12 Conclusion
Interprofessional education is an essential component in developing the competencies required for effective collaboration. This chapter has provided a brief overview
of the importance of knowledge translation, using experiences of interprofessional
education to highlight the research—knowledge translation—research continuum.
The collection of evidence should always precede decisions concerning clinical and
educational practices, and once best practices have been implemented, evaluation
should continue to collect evidence on its effectiveness, feasibility, and efficiency.
This continuum ensures that the best evidence is always informing decisions made
on how best to prepare a collaborative workforce that is able to respond to the
challenges and complexities of the current health care environment.
References
Bhattacharyya, O., & Zwarenstein, M. (2009). Methodologies to evaluate effectiveness of knowledge translation interventions. In S. Strauss, J. Tetroe, & I. D. Graham (Eds.), Knowledge
translation in health care. Moving from evidence to practice (pp. 249–259). Oxford: Blackwell
Publishing Inc.
Bhattacharyya, O. K., Estey, E. A., & Zwarenstein, M. (2011). Methodologies to evaluate the
effectiveness of knowledge translation interventions: A primer for researchers and health care
managers. Journal of Clinical Epidemiology, 64, 32–40. https://doi.org/10.1016/j.jclinepi.2010.
02.022
Bradshaw, W. G. (2010). Importance of nursing leadership in advancing evidence-based nursing
practice. Neonatal Network, 29(2), 117–122. https://doi.org/10.1891/0730-0832.29.2.117
Canadian Association of Schools of Nursing. (2015). National nursing education framework. Final
report. Retrieved from https://www.casn.ca/wp-content/uploads/2014/12/Framwork-FINALSB-Nov-30-20151.pdf
Canadian Council of Nurse Regulators. (2011). Competencies in the context of entry-level registered nurse practice. Retrieved from http://www.ccrnr.ca/assets/jcp_rn_competencies_2012_
edition.pdf
Canadian Institutes of Health Research. (2016). Knowledge translation definition. Retrieved from
http://www.cihr-irsc.gc.ca/e/29418.html#2
Canadian Interprofessional Health Collaborative. (2010). A national interprofessional competency
framework. Retrieved from http://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210.pdf
Canadian Nurses Association. (2018). Evidence-informed decision- making and nursing practice.
Retrieved from https://www.cna-aiic.ca/-/media/cna/page-content/pdf-en/evidence-informeddecision-making-and-nursing-practice-position-statement_dec-2018.pdf?la¼en&
hash¼F67B89BDF7AADF342AC928B5A3FB0F98C3E190D3
Centre for the Advancement of Interprofessional Education (CAIPE). (2002). Interprofessional
education—Today, yesterday and tomorrow (Barr, H). Higher education academy, learning &
teaching support network for health sciences & practice. Occasional Paper 1. https://www.caipe.
org/resources/caipe-publications
Centre for the Advancement of Interprofessional Education (CAIPE). (2017). Interprofessional
2017-interprofessional-education-guidelines-barr-h-ford-j-gray-r-helme-m-hutchings-m-low-hmachin-reeves-s
Translating Evidence into Practice: An Experience with Interprofessional. . .
135
Interprofessional education is an essential component in developing the competencies required for effective collaboration. This chapter has provided a brief overview
of the importance of knowledge translation, using experiences of interprofessional
education to highlight the research—knowledge translation—research continuum.
The collection of evidence should always precede decisions concerning clinical and
educational practices, and once best practices have been implemented, evaluation
should continue to collect evidence on its effectiveness, feasibility, and efficiency.
This continuum ensures that the best evidence is always informing decisions made
on how best to prepare a collaborative workforce that is able to respond to the
challenges and complexities of the current health care environment.
References
Bhattacharyya, O., & Zwarenstein, M. (2009). Methodologies to evaluate effectiveness of knowledge translation interventions. In S. Strauss, J. Tetroe, & I. D. Graham (Eds.), Knowledge
translation in health care. Moving from evidence to practice (pp. 249–259). Oxford: Blackwell
Publishing Inc.
Bhattacharyya, O. K., Estey, E. A., & Zwarenstein, M. (2011). Methodologies to evaluate the
effectiveness of knowledge translation interventions: A primer for researchers and health care
managers. Journal of Clinical Epidemiology, 64, 32–40. https://doi.org/10.1016/j.jclinepi.2010.
02.022
Bradshaw, W. G. (2010). Importance of nursing leadership in advancing evidence-based nursing
practice. Neonatal Network, 29(2), 117–122. https://doi.org/10.1891/0730-0832.29.2.117
Canadian Association of Schools of Nursing. (2015). National nursing education framework. Final
report. Retrieved from https://www.casn.ca/wp-content/uploads/2014/12/Framwork-FINALSB-Nov-30-20151.pdf
Canadian Council of Nurse Regulators. (2011). Competencies in the context of entry-level registered nurse practice. Retrieved from http://www.ccrnr.ca/assets/jcp_rn_competencies_2012_
edition.pdf
Canadian Institutes of Health Research. (2016). Knowledge translation definition. Retrieved from
http://www.cihr-irsc.gc.ca/e/29418.html#2
Canadian Interprofessional Health Collaborative. (2010). A national interprofessional competency
framework. Retrieved from http://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210.pdf
Canadian Nurses Association. (2018). Evidence-informed decision- making and nursing practice.
Retrieved from https://www.cna-aiic.ca/-/media/cna/page-content/pdf-en/evidence-informeddecision-making-and-nursing-practice-position-statement_dec-2018.pdf?la¼en&
hash¼F67B89BDF7AADF342AC928B5A3FB0F98C3E190D3
Centre for the Advancement of Interprofessional Education (CAIPE). (2002). Interprofessional
education—Today, yesterday and tomorrow (Barr, H). Higher education academy, learning &
teaching support network for health sciences & practice. Occasional Paper 1. https://www.caipe.
org/resources/caipe-publications
Centre for the Advancement of Interprofessional Education (CAIPE). (2017). Interprofessional
2017-interprofessional-education-guidelines-barr-h-ford-j-gray-r-helme-m-hutchings-m-low-hmachin-reeves-s
Translating Evidence into Practice: An Experience with Interprofessional. . .
135