Although there is growing attention to research translation, dissemination practices remain underdeveloped. This study aimed to gain insights into the dissemination approaches, barriers for dissemination, and needs for dissemination support of public health researchers of the Amsterdam Public Health (APH) research institute.

A concurrent mixed-methods design was used, collecting quantitative and qualitative data through a survey and qualitative data from interviews. Researchers of the Health Behaviors and Chronic Diseases (HBCD) research line of APH were approached via email with a link to an online survey. For the interviews, we aimed to balance researchers in terms of career phase and position. Data were analyzed through descriptive statistics and thematic content analysis.

HBCD researchers primarily rely on traditional approaches for dissemination, e.g. academic journals (93%), conferences (93%), and reports to funders (71%). Social media (67%) was also frequently mentioned. Dissemination is often prioritized late due to time constraints and competing priorities. Researchers mentioned a lack of time, money, knowledge, and skills but also limited awareness of available support as barriers. A need for more resources, education, and a shift in mindset was expressed, suggesting a comprehensive inspiring platform and stronger in-house connections as solutions.

HBCD researchers emphasized the importance of dedicated time and budget for dissemination, as well as other forms of institutional support. Overall, there is a need for a shift in mindset, more educational initiatives, greater integration of dissemination into researchers’ roles, the establishment of a comprehensive inspiring platform, and stronger in-house connections to support dissemination efforts.

To determine nutrition practitioners’ attitudes, behavioural control and normative beliefs to best inform the development and formulation of a nutrition-specific Dissemination and Implementation (D&I) science training.

A cross-sectional survey aimed to assess Theory of Planned Behaviour (TPB) constructs and intention to use D&I science. A validated TPB questionnaire assessed constructs including perceived behavioural control, subjective, injunctive and descriptive normative beliefs, attitudes and intention to use D&I science. For analysis, Spearman’s ρ, Kruskal–Wallis and Steel–Dwass tests were conducted for quantitative variables.

Online, 26-item Qualtrics survey.

Cross-sectional sample of members (n 70) affiliated with the Society for Nutrition Education and Behaviour listserv.

The major finding from this study was a significant positive correlation between perceived behavioural control score and intention (r = 0·315, P = 0·0119).

D&I training interventions could formulate learning and teaching strategies to target perceived behavioural control (self-efficacy, knowledge and ability) to enhance intention. For example, application and experience-based learning techniques trainings could be strategies to increase knowledge and abilities.

This study is aimed to assess the implementation science outcomes of the coronavirus disease (COVID-19) e-health educational intervention in Ethiopia targeting health care workers via the RE-AIM (Reach, Effectiveness, Adaption, Implementation, Maintenance) framework.

A series of three 1-hour medical seminars focused on COVID-19 prevention and treatment education were conducted between May and August 2020. Educational content was built from medical sites previously impacted by COVID-19. Post-seminar evaluation information was collected from physician and other participants by a survey instrument. Cross-sectional evaluation results are reported here by RE-AIM constructs.

The medical seminars reached 324 participants. Key success metrics include that 90% reporting the information delivered in a culturally sensitive/tailored manner (effectiveness), 80% reporting that they planned to share the information presented with someone else (adoption and implementation), and 64% reporting using information presented in their daily clinical responsibilities 6 months after the first medical seminars (maintenance).

Grounded in a theoretical framework and following evidence-based best practices, this intervention advances the field of dissemination and implementation science by demonstrating how to transition health care training and delivery from an in-person to digital medium in low-resource settings like Ethiopia.

The field of dissemination and implementation science has the potential to narrow the translational research-to-practice gap and improve the use of evidence-based practices (EBPs) within community-based settings. Yet, foundational research related to dissemination efforts, such as understanding researcher attitudes, practices, and the determinants to sharing research findings, is lacking within extant literature.

A sequential explanatory (QUAN $$ \to $$ qual) mixed methods design was used to examine 85 academic researchers’ perspectives and self-reported dissemination methods used to share research outcomes with community stakeholders to better understand researcher’s usual dissemination practices (referred to as dissemination-as-usual). Quantitative surveys collected researcher demographic data, attitudes toward dissemination efforts, and dissemination strategy use.

Multiple linear regression examined predictors of the quantity of dissemination strategies utilized by researchers, finding that years since earning their degree, time spent disseminating, and the number of reasons for engaging in dissemination efforts predicted greater numbers of dissemination strategies utilized by researchers. Individual, semi-structured interviews with a subset of researchers (n = 18) expanded upon quantitative findings, identifying barriers and facilitators to their dissemination efforts. Data strands were integrated using a joint display, and the Dissemination of Research model guided data interpretation. More established researchers experienced fewer barriers and more facilitators to support their use of a variety of dissemination strategies to share findings with community stakeholders. However, researchers reported needing specific training, institutional support, and/or dedicated time to plan and enact dissemination strategies.

The necessary first step in research translation is the dissemination of research evidence, and understanding dissemination-as-usual can identify areas of need to advance translational science.