Table 5 List of theories, models and frameworks identified in the selected articles
Theory, model or framework (source reference) | Identified in |
|---|---|
Process Models | |
ACT SMART implementation toolkit Combined analytical framework: science of using science and context matters | Tschida and Drahota 2023[53] Langer and Weyrauch 2020 [52] |
Simplified framework of interventions to promote and integrate evidence | Colquhoun et al. 2014 [54] |
Conceptual framework for assessing communities of practice in health policy | Bertone et al. 2013 [55] |
Conceptual framework for patient-mediated KT interventions | Gagliardi et al. 2011 [56] |
Conceptual model for continuing professional development (Kern, 1998) | Sargeant et al. 2011 [57] |
Content, context and process model of strategic change (Pettigrew and Whipp, 1992) | Stetler et al. 2007 [58] |
Contribution mapping: the three-phase process model | Kok and Schult 2012 [59] |
Different strategies needed at different stages in the process of change (Grol, 2002) | Dadich 2010 [60] |
Five steps of individual learning (Moore, 2008) | Sargeant et al. 2011 [57] |
Framework for evaluating engagement intervention processes and outcomes | Brown and Bahri 2019 [61] |
Framework for the dissemination and utilization of research | Dobbins et al. 2002 [62] |
Framework of guideline implementability Framework to guide complex storytelling interventions | Gagliardi et al. 2012 [63] Brooks et al. 2022[64] |
Iowa implementation for sustainability framework Knowledge translation planning template (KTPT) (Barwick, 2013) | Cullen et al. 2022[65] Labbé et al. 2020 [66] |
Knowledge-to-action (KTA) framework (Graham et al., 2006) | Straus et al. 2010 [67] Graham et al. 2006 [9] Bennett et al. 2016 [68] Sargeant et al. 2011 [57] |
Levels of use scale (Hall and Hord, 2015) | Brown and Rogers 2014 [69] |
Operations triad model Participatory action research cycle | Talbott et al. 2023[70] Bennett et al. 2016 [68] |
Plan-Do-Study-Act (PDSA) (Deming, 1986) | Sargeant et al. 2011 [57] |
Population health planning knowledge-to-action model (Peirson and Rosella, 2015) | Rosella et al. 2018 [71] |
Promotion of trauma-focused interventions informed by social cognitive theory | Couineau & Forbes, 2011 [72] |
Six-step collaborative research utilization model | Dufault, 2004 [73] |
Social impact framework | Beckett et al. 2018 [74] |
Theory-based knowledge-transfer and exchange method of evaluation (KEME) | Kramer et al. 2013 [75] |
The family systems nursing knowledge utilization model | Duhamel et al. 2015 [76] |
The ladder of research use (Landry et al., 2003) | Brown and Rogers 2014 [69] |
The modified pipeline model | Wimpenny et al. 2008 [77] |
The revised conceptual framework of knowledge exchange (Ward et al., 2012) | Ward et al. 2012 [78] Grooten et al. 2020 [79] |
The updated Stetler model of research utilization | Stetler 2001 [80] |
The 4E conceptual framework: exposure, experience, expertise and embedding | Farkas et al. 2003 [43] |
Why, whose, what, how framework for knowledge mobilizers (Ward, 2017) | Ward 2017 [81] Grooten et al. 2020 [79] |
Evaluation frameworks | |
Advancing research and clinical practice through close collaboration (ARCC) model | Levin et al. 2011 [82] |
A model of the types of community impacts of research partnerships | Currie et al. 2005 [83] |
Communities of practice (COP) evaluation model | Richard et al. 2014 [84] |
Conceptual framework of CLAHRCs | Rycroft-Malone et al. 2013 [85] |
Conceptual model of factors influencing effectiveness of knowledge exchange | Gagliardi et al. 2008 [86] |
Diabetes evaluation framework for innovative national evaluations | Paquette-Warren et al. 2016 [87] Paquette-Warren et al. 2017 [88] |
Dimensions of professional leaning communities (Hord, 2009) | Abbot et al. 2018 [89] |
Evaluation dimensions and methodologies for technology-enabled KT Evaluation model of teachers’ knowledge sharing behaviour | Ho et al. 2004 [90] Yu et al. 2022[91] |
Expanded outcomes framework for planning and assessing continuing medical education (Moore et al., 2009) | Moore et al. 2009 [52] Arora et al. 2017 [92] Sargeant et al. 2011 [57] |
