Title |
Knowledge translation in Uganda: a qualitative study of Ugandan midwives’ and managers’ perceived relevance of the sub-elements of the context cornerstone in the PARIHS framework
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Published in |
Implementation Science, December 2012
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DOI | 10.1186/1748-5908-7-117 |
Pubmed ID | |
Authors |
Anna Bergström, Stefan Peterson, Sarah Namusoko, Peter Waiswa, Lars Wallin |
Abstract |
A large proportion of the annual 3.3 million neonatal deaths could be averted if there was a high uptake of basic evidence-based practices. In order to overcome this 'know-do' gap, there is an urgent need for in-depth understanding of knowledge translation (KT). A major factor to consider in the successful translation of knowledge into practice is the influence of organizational context. A theoretical framework highlighting this process is Promoting Action on Research Implementation in Health Services (PARIHS). However, research linked to this framework has almost exclusively been conducted in high-income countries. Therefore, the objective of this study was to examine the perceived relevance of the sub-elements of the organizational context cornerstone of the PARIHS framework, and also whether other factors in the organizational context were perceived to influence KT in a specific low-income setting. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Sweden | 1 | 20% |
Unknown | 4 | 80% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 2 | 40% |
Scientists | 1 | 20% |
Science communicators (journalists, bloggers, editors) | 1 | 20% |
Unknown | 1 | 20% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United Kingdom | 1 | <1% |
Australia | 1 | <1% |
Canada | 1 | <1% |
Unknown | 111 | 97% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 26 | 23% |
Researcher | 18 | 16% |
Student > Ph. D. Student | 18 | 16% |
Other | 9 | 8% |
Student > Doctoral Student | 8 | 7% |
Other | 15 | 13% |
Unknown | 20 | 18% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 37 | 32% |
Social Sciences | 19 | 17% |
Nursing and Health Professions | 13 | 11% |
Agricultural and Biological Sciences | 3 | 3% |
Psychology | 3 | 3% |
Other | 13 | 11% |
Unknown | 26 | 23% |