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dc.contributor.authorLyng, Hilda Bø
dc.contributor.authorStrømme, Torunn
dc.contributor.authorRee, Eline
dc.contributor.authorJohannessen, Terese
dc.contributor.authorWiig, Siri
dc.date.accessioned2024-12-12T10:24:49Z
dc.date.available2024-12-12T10:24:49Z
dc.date.created2024-07-16T16:43:28Z
dc.date.issued2024
dc.identifier.citationLyng, H. B., Strømme, T., Ree, E., Johannessen, T., & Wiig, S. (2024). Knowledge boundaries for implementation of quality improvement interventions; a qualitative study. Frontiers in Health Services, 4, 1294299.en_US
dc.identifier.issn2813-0146
dc.identifier.urihttps://hdl.handle.net/11250/3169414
dc.description.abstractIntroduction: Implementation and adoption of quality improvement interventions have proved difficult, even in situations where all participants recognise the relevance and benefits of the intervention. One way to describe difficulties in implementing new quality improvement interventions is to explore different types of knowledge boundaries, more specifically the syntactic, semantic and pragmatic boundaries, influencing the implementation process. As such, this study aims to identify and understand knowledge boundaries for implementation processes in nursing homes and homecare services. Methods: An exploratory qualitative methodology was used for this study. The empirical data, including individual interviews (n = 10) and focus group interviews (n = 10) with leaders and development nurses, stem from an externally driven leadership intervention and a supplementary tracer project entailing an internally driven intervention. Both implementations took place in Norwegian nursing homes and homecare services. The empirical data was inductively analysed in accordance with grounded theory. Results: The findings showed that the syntactic boundary included boundaries like the lack of meeting arenas, and lack of knowledge transfer and continuity in learning. Furthermore, the syntactic boundary was mostly related to the dissemination and training of staff across the organisation. The semantic boundary consisted of boundaries such as ambiguity, lack of perceived impact for practice and lack of appropriate knowledge. This boundary mostly related to uncertainty of the facilitator role. The pragmatic boundary included boundaries related to a lack of ownership, resistance, feeling unsecure, workload, different perspectives and a lack of support and focus, reflecting a change of practices. Discussion: This study provides potential solutions for traversing different knowledge boundaries and a framework for understanding knowledge boundaries related to the implementation of quality interventions.en_US
dc.language.isoengen_US
dc.publisherFrontiers Media S.Aen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjecthelse- og sosialfagen_US
dc.titleKnowledge boundaries for implementation of quality improvement interventions; a qualitative studyen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2024 Lyng, Strømme, Ree, Johannessen and Wiig.en_US
dc.subject.nsiVDP::Medisinske Fag: 700::Helsefag: 800en_US
dc.source.pagenumber12en_US
dc.source.volume4en_US
dc.source.journalFrontiers in Health Servicesen_US
dc.identifier.doi10.3389/frhs.2024.1294299
dc.identifier.cristin2282422
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal