Develop a knowledge transfer plan for the implementation of EBP in a clinical, health or social care practice setting. This will be achieved in two stages that will be guided by Lavis and colleagues’ (2003) five considerations for the design of effective knowledge transfer strategies: 1. Message: What new knowledge should be transferred to clinicians and decision makers (other stakeholders who might support EBP initiatives or not) in order to change practice? 2. Audience: To whom should research knowledge be transferred? Who will actually use (implement) the new knowledge in practice? 3. Messenger: By whom should the knowledge be transferred? 4. Process of transfer: How should the knowledge be transferred (translated) or made accessible for the audience? 5. Evaluation: What will be the effect of the new knowledge? How will this effect be evaluated? How can the change in practice be assessed? a) Identity new knowledge (an intervention or model of practice) and relevance to your specific area of practice (Message) b) Identify who the new knowledge should be transferred to and why and provide a brief description of the specific practice context (Audience) c) Critically appraise one article reporting primary research studies (quantitative, qualitative or survey approaches) that provides evidence supporting the new knowledge and upon which the plan will be based. This critical appraisal should focus on a discussion of selected aspects of the study design that strengthen or limit the quality of the study and the evidence (results). This appraisal should demonstrate your in-depth understanding of the specific research approach discussed and ability to justify the issues you discuss (see Whiffin & Hasselder, 2013) d) Identify a second article (any research approach) related to the new knowledge topic and briefly comment how this study and the results support the first article and your ‘message.’
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