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<p><b>Section 1: Introduction<br /> <br /> </b>1.1 Introduction: Knowledge translation-What it is and what it isn’t<br /> <i>Sharon E. Straus, Jacqueline Tetroe, and Ian D. Graham<br /> <br /> </i>1.2 Integrated Knowledge Translation<br /> <i>Sarah Bowen and Ian D. Graham<br /> <br /> </i><b>Section 2: Knowledge Creation<br /> <br /> </b>2.0 Introduction-The K in KT: Knowledge Creation<br /> <i>Sharon E. Straus<br /> <br /> </i>2.1 Knowledge Synthesis<br /> <i>Andrea C. Tricco, Jennifer Tetzlaff, and David Moher<br /> <br /> </i>2.2 Knowledge Translation Tools<br /> <i>Melissa C. Brouwers, Annette M. O’Connor, and Dawn Stacey<br /> <br /> </i>2.3 Searching for Research Findings and KT Literature<br /> <i>K. Ann McKibbon and Cynthia Lokker<br /> <br /> </i>2.4 Knowledge Dissemination: End of Grant Knowledge Transfer<br /> <i>Ian D. Graham, Jacqueline M. Tetroe, and Michelle Gagnon<br /> <br /> </i><b>Section 3: The Action Cycle<br /> <br /> </b>3.0 Introduction<br /> <i>Sharon E. Straus<br /> <br /> </i>3.1 Identifying the knowledge to action gaps<br /> <i>Alison L Kitson and Sharon E. Straus<br /> <br /> </i>3.2 Adapting knowledge to a local context<br /> <i>Margaret B. Harrison, Ian D. Graham, Beatrice Fervers, and Joan van den Hoek<br /> <br /> </i><b>Subsection 3.3: Barriers<br /> <br /> </b>3.3.a Barriers and facilitators – strategies for identification and measurement<br /> <i>France Légaré and Peng Zhang<br /> <br /> </i>3.3.b Selecting and tailoring Knowledge Translation interventions; Mapping KT interventions to barriers and facilitators<br /> <i>Heather Colquhoun, Jeremy Grimshaw, and Michel Wensing<br /> <br /> </i><b>Subsection 3.4: Selecting KT Interventions<br /> <br /> </b>3.4.a Developing and selecting Knowledge Translation interventions<br /> <i>Michel Wensing, Marije Bosch, and Richard Grol<br /> <br /> </i>3.4.b Formal educational interventions<br /> <i>Dave Davis, Nancy Davis, and Nathan Johnson<br /> <br /> </i>3.4.c Linkage and Exchange Interventions<br /> <i>Ann C. Macaulay and Jonathan Salsberg<br /> <br /> </i>3.4.d Audit and feedback interventions<br /> <i>Robbie Foy and Martin Eccles<br /> <br /> </i>3.4.e Informatics interventions<br /> <i>Samir Gupta and K. Ann McKibbon<br /> <br /> </i>3.4.f Patient-direct and Patient-mediated KT Interventions<br /> <i>Dawn Stacey and Sophie Hill<br /> <br /> </i>3.4.g Organisational interventions<br /> <i>Ewan B. Ferlie<br /> <br /> </i>3.4.h Shared decision making<br /> <i>France Légaré and Peng Zhang<br /> <br /> </i>3.4.i Financial incentive interventions<br /> <i>Gerd Flodgren, Martin P. Eccles, Anthony Scott, and Sasha Shepperd<br /> <br /> </i>3.5 Monitoring knowledge use and evaluating outcomes<br /> <i>Sharon E. Straus, Jacqueline Tetroe, Onil Bhattacharyya, Merrick Zwarenstein, and Ian D. Graham<br /> <br /> </i>3.6 Sustaining knowledge use<br /> <i>Barbara Davies and Nancy Edwards<br /> <br /> </i><b>Subsection 3.7 Case examples<br /> <br /> </b>3.7.a An Integrated Knowledge Translation Research Approach in Wound Care<br /> <i>Ian D. Graham and Margaret B. Harrison<br /> <br /> </i>3.7.b Tips on implementation<br /> <i>Judith A. Ritchie<br /> <br /> </i><b>Section 4: Theories and Models of Knowledge to Action<br /> <br /> </b>4.1 Planned action theories<br /> <i>Ian D. Graham, Jacqueline Tetroe, and the KT Theories Group<br /> <br /> </i>4.2 Cognitive psychology theories of change in provider behavior<br /> <i>Alison M. Hutchinson and Carole A. Estabrooks<br /> <br /> </i>4.3 Educational theories<br /> <i>Alison M. Hutchinson and Carole A. Estabrooks<br /> <br /> </i>4.4 Organizational theories<br /> <i>Jean-Louis Denis and Pascale Lehoux<br /> <br /> </i>4.5 Quality improvement<br /> <i>Anne Sales<br /> <br /> </i><b>Section 5: Evaluation of Knowledge to Action<br /> <br /> </b>5.1 Methodologies to Evaluate Effectiveness of Knowledge Translation Interventions<br /> <i>Onil Bhattacharyya, Leigh Hayden, and Merrick Zwarenstein<br /> <br /> </i>5.2 Economic evaluation of KTI<br /> <i>Emma Quinn, Craig Mitton and Jeanette Ward<br /> <br /> </i><b>Section 6: Ethics<br /> <br /> </b>6.1 Ethics in the Science Lifecycle:  Broadening the Scope of Ethical Analysis<br /> <i>Kristiann Allen and Jaime Flamenbaum<br /> <br /> </i>6.2 Ethical Issues in Cluster-Randomized Trials in Knowledge Translation<br /> <i>Monica Taljaard, Charles Weijer, and Jeremy M. Grimshaw<br /> <br /> </i><b>Index</b></p>

<p>"The content will be of value to lecturers and trainers and those intent on orchestrating change to improve health care in daily practice and committed to using evidence base to drive change."  (<i>British Global & Travel Health Journal</i>, 1 January 2013)</p> <p> </p>

<p><b>Sharon E. Straus</b>, Li Ka Shing Knowledge Institute, St. Michael’s Hospital and Department of Medicine, University of Toronto, Toronto, Ontario, Canada<br /> <br /> <b>Jacqueline Tetroe</b>, Knowledge Translation Portfolio, Canadian Institutes of Health Research, Ottawa, Ontario, Canada<br /> <br /> <b>Ian D. Graham</b>, School of Nursing, University of Ottawa and Ottawa Hospital Research Institute, Clinical Epidemiology Program, Ottawa, Ontario, Canada</p>

<p><i>Knowledge Translation in Health Care </i>is a practical introduction to knowledge translation for everyone working and learning within health policy and funding agencies, and as researchers, clinicians and trainees. Using everyday examples, it explains how to use research findings to improve health care in real life.<br /><br />This new second edition defines the principles and practice of knowledge translation and outlines strategies for successful knowledge translation in practice and policy making. It includes relevant real world examples and cases of knowledge translation in action that are accessible and relevant for all stakeholders including clinicians, health policy makers, administrators, managers, researchers, clinicians and trainees.<br /><br />From an international expert editor and contributor team, and fully revised to reflect current practice and latest developments within the field, <i>Knowledge Translation in Health Care</i> is the practical guide for all health policy makers and researchers, clinicians, trainee clinicians, medical students and other healthcare professionals seeking to improve healthcare practice.</p>

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