In this action cycle phase, the outcomes of the change initiative are measured to determine the impact. 

In this action cycle phase, strategies are implemented to support the practice change after the outcomes have been evaluated and determined to be effective.   

The development process (or methodologies) used to develop the Leading Change Toolkit 

A case study on reducing wound infections at Perley Health in Ottawa, Ontario to advance best practices using the Knowledge-to-Action framework. 

Statements inlcuding the copyright, land acknowledgment and contact information for the Leading Change Toolkit. 

How to use the Leading Change Toolkit

In the Leading Change Toolkit, users are encouraged to integrate components of two implementation frameworks: Social Movement Action and Knowledge-to-Action to accelerate a change initiative. In some cases, change agents and change teams may determine that they prefer to start by using one framework first and then later add components of the other framework. In this section of the Leading Change Toolkit, a decision tool is provided to help support decision making regarding which framework to start using first. 

The section of the Leading Change Toolkit that describes the content of the three main sections focused on two implementation frameworks - Social Movement Action and Knowledge-to-Action - and on engaging persons with lived experience.   

A key feature of the Leading Change Toolkit is the inclusion of two complementary implementation frameworks. Combined, the Social Movement Action (SMA) Framework and the Knowledge-to-Action (KTA) Framework, create a powerful, novel approach that can support you and your change team to lead a practice change using an evidence-based resource, like an RNAO best practice guideline (BPG).

DongZhiMen Hospital and Beijing University of Chinese Medicine (BUCM) School of Nursing are international BPSOs in Beijing, China. Staff at the sites identified barriers to the use of evidence in practice including heavy workloads, cultural differences and reluctant attitudes about using evidence to inform practice.