Knowledge Transformation in Health and Social Care: Putting Mindlines to Work

Description

The term ‘mindlines’ has become common currency in the world of research implementation and evidence-based practice. This book updates, develops and applies the mindlines model more widely. It sheds light on how we can realistically mobilise and transform research-based evidence into practice in context. This illuminating book shows how the mindlines model can be put to work. It highlights how practitioners collectively share and internalise implicit, flexible ways of rapidly handling complex clinical situations. Drawing on research and reflective studies from practice, education, and guidelines-development across a wide range of international health and care settings, the authors unpack the general components of mindlines. They find practical ways to uncover, bring together and apply specific mindlines to improve practice; and to develop evidence-based healthcare policy, practice and education in ways that capitalise on the crucial role of mindlines. Closely edited by the originators of the mindlines model, this book brings together the work of a cohesive group of researchers and practitioners to showcase and develop its theory and consequences. It is an essential read for all those interested in knowledge mobilisation, evidence-based practice, and research implementation both within healthcare and beyond. Cover Half Title Title Page Copyright Page Table of Contents List of figures List of tables List of boxes List of contributors Chapter 1: Introducing mindlines and this book How and why mindlines research began Working with mindlines: a foretaste of the chapters Where next? Acknowledgements References Chapter 2: What (and why) are mindlines? Acquiring many types of evidence Knowledge-in-practice-in-context Individual mindlines and contextual adroitness Collective mindlines, communities of practice, sensemaking, and identity Codifying mindlines? The social construction of disease and illness, the patient mindline, and the negotiating space Research transformed Why do mindlines matter? Summary Acknowledgements Notes References Chapter 3: Making evidence rich, relevant, and real: Using theatre-based knowledge mobilisation strategies to enhance mindlines and hence practice Introduction The EPPIC case study How mindlines informed EPPIC’s methods Forum Theatre Method Stage-1 FT play development Stage-2 FT workshop delivery Stage-3 Analysis of study outcomes Results Impact on contributing individuals and groups Influence on behaviour, practice, and research What, in EPPIC's methods, gave rise to these impacts? Diverse knowledge Drama and storytelling Social interaction Active co-production and testing of new ideas How were mindlines mechanisms used and enhanced in this research? Enhanced content and reliability of knowledge sources Widening and diversifying practitioners’ social milieu Using drama to portray multi-dimensional stories Inviting creativity and experimentation Conclusion Summary Acknowledgements Notes References Chapter 4: Mindlines in the moment: The constant unfolding of complex performance Introduction Professional dental practices and mindlines Implications for clinical educational practices Summary Acknowledgements Bibliography Chapter 5: Using co-creation to modify mindlines and improve childhood eczema care Introduction The challenge of childhood eczema Understanding eczema mindlines Combination through co-creation Co-creation workshops Workshops one and two Workshop three Internalisation: altering and enhancing mindlines Knowledge brokering Social marketing ‘Ba’ Ripple-effect model Mindline alteration and enhancement Impact Reflections on altering and enhancing eczema mindlines Summary Acknowledgements Notes References Chapter 6: The confluence of mindlines and emotion in community-based palliative care Introduction Emotion and mindlines Study details Partitioning emotion during clinical interactions Using emotion to prioritise care Forming the limits of practice with emotion Emotionful learning in practice Emotion and mindline assemblages in healthcare Summary Acknowledgements Note References Chapter 7: Rethinking nurses’ mindlines about the Liverpool Care Pathway: The knowledge behind the care Introduction Using an integrated care pathway for dying patients Methods Dispositionalism Episteme, techne, phronesis Results and discussion The ‘rigid-rational approach’ or acting independently of the LCP? The “flexible-rational” approach The value-rational approach The need for all three approaches Clinical mindlines in nursing practice drive all three approaches Summary Acknowledgements References Chapter 8: How mindlines were shepherded across complex networks, enabling new learning about sepsis to flourish Introduction The ‘emergence’ of sepsis Enabling structures: people, processes, and materials Shepherding mindlines Individual and collective mindlines work in tandem and tension The value and importance of the mindlines model Implications for learning and education Summary Acknowledgements Note References Chapter 9: On becoming a (physio)therapist: Mindlines changing education Introduction From reflections to change First reflections A new way of thinking Person-centred education The Delta-stream Constructing mindlines Socialisation through togetherness Freedom to choose Coping with uncertainty Ability to adapt Future courses and conclusion Summary Acknowledgements References Chapter 10: Impure guidance? How mindlines inform guidelines Introduction Methods – a study of guideline development Ethical approval Data collection and analysis Findings Panels are expected to focus on RCTs/frequency data Panels have workarounds to use other sources of knowledge Panellists bring their mindlines into guideline production Guideline developers dealing with the influence of mindlines on guidelines Implications New forms of guidance: from guidelines to a new genre of tools Virtual social networks linking guidelines to mindlines Towards a dialogue on purification and epistemological uncertainty From knowledge translation to exploring the fundamentals of prediction and reality Summary Acknowledgements References Chapter 11: The guideline development process: Building a lexicon of mindlines Introduction Methods Different types of mindlines Clinical mindlines Process mindlines Chairing mindlines Conclusions Summary Acknowledgements References Chapter 12: Regressive logic, common sense, and evidentness: Thoughts of a guideline-writing epidemiologist Introduction Objective evidence as a neutral arbiter Grading of Recommendations, Assessment, Development, and Evaluations Common sense and the avoidance of infinite regress The need for ‘other evidence’, collective mindlines, and evidentness Summary Acknowledgements References Chapter 13: Knowledge Transformation amidst the 2020 COVID-19 Surge: Report from New York City Introduction Prodrome Reflection Inception Reflection Crisis Reflection “How many vents are left?” Reflection Summary Note References Chapter 14: The mindlines model: An update Is the mindlines model misleading? Have things changed? How have people transformed and/or used the mindlines model? Poor practice? Multiple sources of evidence Guidelines and mindlines Mindlines and fidelity to guidelines The social life of mindlines Communities of practice and networks Using mindlines to explain and improve practice Explaining practice Directly changing practice Changing practice through new ways of learning Philosophical questions System 1½ – slowly formed fast thinking? Summary Note References Chapter 15: Postscript: Does the mindlines model apply beyond healthcare? Branching out Exploring the features of mindlines in varied occupations Formal knowledge vs knowledge-in-practice-in-context Courses Instruction manuals and guidance Formalised knowledge vs practice Accumulating multiple sources of (sometimes tacit) evidence while learning through practice Multiple sources of evidence Learning through practice (in context) Experience and tacit knowledge Collective learning/communities of practice: sharing (or not) knowledge and experience Negotiation and social construction of knowledge Making room for discussion/respectful critical conversations The part played by clients in formulating decisions about practice The role of context Local context Speed and urgency of decisions Professional identity, culture, and motives Contextual adroitness Transformation of formal knowledge Conclusions Summary References Index