Evaluation of partnerships in a transnational family violence prevention network using an integrated knowledge translation and exchange model: a mixed methods study

Abstract

BackgroundFamily violence is a significant and complex public health problem that demands collaboration between researchers, practitioners, and policymakers for systemic, sustainable solutions. An integrated knowledge translation network was developed to support joint research production and application in the area. The purpose of this study was to determine the extent to which the international Preventing Violence Across the Lifespan (PreVAiL) Research Network built effective partnerships among its members, with a focus on the knowledge user partner perspective.MethodsThis mixed-methods study employed a combination of questionnaire and semi-structured interviews to understand partnerships two years after PreVAiL’s inception. The questionnaire examined communication, collaborative research, dissemination of research, research findings, negotiation, partnership enhancement, information needs, rapport, and commitment. The interviews elicited feedback about partners’ experiences with being part of the network.ResultsFive main findings were highlighted: i) knowledge user partner involvement varied across activities, ranging from 11% to 79% participation rates; ii) partners and researchers generally converged on their assessment of communication indicators; iii) partners valued the network at both an individual level and to fulfill their organizations’ mandates; iv) being part of PreVAiL allowed partners to readily contact researchers, and partners felt comfortable acting as an intermediary between PreVAiL and the rest of their own organization; v) application of research was just emerging; partners needed more actionable insights to determine ways to move forward given the research at that point in time.ConclusionsOur results demonstrate the importance of developing and nurturing strong partnerships for integrated knowledge translation. Our findings are applicable to other network-oriented partnerships where a diversity of stakeholders work to address complex, multi-faceted public health problems.

Renforcement des données probantes et des mesures relatives aux partenariats plurisectoriels en santé publique : un projet de recherche-action

“…Bien que les partenariats plurisectoriels constituent une part importante de l'infrastructure en santé publique, au Canada comme ailleurs dans le monde [10][11][12][13][14][15][16] 29,30 . Comme l'a souligné Senge 29 , les organismes favorisant l'apprentissage sont ceux ) où chacun améliore constamment sa capacité à créer les résultats qu'il souhaite réellement obtenir, où on favorise les fac¸ons de penser nouvelles et en développement, où les aspirations collectives sont libres et où les gens apprennent continuellement ensemble à avoir une vue d'ensemble * [traduction] 29, p. 3 .…”

Institutional links to cope with school violence: an exploratory study

“…The concept of social network has been considered as a new process in opposition to traditional approaches of public policies, which are based on fragmented, punctual and compensatory actions, generating simplified and segmented interventions in the face of complex phenomena. 4,5 Networks are types of social organization, for both the society and the State, which involve an intense flow of information and are structured through cooperation of autonomous units. 6 The concept of network has the following characteristics: recognition of the existence and importance of the other; awareness of the actions of the other; mutual collaboration; cooperation through sharing of knowledge, actions and powers; and association with common goals and projects.…”

“…It should be noted that adolescence is a key period in human development that enables the implementation of actions that will promote a healthy adult life. 3,5 Considering that building a social network can provide a new role for the school nowadays and new mechanisms to cope with school violence, the aim of this study was to identify and analyze the institutional links of public secondary schools to cope with school violence.…”

“…Through strategies and actions in these areas focused on a culture of peace and more positive aspects of human relations, students can build knowledge and skills as citizens who are aware of their rights and duties. 5,13 One way to fight school violence is to keep a dialog between teachers and students, aiming to involve them in discussion groups, identify sources of violence, and build a friendly and trustworthy relationship among school heads, teachers and students. Hence, students will be given a voice, making part of the construction of a more affectionate and less violent environment, with the insertion of the concepts of citizenship, coexistence and culture.…”

“…Hence, students will be given a voice, making part of the construction of a more affectionate and less violent environment, with the insertion of the concepts of citizenship, coexistence and culture. 5,14 The literature reports that young adolescents value the rules of coexistence, request the discussion of topics related to school violence, and claim for more monitoring, more teachers in schools and stronger dialog with teachers. 15 The fragility of the network when coping with school violence is evident in the area of social care.…”