Exploring knowledge translation models for clinical nurse educators with a focus on the Ottawa model for research use
Date
2012-07-30
Authors
MacDonald, Tammy
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Abstract
Clinical nurse educators and clinical nurse specialists are responsible for keeping themselves and their nursing staff up to date on new evidence and research. This knowledge translation occurs in a complex environment that includes many stakeholders, different cultures and beliefs, and budget restraints. This complex environment impacts how, when, and who will transfer new evidence into practice. This project explored whether using a knowledge translation framework can assist the advanced practice nurse to implement new evidence appropriately and successfully into practice. The use of new evidence should enable patients to receive the most up to date, evidence based care, improve the quality of care patients receive, and enhance patient safety. I explored different ways knowledge translation has been conceptualized, and then described and critiqued several knowledge translation frameworks that are available for use in practice. I also reflected on my recent experience with using a specific knowledge translation framework (Ottawa Model of Research Use) identifying the lessons I learned. Finally, I discussed the strengths and limitations of this selected model and the implications of using a knowledge translation model for clinical nurse educators, clinical nurse specialists, and other advanced practice nurses.
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Keywords
knowledge, translation models, clinical nurse educator, Ottawa model, research