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Many thanks to Nicky Hayward-Wright for a major curation, updating,  
Many thanks to Nicky Hayward-Wright for a major curation, updating,  
and upgrading of this page.
and upgrading of this page.
</pre><a _fcknotitle="true" href="Category:Bibliography">Bibliography</a>

Revision as of 10:02, 26 September 2011

Communities of Practice Bibliography
including books, articles, and videos on theory, practice, examples, and so on...
... usually including comments, assessments, and links.

Communities of Practice - literature

  • Amin, A. & Roberts, J. (2006). Communities of practice? Varieties of situated learning. A paper prepared from EU Networks of Excellence Dynamics of Institutions and Markets in Eurpoe (DIME). Draft, October 2006. http://www.dime-eu.org/files/active/0/Amin_Roberts.pdf (44 pages) Abstract: “This body of literature includes theoretical, conceptual, and review papers together with critiques and papers reporting the findings of empirical studies. Empirical investigations range from CoPs in public services, such as education and healthcare, to learning in private business organisations and extra-organisational environments including financial services, creative and innovative organisations and networks, craft-based learning environments, on-line communities and a range of miscellaneous contexts.”
  • Iedema, R., Meyerkort, S., & White, L. (2005). Emergent modes of work and communities of practice. Health Services Management Research, 18(1), 13-25. http://hsmr.rsmjournals.com/cgi/content/short/18/1/13 Abstract: “The paper reflects on some of the constitutive facets of teams as CoPs, and proposes that in the context of health reform such emergent teamness encompass participating, knowledging and boundary spanning. Fusing contextual, attributional and processual dimensions of team conduct, these notions are elaborated to show how descriptions of teamness can be rendered sensitive to the prerogatives of health reform. The paper concludes with outlining some of the implications of this proposal for how we reconceptualize health services management.”

Knowledge Networks - literature

This 83 page report by Robeson has an excellent glossary including a definition of networks, networking, network of practice (pp. 57-58) and community of practice, which are further explained throughout the paper. The author, Robeson, advises that it doesn't matter what definition you use, it is important that "meanings are clarified for members and the terms are used consistently" (p. 15).
Also see: Networks Digest (Issue 1, 2005 to Issue 35, 2007) for user friendly two page articles on networks and CoPs. http://www.chsrf.ca/publicationsandresources/pastseries/NetworksDigest.aspx

Knowledge Networks / CoP – examples

The NICS Emergency Department Collaborative established a network of multidisciplinary teams from 47 emergency departments across the country. This provided members of the collaborative network access to evidence, clinical information, resources and tools to improve practice. NICS seeks to establish an Emergency Care community of practice to build on the work of the Emergency Department Collaborative and extend the network to all emergency departments across the spectrum of emergency care needs from rural and remote to metropolitan settings.
  • Cardiovascular Nursing: Remote Access Virtual Nursing.
Also see: Models of Telehealth. An invitational Workshop, February 27-28, 2004, McGill University, pp.18-20. https://dspace.ucalgary.ca/bitstream/1880/43125/1/models%20of%20telehealth.pdf Project outline: One of the most innovative Canada-wide Francophone research projects is the community of practice for heart health. It will in fact become the first community of practice for health in Canada. It is being championed by the Order of Nurses of Quebec, and CEFRIO will be making a valuable contribution. Funding will be provided by Industry Canada through the CANARIE program. The project's primary task is to establish a community of practice in heart health to study the dynamics of such a community and its impact on practice for the nurses involved, who will asynchronously discuss, share and negotiate points of view, ideas and both tacit and explicit knowledge with a view to collectively dealing with or resolving common issues and concerns. This new approach will make it possible for nurses to seek information that is useful to them in improving the practice of their profession. The software, Knowledge Forum, provides a virtual environment that is conducive to collective job-related problem solving. Other partners include: CEFRIO, the Montreal Heart Institute, Laval Hospital in Quebec City, the Ottawa Hospital, the Saint John (New Brunswick) Regional Hospital, the Canadian Association of University Schools of Nursing and the Canadian Council of Cardiovascular Nurses. Order of Nurses of Quebec. [Information originally sources from James Caldwell Palmer (13 June, 2006) http://groups.yahoo.com/group/com-prac/message/6623]

