Howlett Owen, O'Brien Chris, Gardner Marcus, Neilson Cheryl
Research and Innovation.
La Trobe Rural Health School, La Trobe University, Bendigo, Victoria, Australia.
JBI Evid Implement. 2022 Dec 1;20(4):250-261. doi: 10.1097/XEB.0000000000000334.
To describe how allied health professionals have used mentoring as a knowledge translation strategy to inform practice.
Mentoring has been reported to be used by nursing and medicine as a knowledge translation strategy. It is not known if allied health professionals have also used mentoring to improve their use of research in practice, or what the key mentoring characteristics are that guide its application in allied health settings. Improved understanding of the barriers and facilitators to mentoring in allied health settings may be used to guide the design of future mentoring programs to assist knowledge translation.
Eligible studies must have included allied health professionals, and used the concept of mentoring to support knowledge translation in the context of healthcare. Primary empirical and synthesized studies were eligible.
An a-priori protocol was followed to complete a search of six databases (MEDLINE [OVID], EMBASE [OVID], CINAHL [EBSCO], PsycInfo [OVID], PDQ-Evidence ( www.pdq-evidence.org ), and Cochrane on the 9 March 2021. Screening for eligibility was conducted by two authors at the title and abstract stage and the full text stage. Selection criteria and the data extraction tool were established prior to the search. Findings are presented in narrative and tabular formats.
A total of 2053 studies met the inclusion criteria for screening and nine were determined to be eligible for inclusion. Mentoring has been used by allied health professionals to improve the translation of interventional research evidence by clinicians, and to establish clinician skills and knowledge relating to knowledge translation processes. Mentoring was predominantly used as part of a multifaceted knowledge translation strategy alongside educational strategies. Mentoring characteristics such as structure, context, goals, resourcing and dosage varied depending on the context of translation. The specific barriers reported to using mentoring were varied, whereas the facilitators to mentoring were primarily related to the mentor's approach and expertise. The impact of mentoring was primarily measured through the mentee's experience of mentoring.
Allied health professionals have used mentoring as a knowledge translation strategy to enhance the use of research evidence in their practice and to learn the process of knowledge translation. Mentoring is mostly used in conjunction with other strategies in practice, such as education. The limited number of identified barriers and facilitators to using mentoring as a knowledge translation strategy supports the need for future research to deepen our understanding about the mentoring process.
描述健康照护相关专业人员如何将指导作为一种知识转化策略来指导实践。
据报道，护理和医学领域已将指导作为一种知识转化策略。尚不清楚健康照护相关专业人员是否也利用指导来改善其在实践中对研究的应用，以及指导在健康照护环境中的应用所具有的关键特征是什么。更好地理解健康照护环境中指导的障碍和促进因素，可用于指导未来指导项目的设计，以协助知识转化。
符合条件的研究必须纳入健康照护相关专业人员，并运用指导的概念在医疗保健背景下支持知识转化。原发性实证研究和综合研究均符合条件。
遵循预先制定的方案于2021年3月9日对六个数据库（MEDLINE [OVID]、EMBASE [OVID]、CINAHL [EBSCO]、PsycInfo [OVID]、PDQ-Evidence (www.pdq-evidence.org) 和Cochrane）进行检索。由两名作者在标题和摘要阶段以及全文阶段进行资格筛选。在检索之前确定选择标准和数据提取工具。研究结果以叙述和表格形式呈现。
共有2053项研究符合筛选的纳入标准，其中九项被确定符合纳入条件。健康照护相关专业人员利用指导来促进临床医生对干预性研究证据的转化，并建立临床医生与知识转化过程相关的技能和知识。指导主要作为多方面知识转化策略的一部分，与教育策略一起使用。指导的特征，如结构、背景、目标、资源和剂量，因转化背景而异。报告的使用指导的具体障碍各不相同，而指导的促进因素主要与指导者的方法和专业知识有关。指导的影响主要通过被指导者的指导体验来衡量。
健康照护相关专业人员已将指导作为一种知识转化策略，以加强研究证据在其实践中的应用，并学习知识转化过程。在实践中，指导大多与其他策略（如教育）结合使用。将指导作为知识转化策略的已确定障碍和促进因素数量有限，这表明未来有必要开展研究，以加深我们对指导过程的理解。
