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A Review on Knowledge Translation Interventions: A Response to the Clinical Empathy Theory-Practice Gap

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Year: 2019
COI code: HUMS01_054
Paper Language: English

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Authors A Review on Knowledge Translation Interventions: A Response to the Clinical Empathy Theory-Practice Gap

  Atefeh Galehdarifard - MSC Nursing Student, Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran
  Mojgan Khademi - PhD, Assistant Professor, Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran
  Mohammad-Hasan Imani-nasab - PhD, Assistant Professor, Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran
  Raziyeh Galehdarifard - MSC, Shahid Chamran University, Ahvaz, Iran

Abstract:

Background and Objective: Empathy is essential to holistic care in nursing. Over the past three decades, different educational methods have been used to teach empathy. However, some evidence suggests a lack in the practical actualization of empathy in nurses clinical practice. It seems that education alone has not been enough to develop empathic behaviors. Knowledge translation contains various interventions which are proposed for reducing the theory and practice gap. Assessing the appropriateness of these interventions to respond theory and practice gap can play an important role in developing practical empathy. This study aims to identify the appropriate knowledge translation interventions to improve empathy. Search Method: This review article was carried out without time limitation at the Google Scholar, Science Direct and PubMed databases with the keywords knowledge translation, knowledge transfer and knowledge uptake. The retrieved articles were screened for relevance at the title, abstract, andfull text level. Findings: To overcome the barriers between the results of research and practice, researchers have developed processes in the form of knowledge translation interventions. Some of these interventions include audit and feedback, reminders, printed educational materials, mass media, educational meetings and workshops, building interdisciplinary clinical teams, providing financial incentives, knowledge brokering and tailored messaging. Conclusion: It seems that knowledge brokering intervention is suitable for research culture in Iran and is responsive to nurses lack of knowledge, skill, and time to extract and achieve empathy evidence.

Keywords:

Empathy, Education, Knowledge Translation

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COI code: HUMS01_054

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Galehdarifard, Atefeh; Mojgan Khademi; Mohammad-Hasan Imani-nasab & Raziyeh Galehdarifard, 2019, A Review on Knowledge Translation Interventions: A Response to the Clinical Empathy Theory-Practice Gap, The 1th Research Congress Of Hormozgan Medical Sciences Students, بندرعباس, دانشگاه علوم پزشكي هرمزگان, https://www.civilica.com/Paper-HUMS01-HUMS01_054.htmlInside the text, wherever referred to or an achievement of this article is mentioned, after mentioning the article, inside the parental, the following specifications are written.
First Time: (Galehdarifard, Atefeh; Mojgan Khademi; Mohammad-Hasan Imani-nasab & Raziyeh Galehdarifard, 2019)
Second and more: (Galehdarifard; Khademi; Imani-nasab & Galehdarifard, 2019)
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Type: Medical University
Paper No.: 596
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