Knowledge (Research) Networks – examples

  • Collaborative Research Hub (General Practice Queensland, Griffith University)
http://www.gpqld.com.au/page/Partnershipss/Collaborative_Research_Hub/ Project aim: The aim of the Collaborative Research Hub is to establish partnerships with long-term enduring relations, which creates networks and connections to build on the social capital within the primary health care sector. The collaboration provides the opportunity to create ‘an engine room’ and platform to consolidate the vast amount of knowledge to provide focus and direction for the Queensland primary health care sector. This collaboration aims to increase the dialogue between researchers, service providers, funding bodies and consumers at each of the critical stages of development in setting priorities, doing the research, sharing the findings and ensuring end-user application.
MJFF is committed to solving problems that slow down forward movement. We identify needed research tools with potential to bolster efforts throughout the field, then work with appropriate partners to engineer these tools at a high level of quality. Once we have developed them, we create (or leverage existing) practical distribution channels that remove hurdles to their widespread use by academic and industry researchers. http://www.michaeljfox.org/research_MJFFresearchTools.cfm
“Historically, ALS research was conducted by committed ALS researchers working separately on various aspects of the disease. Project A.L.S.™ changed that approach dramatically by requiring that researchers and doctors from many disciplines work together, share data openly, and meet shared research milestones.” http://www.projectals.org/about-us/strategy.html
If you read about Project ALS and the substantial progress made with regard to stimulating a collaborative international research effort, you will see an emergent health care community of practice

Knowledge transfer

  • Gabbay, J. & le May, A. (2004) Evidence based guidelines or collectively constructed "mindlines?" Ethnographic study of knowledge management in primary care. British Medical Journal, 329(7473), 1013-1019 doi:10.1136/bmj 329.7473.1013
Abstract: http://www.bmj.com/content/329/7473/1013.abstract “The findings of this study highlight the potential advantage of exploiting existing formal and informal networking as a key to conveying evidence to clinicians.”
  • Kendall, E., Sunderland, N. Muenchberger, & Armstron, K. (2009). When guidelines need guidance: Considerations and strategies for improving the adoption of chronic disease evidence by general practitioners. Griffith University, Institute of Health & Medical Research, Centre of National Research on Disability and Rehabilitation.
http://www.gpqld.com.au/content/Document/3%20Programs/Collaborative%20Research%20Hub/Uptake%20of%20guidelines%20Paper.pdf Abstract: http://www.ncbi.nlm.nih.gov/pubmed/20367709 This paper provides a contemporary review of key issues affecting the uptake of clinical guidelines by general practitioners in Australia and internationally. Attention is given to the barriers that affect guideline uptake, the quality of guidelines, and the dissemination of guidelines to GPs in practice settings. The paper proposes a localized approach to knowledge transfer using “learning communities” and “normalisation” of practice as a way of overcoming persistent problems with guideline uptake.
  • WHO Collaborating Centre – Health Promotion for Children & Adolescents in & By Hospitals
http://www.hphnet.org/index.php?option=com_content&view=article&id=294%3Ahp-for-children-a-adolescents-in-a-by-hospitals-&catid=20&Itemid=95 Also see: http://www.who-cc.dk/taskforces/gruppe2 Part of The International Network of Health Promoting Hospitals http://www.hphnet.org/index.php?option=com_content&view=article&id=22&Itemid=14
  • Since April 2004, within the international HPH network, there is a specific Task Force and related international Working Group active on the theme of Health promotion for children and adolescents in hospitals (HPH-CA), focusing on different priority thematic areas. One of these is the realisation of an online HPH-CA Community of practice.
  • Rycroft-Malone J, Seers K, Titchen A, Harvey G, Kitson A, McCormack B. What counts as evidence in evidence-based practice? J Adv Nurs 2004; 47:81-90. Partial abstract: Against a background of financial constraints, risk reduction, increased managerialism research evidence, and more specifically research about effectiveness, have assumed pre-eminence. However, the practice of effective nursing, which is mediated through the contact and relationship between individual practitioner and patient, can only be achieved by using several sources of evidence. This paper outlines the potential contribution of four types of evidence in the delivery of care, namely research, clinical experience, patient experience and information from the local context. Fundamentally, drawing on these four sources of evidence will require the bringing together of two approaches to care: the external, scientific and the internal, intuitive.