Framework for evaluating educational outcomes (Kirkpatrick, 1967; 1996) | Sargeant et al. 2011 [57] Smidt et al. 2009 [93] |
Framework for assessing the impact of implementation of best-practice guidelines | Jeffs et al. 2013 [94] |
Knowledge uptake and utilization tool (KUUT) | Skinner 2007 [95] |
Knowledge translation planning template (KTPT) (Barwick, 2013) | Labbé et al. 2020 [66] |
Measuring the impact of health research: an assessment tool | Lavis et al. 2003 [96] |
Model of deliberative dialogues as a KTE strategy | Boyko et al. 2012 [97] |
Modified Kirkpatrick’s framework (Barr, 2005) | Sargeant et al. 2011 [57] |
Outcomes for implementation research | Proctor et al. 2011 [98] |
RE-AIM framework (Glasgow et al., 1999) | Gainforth et al., 2015 [99] Glasgow et al. 2019 [100] Shelton et al. 2020[101] Bender et al. 2021[102] De la Garza et al. 2023[103] |
Types of evaluation use | Alkin and Taut 2003 [104] |
Working conceptual model for embedded implementation research | Varallyay et al. 2020 [105] |
Determinant frameworks | |
A model for collaborative working to facilitate KMb in public health | McCabe et al. 2015 [106] |
A simplified framework of interventions to promote and integrate evidence | Colquhoun et al. 2014 [54] |
Conceptual model of factors influencing effectiveness of knowledge exchange IDS-based conceptual framework for translating evidence into practice, policy and public health improvements | Gagliardi et al. 2008 [86] Gonzales et al. 2012[107] |
Joint venture model of knowledge utilization (JVMKU) | Edgar 2006 [108] |
PARIHS framework (Kitson et al., 1998) | Stetler et al. 2011 [109] |
Professional learning evaluation 5-level framework (Guskey, 2014) | Abbot et al. 2018 [89] |
Theoretical domains framework (TDF) (Michie et al. 2005) | Bennett et al. 2016 [68] Brennan et al. 2016 [110] |
The knowledge translation and exchange framework for road safety TITO framework VEDMAP (value- and evidence-based decision-making and practice) | Hinchcliff et al. 2017 [111] Ye et al. 2022[112] Mfuso-Bengo et al., 2023 |
Classic theories | |
Evidence-based practice confidence (EPIS) scale (Salbach et al., 2013) | Brangan et al. 2015 [113] |
Innovation-decision process (Rogers, 2003) | Gainforth et al. 2015 [99] |
Social cognitive theory (Bandura, 1997) | Bonetti et al. 2009 [114] |
Stages of change model (Prochaska and DiClemente, 1985) | Buckley et al. 2003 [115] |
Stages of change readiness and treatment eagerness scale (Miller and Tonnigan, 1996) | Buckley et al. 2003 [115] |
Theory of planned behavior (TPB) (Ajzen, 1991) | Boyko et al. 2011 [116] Bonetti et al. 2009 [114] Imani-Nasab et al. 2017 [117] |
Two-communities theory (Caplan, 1979) | Dwan et al. 2015 [118] |
Logic Models | |
Australian prevention partnership centre model | Haynes et al. 2020 [119] |
Australian NSW Agency for Clinical Innovation – networks project logic framework CDC science impact framework | Haines et al. 2012 [120] Ko et al. 2019[121] |
Center of Excellence for Training and Research translation’s evaluation framework | Leeman et al. 2012 [122] |
CNODES’ knowledge translation logic model | Sketris et al. 2020 [49] |
CO-OPS KTE platform’s logic model and evaluation plan Conceptual model for building programme sustainability in public health settings | Pettman et al. 2016 [123] Moreland-Russell et al. 2023 |
Evidence Informed Decision Making Network of the Caribbean (EvIDeNCe) initiative EVIPNet Europe M&E Framework: WHO Secretariat level logic model and EVIPNet Europe M&E Framework: country team/KTP level logic model | Yearwood et al. 2018 [124] Kuchenmüller et al. 2022 |
KT platform 4C programme theory | Thomson et al. 2019 [125] |
Logic model of the Center of Research Excellence in Polycystic Ovary Syndrome | Garad et al., 2018 [126] |
Policy liaison initiative (PLI) logic model | Brennan et al., 2016 [110] |
Programme theory of The Remote Primary Health Care Manuals The institute for Work and Health Research impact model The logic model for the INSPIRE care model | Reddy et al. 2015 [127] Van Eerd et al. 2021[128] Yip et al. 2021[129]2023–12-14 12:10:00 |
The logic model of the evidence-based practice training programme | Guo et al. 2011 [130] |
The SEA-ORCHID logical framework | McDonald et al. 2010 [131] |