Series of Activities to Support the Implementation of a Knowledge Transfer Plan

Introduction to the Knowledge Transfer Plan Implementation Toolkit

This toolkit was developed following a pre-conference workshop held during the National Suicide Prevention Conference, jointly organized by the Research and Intervention Center on Suicide, Ethical Issues, and End-of-Life Practices (CRISE), the Quebec Association for Suicide Prevention (AQPS), and the Canadian Association for Suicide Prevention (CASP) in May 2022, in Montreal. Our team of researchers and partners from user communities developed the toolkit and the accompanying familiarization workshop, with funding from the Social Sciences and Humanities Research Council (SSHRC).

To download : Toolkit and Workbook

Definition of Concepts, Principles, and Basic Tools of Knowledge Transfer

Knowledge Transfer

In this toolkit, we use the terminology and definition of knowledge transfer (KT) adopted by the Fonds de recherche du Québec (FRQ): “All efforts undertaken to promote awareness and recognition of research activities and results in social sciences and humanities, arts, and literature, with the goal of their use by practitioners, policymakers, and the general public, whether the approach is interactive or not”[1].

In short, KT aims to make knowledge and practices from research and practice settings useful and usable. Moreover, KT encourages interaction between practice and research communities, fostering lasting relationships between these groups for their mutual benefit in the short, medium, and long term.

KT may be labeled differently depending on the disciplines and semantic preferences of those who conceptualize and apply it. For example, some may use terms such as knowledge mobilization, knowledge valorization, knowledge dissemination, or knowledge translation[2],[3]. In this toolkit, all these terms will be considered synonyms, and we will use “knowledge transfer (KT)” as it is the most widely used term[4].

Contributions of Implementation Science

Implementation science (IS) uses concepts and processes similar to those of knowledge transfer (KT), but specifically focuses on the implementation phase of practices and knowledge[2]. Additionally, IS aims to develop and test methods to support scaling up (expanding a practice) to other settings and to sustain successful, long-term implementation[1]. It is defined as the science that facilitates the implementation of programs in real-world contexts[2].

This toolkit is largely based on the principles of the implementation science model called “Knowledge to Action” (KTA), as it is widely used in Quebec and throughout Canada. For more information on the Knowledge to Action model, please refer to the appendix CONCEPTUAL FRAMEWORK – KNOWLEDGE TO ACTION on page 61. You may also consult the Community of Practice (CoP) for suggestions or information on IS and its role in the application of the KT plan.

Challenges of Knowledge Transfer in Suicide Prevention

Knowledge transfer (KT) is an emerging approach in the field of suicide prevention[1],[2],[3]. This structured approach to practice adoption aims to plan multiple activities within a KT plan[4] to mobilize community groups, the health network, and all stakeholders to ensure alignment between transferred knowledge and its applicability[5]. KT plans can be carried out through collaborations between practice communities and groups of researchers.

That said, KT initiatives are often implemented after the completion of projects that generated knowledge to be transferred, resulting in them frequently being underfunded, sporadic, and rarely integrated into coherent strategies. These pitfalls hinder inter-organizational collaboration and the effective, long-term adoption of knowledge in community and healthcare settings. For instance, suicide prevention training programs are a key component of KT in this field. However, research shows that if these trainings are not supported by adequate preparation, implementation, follow-up, and support activities, they will not contribute to the long-term adoption and practical application of knowledge[6],[7]. Moreover, the suicide prevention community struggles to sustainably transfer these trainings and guides into organizational and professional settings, especially in ways that withstand changes in community and healthcare contexts. When consulted, suicide prevention stakeholders express the need for more information on KT to improve the quality of suicide prevention practices. Researchers must better understand the KT needs of community organizations and healthcare services and how to incorporate KT into their collaborative research projects in suicide prevention. In fact, the suicide prevention community appears eager to gain autonomy in KT practices and to enhance its capacity to adopt and sustain evidence-based practices.

There is thus a strong need to support suicide prevention stakeholders, researchers, and communities in becoming more confident and self-sufficient in their KT practices, adopting knowledge and practices tailored to their local needs. These considerations underscore the relevance of KT workshops and this toolkit.

In summary, here are key issues to consider in KT plans:

• KT in suicide prevention is highly multidisciplinary and intersectoral.
• Cohabitation and collaboration among diverse practitioners and practices are both important and complex.
• KT is multidirectional, requiring mutual learning among community, health, suicide prevention, and research sectors.
• KT is a tool for consolidating knowledge and partnerships, not an end in itself.