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dc.contributor.authorMcIsaac, Jessie-Lee D
dc.contributor.authorPenney, Tarra L
dc.contributor.authorStorey, Kate E
dc.contributor.authorSigfridson, Lori
dc.contributor.authorCunningham, Jane
dc.contributor.authorKuhle, Stefan
dc.contributor.authorKirk, Sara FL
dc.date.accessioned2018-12-18T00:31:40Z
dc.date.available2018-12-18T00:31:40Z
dc.date.issued2018-08-02
dc.identifier.issn1478-4505
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/287065
dc.description.abstractBACKGROUND: Integrated knowledge translation (IKT) is encouraged in population health intervention research (PHIR) to ensure the co-production of policy-relevant research, yet there is little published literature that reports its implementation and outcomes. The purpose of this study was to describe and evaluate the IKT approach used in a school-based PHIR project to understand how the research informed policy and practice and identify what influenced the IKT process. METHODS: A case study approach was used to provide an in-depth description of the IKT process and understand the co-production and application of research evidence. Data were collected through document review, a survey with all elementary school principals in the school board (n = 18) following dissemination of School Reports and interviews with the IKT research team (including two researchers and three knowledge users). RESULTS: Approximately half of the principals reported reading their School Report (52%) and almost all of these principals attributed the partial or full adoption, or implementation, of a new practice as a result of using the information (89%). Key themes related to the IKT process emerged across the interviews, including supportive relationships, role clarity, competing priorities and the complexities of population health interventions. CONCLUSIONS: The findings suggest that, while IKT can support policy and practice, it can be challenging to maintain engagement due to differing priorities and role ambiguity. Additional recognition, investment and research would enable better implementation of the approach, thereby bridging the gap between research, policy and practice.
dc.format.mediumElectronic
dc.languageeng
dc.publisherSpringer Science and Business Media LLC
dc.rightsAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectHumans
dc.subjectData Collection
dc.subjectInformation Dissemination
dc.subjectHealth Policy
dc.subjectSchools
dc.subjectResearch Personnel
dc.subjectSchool Health Services
dc.subjectHealth Services Research
dc.subjectResearch Report
dc.subjectTranslational Medical Research
dc.subjectHealth Impact Assessment
dc.subjectSurveys and Questionnaires
dc.subjectSchool Teachers
dc.subjectPopulation Health
dc.titleIntegrated knowledge translation in population health intervention research: a case study of implementation and outcomes from a school-based project.
dc.typeArticle
prism.issueIdentifier1
prism.publicationDate2018
prism.publicationNameHealth Res Policy Syst
prism.startingPage72
prism.volume16
dc.identifier.doi10.17863/CAM.34375
dcterms.dateAccepted2018-07-13
rioxxterms.versionofrecord10.1186/s12961-018-0351-8
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2018-08-02
dc.contributor.orcidMcIsaac, Jessie-Lee D [0000-0002-9294-5313]
dc.identifier.eissn1478-4505
rioxxterms.typeJournal Article/Review
pubs.funder-project-idMedical Research Council (MR/K023187/1)
pubs.funder-project-idEconomic and Social Research Council (ES/G007462/1)
pubs.funder-project-idWellcome Trust (087636/Z/08/Z)
cam.issuedOnline2018-08-02


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Attribution 4.0 International
Except where otherwise noted, this item's licence is described as Attribution 4.0 International