Applying the Knowledge-to-Action Framework to Close the Research-Practice Divide: A Facilitative Discourse of Knowledge Generation

Abstract

The persistent disconnect between research and practice in nursing education hinders improvement in educational and health outcomes. This continuous divide calls for a systematic theory-informed approach to move research into practice. A robust understanding of innovative research methodologies and frameworks for knowledge synthesis and application into practice is needed. Guided by knowledge translation research through the Knowledge-to-Action (KTA) Framework and theory generation process, the methodology to develop scientific knowledge, using the example of a resilience-focused education approach development for undergraduate nursing students, is presented. This paper offers a robust and replicable process for researchers to develop contextually relevant, evidence-informed interventions, thereby fostering research-informed practice. This methodological discourse highlights the potential of the KTA framework to drive educational innovation, required for transformative education in nursing and beyond.