qualitative | Literature review | Knowledge is an active and dynamic phenomenon undergoing constant changes and testing | Yes | N/A |
Holtslander (2008)[77] | Acquisition, expression and application of knowledge for professional practice | N/A | Focus on palliative nurses | Qualitative | Reflective paper | Exposition of the ways to acquire knowledge and the nursing model in palliative setting | Briefly | N/A |
Hoshmand (1992)[52] | Meaning of ‘evidence’, tension between research and practice | N/A | Focus on psychological Sciences | Qualitative | Literature review | Emphasis on broadened choices of research methods, the development of reflective skills, and better linkage between teaching in the domains of research and practice are urged. | yes | N/A |
Hunter (2008)[40] | Design of a KT activity/intervention | Education (post-graduate training of health care professionals) | Nurses | Intervention | Course and Student Course Evaluation and students’ cultural competence levels evaluations | Students’ comments were all positive or politely constructive, their competency increased. | Yes | Yes |
Kinsella (2010)[57] | Acquisition, expression and application of knowledge for professional practice | N/A | Focus on practice in nursing, health and social care professions | Qualitative | Reflective paper | Discerning philosophical underpinnings of reflective practice to advance increasingly coherent interpretations | Yes | N/A |
Labonte (1996)[48] | Meaning of ‘evidence’, tension between research and practice | N/A | Focus on health promotion | Qualitative | Literature review | A ‘constructivist’ research paradigm has the potential to resolve some of the tensions between research and practice in health promotion | Yes | N/A |
Lipman (2005)[59] | Acquisition, expression and application of knowledge for professional practice | Primary health care setting | Physicians researchers in anticoagulation in patients with atrial fibrillation | Qualitative | Interviews | Implementing research evidence is more complex than in suggested in current models of evidence-based medicine | Yes | No |
Lyddon (2006)[78] | Acquisition, expression and application of knowledge for professional practice | Focuses on counselling (mental health services) | Focus on Psychology | Qualitative | Literature review / reflection | Emerging research strategy in self confrontation method, proven to be a useful procedure for practitioners in counseling settings | Yes | Yes |
McGuckin (2006)[58] | Acquisition, expression and application of knowledge for professional practice | Not expressed, but most probably mental health services since focus is on psychiatry | Focus on Psychiatry | Qualitative | Literature review / reflection | An eclectic approach that combines elements of the directed approach and the constructivist approach seems warranted | Yes | N/A |
McWilliam (2009)[79] | Meaning of ‘evidence’, tension between research and practice | Home care programs | Service providers, case managers, administrators, researchers | Qualitative | Action groups to implement KT through social interaction | Sharing accountability for implementation is challenging for achievement-oriented researchers and quality health care practitioners | Yes | Yes |
Miller (2002)[50] | Meaning of ‘evidence’, tension between research and practice | Not expressed, but most probably mental health services since focus is on psychiatry | Focus on trauma- psychiatry researchers | Qualitative | Literature review / reflection | social constructivism can serve as a bridge between researchers and practitioners by refocusing research efforts to the needs of war-affected communities | Yes | N/A |
Neimeyer (1998)[80] | Acquisition, expression and application of knowledge for professional practice | Mental health services since focus is on psychiatry | Focus on Psychology-counselling services | Qualitative | Reflection on the literature | Discusses the theories of SC that may support the importation of this theory into the counselling context | Yes | N/A |
Plack (2005)[49] | Meaning of ‘evidence’, tension between research and practice | N/A | Focus on Physical Therapy | Qualitative | Literature review | PT research should shift its focus from mainly positivism to include constructivism and critical theory for practitioners to better use the evidence | Yes | N/A |
Rogal (2008)[41] | Design of a KT activity/intervention | Education (post-graduate training of nurses) | Graduate nurses in a Problem-based learning session | Intervention | Course and Satisfaction about education program | Step-by-step guide of constructing a problem based learning package for large, single session groups | Yes | Yes |
Rogers (2011)[64] | Design of a KT activity/intervention | Primary health care setting | Surgeons and Nurses in OR teams | Qualitative | Focus groups on team conflict | Source of conflict are mainly task-related and concern equipment needs and scheduling. Misattribution and harsh language cause conflict transformation | Very little | Yes |
Rolloff (2006)[81] | Acquisition, expression and application of knowledge for professional practice | Education (professional training of nurses) | Focus on Nurses | Qualitative | Literature review | A constructivist approach to the baccalaureate nursing curriculum for evidence based practice | Yes | Sometimes referred to |
Smith (2007)[42] | Design of a KT activity/intervention | Primary health care setting | Nurses | Intervention | Compare 2 instructional design strategies in pain management | Constructivist design took more time, no difference between constructivist and traditional design, learner satisfaction with online experience | Yes | Yes |
Schluter (2011)[60] | Acquisition, expression and application of knowledge for professional practice | Primary health care setting | Medical and surgical nurses | Qualitative | Interviews | Limits of scope of practice between different nursing practices | Yes | Yes |
Tilleczek (2005)[43] | Design of a KT activity/intervention | Education (post-graduate training of health care professionals) | Nurses | Intervention | Online course and survey | Increased knowledge and skills, confidence in daily practice. Learners appreciated flexibility of online learning | Yes | No |
Varpio (2006)[82] | Acquisition, expression and application of knowledge for professional practice | Primary health care setting | Physicians and nurses, both novice and experts using electronic patient records | Qualitative | Non participant observation and interviews | Electronic patient records were printed and the information modified, as it did not facilitate professional work activities. | No | No |
Wilson (2000)[51] | Meaning of ‘evidence’, tension between research and practice | N/A | Focus on biomedicine | Qualitative | Literature review / reflection | Biomedicine model, debate of effectiveness of objectivism approach in health care vs. subjectivist model, which includes the new emerging theory of SC | Yes | Yes |