Peter van der Graaf
@pvandergraaf.bsky.social
Associate Professor in Public Health @NorthumbriaUni. Knowledge Mobilisation, co-production and local government. Rides bikes to avoid DIY and fond of liquorice. He/Him
combining critical reflection with practical application. Lots of relevant knowledge to use for @nihrarcs.bsky.social KM teams. @unisouthampton.bsky.social 2/2.
November 10, 2025 at 10:31 AM
combining critical reflection with practical application. Lots of relevant knowledge to use for @nihrarcs.bsky.social KM teams. @unisouthampton.bsky.social 2/2.
A big thank you to Kathryn McEwan, who led on the writing of this paper and all the informal caregivers who supported our #AskFuse research project.
November 6, 2025 at 9:11 AM
A big thank you to Kathryn McEwan, who led on the writing of this paper and all the informal caregivers who supported our #AskFuse research project.
Variation in local infrastructure and workforce capacity remain barriers to implementation. Embedding this prototype into routine hospital practice will require organisational support, digital readiness and sustained attention to equity and inclusion. @arcnenc.bsky.social @northumbriauni.bsky.social
November 6, 2025 at 9:11 AM
Variation in local infrastructure and workforce capacity remain barriers to implementation. Embedding this prototype into routine hospital practice will require organisational support, digital readiness and sustained attention to equity and inclusion. @arcnenc.bsky.social @northumbriauni.bsky.social
Our conversation-based toolkit has 5 tools that helps caregivers articulate their needs, receive timely information and build confidence in their role across all stages of the discharge process (from early admission resources to post-discharge support), underpinned by a set of key principles.
November 6, 2025 at 9:11 AM
Our conversation-based toolkit has 5 tools that helps caregivers articulate their needs, receive timely information and build confidence in their role across all stages of the discharge process (from early admission resources to post-discharge support), underpinned by a set of key principles.
Informal caregivers are often overlooked in discharge planning. We co-designed the toolkit with them, and healthcare professionals and voluntary sector representatives, using implementation theory (#NPT)and a new stakeholder engagement model (I-STEM).
November 6, 2025 at 9:11 AM
Informal caregivers are often overlooked in discharge planning. We co-designed the toolkit with them, and healthcare professionals and voluntary sector representatives, using implementation theory (#NPT)and a new stakeholder engagement model (I-STEM).
Great discussions between council staff, academic researchers and community members about the barriers, but also about practical and creative approaches to knowledge mobilisation. @sandwellcouncil.bsky.social @nihr-phirst.bsky.social @nihrarcs.bsky.social @fuseonline.bsky.social
November 4, 2025 at 7:08 PM
Great discussions between council staff, academic researchers and community members about the barriers, but also about practical and creative approaches to knowledge mobilisation. @sandwellcouncil.bsky.social @nihr-phirst.bsky.social @nihrarcs.bsky.social @fuseonline.bsky.social
I am very pleased to be involved as the Knowledge Mobilisation lead for our region, developing capacity and supporting the scaling of interventions across regions. I am looking forward to continuing working with great people and building on the foundations that we developed in the first five years!
October 15, 2025 at 7:34 PM
I am very pleased to be involved as the Knowledge Mobilisation lead for our region, developing capacity and supporting the scaling of interventions across regions. I am looking forward to continuing working with great people and building on the foundations that we developed in the first five years!
We recommend that is important to provide a range of different
involvement options to suit different people and to encourage more staff to consider research opportunities, especially when this is not part of their core role, as it increases their job satisfaction. 4/4
involvement options to suit different people and to encourage more staff to consider research opportunities, especially when this is not part of their core role, as it increases their job satisfaction. 4/4
August 19, 2025 at 4:40 PM
We recommend that is important to provide a range of different
involvement options to suit different people and to encourage more staff to consider research opportunities, especially when this is not part of their core role, as it increases their job satisfaction. 4/4
involvement options to suit different people and to encourage more staff to consider research opportunities, especially when this is not part of their core role, as it increases their job satisfaction. 4/4
Staff in clinical academic roles reported more examples of opportunities for leading improvements in practice, and the building of connections and social support, while non-clinical academic roles more frequently reported that involvement in research provided opportunities for learning. 3/4
August 19, 2025 at 4:40 PM
Staff in clinical academic roles reported more examples of opportunities for leading improvements in practice, and the building of connections and social support, while non-clinical academic roles more frequently reported that involvement in research provided opportunities for learning. 3/4
We found six benefits: personal fulfilment, general competencies/skills, connections/net-
works, opportunities for learning, opportunities for leading improvements in practice, and using evidence more effec-
tively. With differences between clinical and non-clinical academic roles. 2/4
works, opportunities for learning, opportunities for leading improvements in practice, and using evidence more effec-
tively. With differences between clinical and non-clinical academic roles. 2/4
August 19, 2025 at 4:40 PM
We found six benefits: personal fulfilment, general competencies/skills, connections/net-
works, opportunities for learning, opportunities for leading improvements in practice, and using evidence more effec-
tively. With differences between clinical and non-clinical academic roles. 2/4
works, opportunities for learning, opportunities for leading improvements in practice, and using evidence more effec-
tively. With differences between clinical and non-clinical academic roles. 2/4