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

266 Pages·2022·8.376 MB·English

by  John Gabbay, Andrée le May

KNOWLEDGE TRANSFORMATION IN
HEALTH AND SOCIAL CARE
The term ‘mindlines’ has become common currency in the world of research implemen-
tation and evidence- based practice. This book updates, develops, and applies the mind-
lines 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 han-
dling 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 cru-
cial 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-b ased
practice, and research implementation both within healthcare and beyond.
John Gabbay is Professor Emeritus of Public Health and former Director of the Wessex
Institute at the University of Southampton. He is also Honorary Senior Visiting Fellow at
Cambridge Public Health, University of Cambridge and a Senior Member of Darwin
College, Cambridge. Until recently, he was Implementation Co-l ead at the National Institute
of Health and Care Research (NIHR) East of England Applied Research Collaboration, UK.
Andrée le May is Professor Emerita of Nursing at the University of Southampton. She is
Editor- in- Chief for the NIHR’s Journals Library for the Health and Social Care Delivery
Research, Public Health, Global Health and Programme Grants for Applied Research jour-
nals. She is also Co- editor of the Journal of Research in Nursing and Honorary Visiting Senior
Fellow at Cambridge Public Health, University of Cambridge. Until recently, she was
Implementation Co- lead for the NIHR East of England Applied Research Collaboration.

KNOWLEDGE
TRANSFORMATION
IN HEALTH AND SOCIAL
CARE
Putting Mindlines to Work
Edited by John Gabbay and Andrée le May
First published 2023
by Routledge
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and by Routledge
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© 2023 selection and editorial matter, John Gabbay and Andrée le May;
individual chapters, the contributors
The right of John Gabbay and Andrée le May to be identified as the authors of
the editorial material, and of the authors for their individual chapters, has been
asserted in accordance with sections 77 and 78 of the Copyright, Designs and
Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent
to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-0-367-74618-6 (hbk)
ISBN: 978-0-367-74616-2 (pbk)
ISBN: 978-1-003-15872-1 (ebk)
DOI: 10.4324/9781003158721
Typeset in Bembo
by SPi Technologies India Pvt Ltd (Straive)
CONTENTS
Lists of figures vii
List of tables viii
List of boxes ix
List of contributors x
1 Introducing mindlines and this book 1
John Gabbay and Andrée le May
2 What (and why) are mindlines? 9
John Gabbay and Andrée le May
3 Making evidence rich, relevant, and real: using theatre-based
knowledge mobilisation strategies to enhance mindlines
and hence practice 22
Kate Beckett with Tony McBride
4 Mindlines in the moment – the constant unfolding of complex
performance 39
Dominic Hurst
5 Using co-creation to modify mindlines and improve childhood
eczema care 59
Fiona Cowdell
vi Contents
6 The confluence of mindlines and emotion in community-based
palliative care 78
Michael Hodgins, Ann Dadich and Jane Bye
7 Rethinking nurses’ mindlines about the Liverpool Care Pathway:
the knowledge behind the care 93
Marianne Brattgjerd
8 How mindlines were shepherded across complex networks,
enabling new learning about sepsis to flourish 106
Tricia R Tooman
9 On becoming a (physio)therapist: mindlines changing education 125
Joost van Wijchen and Maria Nordheim Alme
10 Impure guidance? How mindlines inform guidelines 140
Sietse Wieringa
11 The guideline development process: building a lexicon
of mindlines 155
Judith Hughes
12 Regressive logic, common sense, and evidentness: thoughts of a
guideline-writing epidemiologist 171
Elizabeth Matovinovic
13 Knowledge transformation amidst the 2020 COVID-19 surge:
report from New York City 181
Edward Suh and Peter C Wyer
14 The mindlines model: an update 195
John Gabbay and Andrée le May
15 Postscript: does the mindlines model apply beyond healthcare? 236
John Gabbay and Andrée le May
Index 250
FIGURES
1.1 What a multisectoral group did with the research evidence presented
to them (adapted from Gabbay, le May, Jefferson et al. 2003) 3
3.1 Showing EPPICs three-stage method for mobilising diverse
stakeholder mindlines and research evidence about the psychological
impact of injury 27
3.2 Workshop 1 – participants watching Altered States with scene-relevant
research evidence projected behind (included with participant
consent) 28
4.1 A typical still from the video of dental surgery (captured as
a software-generated line drawing) 46
4.2 Text-graphic analysis 47
4.3 An early attempt to represent the dynamism and interaction
between people and things 48
4.4 Representing a conjunction as speech and actions 49
4.5 Speech and actions from the encounter 50
4.6 A quiet moment before taking the image of the broken tooth 53
9.1 Delta-stream education on a grassland, education without walls 132
14.1 Word cloud based on 550 mentions of social interaction in relation
to mindlines 209
TABLES
8.1 Influential groups, individuals, and events; key terms, and acronyms 108
12.1 GRADE and the sources of evidence 175
14.1 Examples of publications that refer to the mindlines model
and emphasise the many categories of knowledge sources that
practitioners draw upon 201
14.2 Examples of publications that referred to patients’ influence on
mindlines 203
14.3 Examples of publications discussing the role of guidelines in relation
to mindlines 207
14.4 Examples of publications that mention discussing the role of CoPs
in collectively developing knowledge related to mindline development 212
14.5 Examples of publications in which mindlines were used to help
explain the behaviour of practitioners 215
14.6 Assessing the rigour of evidence – some initial elements for
consideration 220
BOXES
3.1 The psychological impact of unintended injuries – what is known
and by whom? 23
3.2 Reflections on FT and its use within EPPIC (TMcB) 25
5.1 Key challenges of childhood eczema 60
5.2 The SECI spiral 61
5.3 The essence of lay eczema mindlines 62
5.4 The essence of HCP eczema mindlines 63
5.5 Summary of thoughts on Q1, what makes a good eczema
consultation in primary care? 65
5.6 Summary of thoughts on Q2, what should laypeople and
practitioners start, stop, and continue to improve eczema
consultations and self-management? 65
5.7 Exemplars of activity and illustrations of the five key messages 70
5.8 Exemplars of feedback and indicators of mindline changes 71
8.1 The three interconnected networks – my sample 111
8.2 Examples of shepherding 115
9.1 HAN numbers 130
11.1 Did the NICE committee on disease classification alter the
participants’ own clinical mindlines? 159
11.2 Tensions in the guidelines development process 164
13.1 Separate winding paths of guidance and practice – the example
of sepsis 189