Knowledge translation (KT) is defined as a dynamic and iterative process that includes
synthesis, dissemination, exchange and ethically sound application of knowledge to improve
the health of Canadians, provide more effective health services and products, and strengthen
the health care system. (para 4)
The World Health Organization (WHO) (2012) provides another definition of
knowledge translation:
The synthesis, exchange, and application of knowledge by relevant stakeholders to accelerate the benefits of global and local innovation in strengthening health systems and improving
people’s health. (p. 6)
When examining both definitions certain commonalities are found. Both definitions
address synthesis, exchange, and application of knowledge to improve health at the
population level, which speaks to the global need to use knowledge to inform and
strengthen health care practices and inform policy development.
The language surrounding knowledge translation can be confusing as there are
many terms such as research utilization, evidence-based medicine, evidence-based
care, and more recently evidence-informed care, which are being used interchangeably. Despite the terminology used, clinicians should be using evidence to inform
their clinical decision-making at the bedside.
In Canada, utilizing evidence to inform practice and clinical decision-making is
an expectation of all practicing nurses (Canadian Council of Nurse Regulators, 2011;
Canadian Nurses Association [CNA], 2018). It is also an expectation that student
nurses master this competency during their undergraduate nursing education (Canadian Association of Schools of Nursing, 2015). The intent is to ensure that nursing
students understand how to critically appraise research and be able to integrate
findings into their clinical decision-making at the bedside, as well as pose research
questions based on their practice upon graduation and transition to a novice
nurse role.
The Canadian Nurses Association (2018) defines evidence-informed decisionmaking as:
. . . the ongoing process that incorporates evidence from research findings, clinical expertise,
client preferences and other available resources to inform decisions that nurses make about
clients. (p. 1)
The CNA (2018) makes the distinction that evidence-informed decision-making
considers more than just evidence. The availability of resources and other contextual
factors must also be considered.
3 Importance of Knowledge Translation
Utilizing the most current evidence to provide care contributes to quality care and a
decrease in adverse events (Strauss, Tetroe, & Graham, 2009). Moreover, using
evidence to inform clinical decision-making has been associated with the development of effective policies and the best use of fiscal resources (Dobbins et al., 2019).
Furthermore, the use of evidence-based clinical practice guidelines addresses
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synthesis, dissemination, exchange and ethically sound application of knowledge to improve
the health of Canadians, provide more effective health services and products, and strengthen
the health care system. (para 4)
The World Health Organization (WHO) (2012) provides another definition of
knowledge translation:
The synthesis, exchange, and application of knowledge by relevant stakeholders to accelerate the benefits of global and local innovation in strengthening health systems and improving
people’s health. (p. 6)
When examining both definitions certain commonalities are found. Both definitions
address synthesis, exchange, and application of knowledge to improve health at the
population level, which speaks to the global need to use knowledge to inform and
strengthen health care practices and inform policy development.
The language surrounding knowledge translation can be confusing as there are
many terms such as research utilization, evidence-based medicine, evidence-based
care, and more recently evidence-informed care, which are being used interchangeably. Despite the terminology used, clinicians should be using evidence to inform
their clinical decision-making at the bedside.
In Canada, utilizing evidence to inform practice and clinical decision-making is
an expectation of all practicing nurses (Canadian Council of Nurse Regulators, 2011;
Canadian Nurses Association [CNA], 2018). It is also an expectation that student
nurses master this competency during their undergraduate nursing education (Canadian Association of Schools of Nursing, 2015). The intent is to ensure that nursing
students understand how to critically appraise research and be able to integrate
findings into their clinical decision-making at the bedside, as well as pose research
questions based on their practice upon graduation and transition to a novice
nurse role.
The Canadian Nurses Association (2018) defines evidence-informed decisionmaking as:
. . . the ongoing process that incorporates evidence from research findings, clinical expertise,
client preferences and other available resources to inform decisions that nurses make about
clients. (p. 1)
The CNA (2018) makes the distinction that evidence-informed decision-making
considers more than just evidence. The availability of resources and other contextual
factors must also be considered.
3 Importance of Knowledge Translation
Utilizing the most current evidence to provide care contributes to quality care and a
decrease in adverse events (Strauss, Tetroe, & Graham, 2009). Moreover, using
evidence to inform clinical decision-making has been associated with the development of effective policies and the best use of fiscal resources (Dobbins et al., 2019).
Furthermore, the use of evidence-based clinical practice guidelines addresses
128
D. Prentice and J. Salfi