1. Knowledge into Action Information literacy in health and social care Annette Thain NHS Education for Scotland Annette.thain@nes.scot.nhs.uk 28 th November 2014

2. Introduction http://www.knowledge.scot.nhs.uk

3. Models http://www.howdesign.com/ SCONUL 7 Pillars NHS Scotland model

4. Opportunities / Challenges

5. Who?

6. Knowledge into Action review help practitioners to apply knowledge to frontline practice. embed use of knowledge in service improvement. support practitioners and managers to translate knowledge into better health outcomes, i.e. safe, effective, person- centred, efficient care.

7. Bridging the gap - methods 1.Sourcing and combining knowledge from research, practice, experience. 2.Actionable knowledge – mobile apps, case studies, checklists. 3.Social /Relational knowledge – communities of practice, social networking, action learning, mentoring, coaching, sharing knowledge between practitioners and service users. 4.Building workforce capability and organisational support for finding, sharing and applying knowledge.

8. Knowledge as process Know-what Journals/books Bibliographic Databases Systematic Reviews Know-where Systems Processes Variation Know-who Service user Practitioner Teams Practice Experience Research Know-how: Actionable Relational Organisational

9. Knowledge as process Actionable knowledge Checklists Pathways Mobile apps Social /Relational use of knowledge Communities of Practice Social networking Social learning Organisational enablers Backing at executive level Tests of change to demonstrate impact Knowledge broker Building workforce capabilities Know-how: Actionable Social/Relational Organisational Network of librarians and knowledge brokers

10. Opportunities for librarians

11. NHS Scotland model

12. Defining questions Background questions Foreground questions Models eg PICO –Population –Intervention –Comparison –Outcome

13. Tacit and Explicit Know-What Know-How Know-Who Know-Where Published sources Experiential & practice knowledge eg case studies Expert contacts Social directories and networks Local systems, processes, services. Performance data Population data

14. Know-what Journals/books Bibliographic databases Published sources Know-where Local systems, processes, services Performance data Know-who Expert contacts Social directories and networks Service users Practice Experience Research Explicit andTacit Context Know-how Experiential & practice knowledge eg case studies Population data

15. Find/ Capture Explicit knowledge Natural language and controlled subject terms Boolean Filters Synonyms and American spelling Advance Google tools Tacit knowledge capture Knowledge management tools and techniques Person to person knowledge transfer –Knowledge harvesting –Peer assist reviews Sharing tools –Social networking tools

17. Practical tools Reference Manager Knowledge Network Tools Knowledge Management tools Combine the published evidence with local knowledge of practice and settings

18. Combine part 2 Librarians collaborated to the sourcing and synthesising of the evidence from a variety of sources and then presented it for easy access

19. With colleagues With networks Publishing With service users/patients Work colleagues Team meetings Face to face meetings Education meetings Virtual Networks Communities of practice Social networking tools –Twitter –Blogs Newsletters Publications Journal articles Health literacy Therapeutic use eg Bibliotherapy

20. Social learning Personal Learning Networks –People who learn together –Many opportunities using social media eg Twitter –Useful for keeping up to date www.knowledge.scot.nhs.uk/pln Social Learning Handbook 2014 Jane Hart www.C4LPT.co.uk Knowledge management toolbox Social media toolbox

21. Actionable knowledge

22. NHS Scotland model

23. INPUTSACTIVITIES REACH and REACTION Practice or behaviour change More effective practice OUTPUTS Knowledge, Skills, Attitudes Level of influence External factors Programme delivery Direct influenceIndirect influence HIGHLOW HIGH Readiness of context Capacity of target group to respond Existing policy, practices, beliefs Political social economic technological Professional groups, networks, power Evaluation

24. NHS Scotland model

25. Information literacy lessons learned Timeliness Incorporate into other learning opportunities Media literacy Focus on functionality not individual tool ie free of system Link to tools they already use in personal life Find out need then introduce tools eg Diiego, Pinterest, Twitter Don’t brand it Information Literacy till the end!

26. Thank you for listening! Annette Thain NHS Education for Scotland Annette.thain@nes.scot.nhs.uk 28 th November 2014

27. Search & Synthesis Knowledge banks are repositories which store knowledge and allow people to retrieve and use the knowledge they contain. For example, knowledge banks such as MEDLINE and CINAHL store research articles. An accelerated systematic evidence review process to identify, evaluate and combine “readily available” evidence through searching of electronic databases and websites. Librarians and knowledge managers carry out expert searches of research sources such as MEDLINE and CINAHL. May be combined with evidence from practice identified through interviews with practitioners and case studies. For more info: http://www.qihub.scot.nhs.uk/networks-and-collaboration/knowledge-management-toolbox.aspx A responsive service or resource available to clinicians at the patient bedside or consultation, to provide summarised, evidence-based responses to their clinical questions

28. Creating Capacity Knowledge Skills Training on a 1-2-1 or small group basis. Single session or tailored programme Embed knowledge management approaches in work planning, this could include departmental or team strategies – consult with a Knowledge Broker or develop the knowledge broker role in the team. Share the workload. Make connections with others (see Social Use of Knowledge). If your knowledge broker or others can support your work use that to create capacity. Engage with Organisational Development to implement change. You can also utilise tools which facilitate change and or implementation e.g. mapping (use the Clinical Knowledge Publisher) or Gap Analysis, or Relationship Mapping

29. Actionable knowledge Task or resource lists as an aide memoire to improve consistency. Structured, multi- disciplinary plans of care designed to support implementation of clinical guidelines and protocols. They aim to improve the continuity and co-ordination of care across different disciplines and sectors Decision Aids: Tools to help practitioners assess options for diagnosis or treatment, taking into account short to long-term outcomes and risks. Decision support: evidence presented in a single practical format to facilitate consistent evidence-based decision making. A systematic way of looking at individual events, projects or systems in-depth, collecting data, analysing information and reporting the results. They provide understanding of causal factors, barriers and facilitators that led an event to unfold as it did. Directories of people with contact details and information on skills, practice experience and areas of interest. For more info: http://www.qihub.scot.nhs.uk/networks-and-collaboration/knowledge-management-toolbox.aspx A short (usually 3-5), structured set of evidence- based interventions or actions often based around a condition, which when delivered correctly and collectively aim to improve patient outcomes.

30. Social use of knowledge A short, facilitated meeting of project team members (and possibly other stakeholders) to evaluate and capture lessons learned. Often used towards the end of a project but it may also be used at the transition points between project phases. Also known as ‘learning before doing.’ A team asks for help: people are invited to share their experience, insights and knowledge with the team. Tends to be a spirit of reciprocity where people contributing would be able to request help from the others to work on their own team’s issues. An informal method to stimulate and create ‘awakening and engaging of collective intelligence through conversations about questions that matter’. It is a technique to evoke and make visible the collective intelligence of a group. A community of practice shares a specific interest that becomes a source of identification. This creates a sense of commitment to the community as a whole, not merely connections to a few linking nodes. A knowledge transfer approach which enables people to articulate and package what they know so that others can personalise, apply, adapt and learn from it. Face to face education of practitioners by other trained healthcare professionals, with the aim of changing practice to be consistent with clinical evidence. For more info: http://www.qihub.scot.nhs.uk/networks-and-collaboration/knowledge-management-toolbox.aspx

31. Knowledge Base: Tacit and Explicit Knowledge Broker Services Inquiry techniques Translational methods to support decisions Evaluation methods Knowledge into Action Model : the process Build Knowledge Base