Knowledge translation

An extensive bibliography of research impact and research transfer resources that indirectly relates to communities of practice indirectly. Articles listed focus on knowledge brokering, knowledge translation and knowledge exchange with an emphasis on research to practice to policy.
  • Barwick, M.A., Boydell, K.M., Stasiulis, E., Ferguson, H.B., Blase, K., & Fixsen, D. (2005). Knowledge transfer and evidence-based practice in children’s mental health. Toronto, ON: Children’s Mental Health Ontario. http://melaniebarwick.com/document/Knowledge_Transfer_and_Implementation_of_EBP_in_CMH.pdf This 138 page report focuses on knowledge translation and knowledge transfer of evidence based practice. Contents: Introduction – knowledge transfer, implementation science, and readiness for change – Use of research evidence and readiness for change – Experts’ perspectives on implementing evidence-based practice – Best practices for transfer and implementation of evidence-based practices – Taking action.

Knowledge and learning

  • John Parboosingh, Virginia A. Reed, James Caldwell Palmer, and Henry H. Bernstein, Enhancing Practice Improvement by Facilitating Practitioner Interactivity: New Roles for Providers of Continuing Medical Education, J Contin Educ Health Prof. 2011 Mar; 31(2): 122-7.
  • Coles C. (2000). Developing professional judgement. Journal of Continuing Education in the Health Professions. 22(1), 3-10.
  • Knowledge and learning for health professionals. Abstract: http://www.ncbi.nlm.nih.gov/pubmed/12004638 “At the foundation of professional judgment is a form of knowledge--called practical wisdom--which is not formally taught and learnt but is acquired largely through experience and informal conversations with respected peers. Wisdom develops through "the critical reconstruction of practice," including deliberation, which is distinguished from mere reflection. Professionals need to engage in the appreciation of their practice--not just to understand what informs their own practice but to consider critically the contestable issues endemic to practicing as a professional.”
  • Moore DE, Green JS, Gallis HA. (2009). Achieving desired results and improved outcomes: integrating planning and assessment throughout learning activities. Journal of Continuing Education for Health Professionals, 29(1), 1-15. Knowledge and learning for health professionals. Abstract: http://www.ncbi.nlm.nih.gov/pubmed/19288562
  • Gittell, J.H., Fairfield, K.M., Bierbaum, B., Head, W., Jackson. R, Kelly, M., et al. (2000) Impact of relational coordination on quality of care, postoperative pain and functioning, and length of stay: a nine-hospital study of surgical patients. Medical Care, 38: 807-819. http://ipls.dk/pdf-filer/gittell_2000.pdf
Knowledge and learning for patients and caregivers Abstract: http://www.ncbi.nlm.nih.gov/pubmed/10929993 “These findings support the design of formal practices to strengthen communication and relationships among key caregivers on surgical units.”

Social / support networks (consumer health, patient / caregiver network) - examples

  • Cancer Survivors Network http://www.acscsn.org Chronic Care; Patient/Care Giver mobilization/involvement in chronic care
Health e-communities are specialized social networks that function as virtual communities, using the Internet to enable members to use the Internet to share information and emotional support. This wiki includes useful resources / references on: HeC as social networks, list management best practices, eCommunity research.
See notes on <a _fcknotitle="true" href="Talk:Healthcare">Talk:Healthcare</a>
Many thanks to Nicky Hayward-Wright for a major curation, updating, 
and upgrading of this page.