Full citation

Gagliardi, A. R., Perrier, L., Webster, F., Leslie, K., Bell, M., Levinson, W., Rotstein, O., Tourangeau, A., Morrison, L., Silver, I.L. & Straus, S.E. (2009). Exploring Mentorship as a Strategy to Build Capacity for Knowledge Translation Research and Practice: Protocol for a Qualitative Study. Implementation Science, 4(55).

Format: Peer-reviewed article

Type: Research — Non-experimental

Experience level of reader: Fundamental

Annotation: The authors explore the potential of mentoring as a vehicle for building knowledge translation research and practice capacity. They consolidate existing mentoring models into a single conceptual framework that describes the processes, influence factors and outcomes associated with mentorship. In a separate study, the authors will solicit the views of potential knowledge translation mentors, consult with knowledge translation stakeholders to capture their mentorship preferences and needs, and produce recommendations about knowledge translation mentorship strategies or programs.

Setting(s) to which the reported activities/findings are relevant: University

Knowledge user(s) to whom the piece of literature may be relevant: Clinicians, Researchers

Knowledge user level addressed by the literature: Organization

This article uses the Commercial Devices and Services version of the NtK Model

Primary Findings

Method: Mentoring is one approach that can be applied to building capacity for knowledge translation research and practice. Some of the factors that should be considered when developing a mentorship program include the goals of program (research or practice focused, kinds of knowledge to be translated), participation enablers (mentorship training and incentives, mentor commitment, mentee choice), characteristics of the mentor and mentee (stage in career, specialization) mentor roles (expert, champion), program design and format (formal/informal, individual/group, in-person/remote), program delivery (frequency, duration, sequencing, screening, orientating, matching, executing), program support (tools, infrastructure) and program evaluation (changes in attitude, skill, behavior, relationships, application, productivity). Factors that may complicate mentoring include finding appropriate mentors, negotiating mentoring processes, setting mentoring boundaries and scheduling mentoring activities.
Literature review.
Occurrence of finding within the model: KTA Stage 1, KTA Stage 2, KTA Stage 3, Step 3.1