Table 4 Participants’ change in use of implementation TMFs, knowledge, and self-efficacy over time with examples
From: Longitudinal evaluation of a course to build core competencies in implementation practice
Time point | Use of implementation TMFs | Knowledge | Self-efficacy |
|---|---|---|---|
3 months | “With the course, it’s more about implementation to actually achieve different kinds of results, and so, that’s been very different, and has changed my thinking about how to approach, not only KT, but other… other areas of work.”—P105 | “…prior to starting this class, I would not have even known what an ETP [Evidence-informed Theory Driven Program] was. So now not only do I feel like I have a fairly good grasp about what it is, I also am comfortable with certain theories and frameworks related to developing one and I understand the purpose of why we would do that and I also am really interested in learning more about it as well”—P116 | “I do not feel confident in that regard, yeah I feel like I need to, one, know more about it, and two, do more like examples or sort of have opportunities for practical application of that”—P116 |
6 months | “So the PKT course has been beautiful because it enabled that process to move even faster. And I think that’s why it’s one of the most notable things that I got from it, because I can see how it’s changed the way that I approach what I am doing.”—P101 | “…the course really helped me step back and say, do not assume we know what the barriers are and start working to overcome them... if we did not do a survey of the people that are supposed to be using this test, we cannot say we truly know why they are or are not. So that was really key learning for me”—P107 | “So I guess before I had taken the course I had literally had no confidence in executing anything KT because I basically had no knowledge of it, and so I think I am definitely more confident. I do not think I’d say I would lead …but I feel like I could actively participate on a team” – P117 |
12 months | “So I have all the course modules printed in binder, all my assignments, it’s all organized, they sit on my desk. I flip through them regularly, I have my favourite chapters that I go to again and again and again and so it’s still fairly fresh.”—P105 | “It [KT] just leads to more thought provoking discussions or thoughts at least for me as to what else can I consider.”—P117 | “I know what I need to do to have a very effective project. Now my job is to try and find the areas of the organization where it’s possible to actually make it happen.”—P101 |
Examples of participants’ use of implementation TMFs at an organizational level | ▪ Worked on projects where they would offer insights or opinions and try to influence the group to use KT approach. ▪ Developed an overall KT plan for home organization ▪ Compiled and shared KT resources within home organization ▪ Facilitated KT training session with interactive activities for home organization ▪ Established a KT hub or community of practice with researchers, clinicians, and healthcare leaders to share stories, examples, and KT resources ▪ Organized a KT challenge, an opportunity for clinicians and researchers to receive training, facilitation, and funding to evaluate small-scale implementation projects. ▪ Included KT capacity building goals for funding recipients | ||