Title |
Using realist evaluation to open the black box of knowledge translation: a state-of-the-art review
|
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Published in |
Implementation Science, September 2014
|
DOI | 10.1186/s13012-014-0115-y |
Pubmed ID | |
Authors |
Katherine L Salter, Anita Kothari |
Abstract |
In knowledge translation, complex interventions may be implemented in the attempt to improve uptake of research-based knowledge in practice. Traditional evaluation efforts that focus on aggregate effectiveness represent an oversimplification of both the environment and the interventions themselves. However, theory-based approaches to evaluation, such as realist evaluation (RE), may be better-suited to examination of complex knowledge translation interventions with a view to understanding what works, for whom, and under what conditions. It is the aim of the present state-of-the-art review to examine current literature with regard to the use of RE in the assessment of knowledge translation interventions implemented within healthcare environments. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Canada | 25 | 34% |
United Kingdom | 14 | 19% |
United States | 5 | 7% |
Australia | 2 | 3% |
Spain | 1 | 1% |
Ireland | 1 | 1% |
India | 1 | 1% |
Portugal | 1 | 1% |
Timor-Leste | 1 | 1% |
Other | 0 | 0% |
Unknown | 22 | 30% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 45 | 62% |
Scientists | 14 | 19% |
Practitioners (doctors, other healthcare professionals) | 10 | 14% |
Science communicators (journalists, bloggers, editors) | 4 | 5% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United Kingdom | 5 | <1% |
Canada | 3 | <1% |
Chile | 1 | <1% |
France | 1 | <1% |
Brazil | 1 | <1% |
Netherlands | 1 | <1% |
Indonesia | 1 | <1% |
Mexico | 1 | <1% |
Argentina | 1 | <1% |
Other | 1 | <1% |
Unknown | 492 | 97% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Researcher | 114 | 22% |
Student > Ph. D. Student | 82 | 16% |
Student > Master | 64 | 13% |
Student > Doctoral Student | 34 | 7% |
Other | 29 | 6% |
Other | 98 | 19% |
Unknown | 87 | 17% |
Readers by discipline | Count | As % |
---|---|---|
Social Sciences | 134 | 26% |
Medicine and Dentistry | 104 | 20% |
Nursing and Health Professions | 56 | 11% |
Psychology | 35 | 7% |
Business, Management and Accounting | 8 | 2% |
Other | 48 | 9% |
Unknown | 123 | 24% |