The argument put forward in this paper is that successful implementati
on of research into practice is a function of the interplay of three c
ore elements-the level and nature of the evidence, the context or envi
ronment into which the research is to be placed, and the method or way
in which the process is facilitated. It also proposes that because cu
rrent research is inconclusive as to which of these elements is most i
mportant in successful implementation they all should have equal stand
ing. This is contrary to the often implicit assumptions currently bein
g generated within the clinical effectiveness agenda where the level a
nd rigour of the evidence seems to be the most important fatter for co
nsideration. The paper offers a conceptual framework that considers th
is imbalance, showing how it might work in clarifying some of the theo
retical positions and as a checklist far staff to assess what they nee
d to do to successfully implement research into practice.