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Factual Knowledge (factual + knowledge)

Distribution by Scientific Domains

Medical Sciences	72%

Selected Abstracts

Do Knowledge and Experience Have Specific Roles in Triage Decision-making?

ACADEMIC EMERGENCY MEDICINE, Issue 8 2007
EmergCert, GradDipNsg, Julie Considine RN
Accuracy of triage decisions is a major influence on patient outcomes. Triage nurses' knowledge and experience have been cited as influential factors in triage decision-making. The aim of this article is to examine the independent roles of factual knowledge and experience in triage decisions. All of the articles cited in this review were research papers that examined the relationship between triage decisions and knowledge and/or experience of triage nurses. Numerous studies have shown that factual knowledge is an important factor in improving triage decisions. Although a number of studies have examined the role of experience as an independent influence on triage decisions, none have found a significant relationship between experience and triage decision-making. Factual knowledge appears to be more important than years of emergency nursing or triage experience in triage decision accuracy. Many triage education programs are underpinned by the assumption that knowledge acquisition will result in improved triage decisions. A better understanding of the relationships between clinical decisions, knowledge, and experience is pivotal for the rigorous evaluation of education programs. [source]

Drug classification: science, politics, both or neither?

ADDICTION, Issue 7 2010
Harold Kalant
ABSTRACT Governments currently classify illicit drugs for various purposes: to guide courts in the sentencing of convicted violators of drug control laws, to prioritize targets of prevention measures and to educate the public about relative risks of the various drugs. It has been proposed that classification should be conducted by scientists and drug experts rather than by politicians, so that it will reflect only accurate factual knowledge of drug effects and risks rather than political biases. Although this is an appealing goal, it is inherently impossible because rank-ordering of the drugs inevitably requires value judgements concerning the different types of harm. Such judgements, even by scientists, depend upon subjective personal criteria and not only upon scientific facts. Moreover, classification that is meant to guide the legal system in controlling dangerous drug use can function only if it is in harmony with the values and sentiments of the public. In some respects, politicians may be better attuned to public attitudes and wishes, and to what policies the public will support, than are scientific experts. The problems inherent in such drug classification are illustrated by the examples of cannabis and of salvinorin A. They raise the question as to whether the classification process really serves any socially beneficial purpose. [source]

Basic science knowledge of dental students on conventional and problem-based learning (PBL) courses at Liverpool

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2001
K. S. Last
This cross-sectional study investigated performances of two consecutive cohorts of second year dental students on completion of a conventional didactic course and two succeeding cohorts of second year dental students on a recently introduced problem-based learning (PBL) course at The University of Liverpool School of Dentistry. A 40 part true/false questionnaire tested recall of factual knowledge in anatomy, biochemistry, oral biology and physiology. The results showed no significant difference in the total scores when negatively marked between the conventional and PBL course groups but higher total scores in the PBL groups when positively marked. Performances in anatomy, oral biology and physiology did not differ between the groups when negatively marked but the scores of the conventional course groups in biochemistry were significantly lower than the others. With positive marking biochemistry scores were not significantly different but all other subjects were significantly higher in the PBL course groups. The PBL course groups offered fewer blank responses than the conventional course groups but the ratio of correct to incorrect responses, for both definite and intelligent guess responses, were similar in these groups. The compositional profile of the study groups was similar with respect to educational background but the PBL course groups included more females and more older students. The results of this study show that the overall knowledge recall in the basic sciences by dental students on PBL or conventional didactic courses does not differ and may be helpful to those considering the introduction of PBL into the curriculum. [source]

The value of a questionnaire in assessing the acquisition and retention of basic science knowledge by dental students

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2000
K. S. Last
This cross-sectional study aimed to assess and compare, by performances in a questionnaire, the level of knowledge of basic medical sciences in 6th-form school pupils studying science subjects as entrance requirements to University and in 2nd, 3rd and 4th-year undergraduate dental students. A 40-part multiple response, true/false questionnaire, testing recall of factual knowledge in anatomy, biochemistry, physiology and oral biology, was used as the method of assessment. The results suggested that this simple format was an acceptable and useful method of assessment of the knowledge level of the study groups. The difference in scores of knowledge, expected to be higher in 2nd-year students compared to 6th form groups, was greatest in anatomy and oral biology, less in biochemistry and, unexpectedly, was not apparent in physiology. A difference in performance on the knowledge questionnaire was observed between 4th and 2nd year dental students, attributable primarily to decreased scores for 4th year dental students in biochemistry and, to a lesser extent, anatomy. The results obtained with this standardised test of factual knowledge recall may be of value to teachers compiling medical sciences courses for dental undergraduates and to those planning and evaluating new curricula with a less didactic approach. [source]

On scientists' discomfort in fisheries advisory science: the example of simulation-based fisheries management-strategy evaluations

FISH AND FISHERIES, Issue 2 2010
Sarah B M Kraak
Abstract Scientists feel discomfort when they are asked to create certainty, where none exists, for use as an alibi in policy-making. Recently, the scientific literature has drawn attention to some pitfalls of simulation-based fisheries management-strategy evaluation (MSE). For example, while estimates concerning central tendencies of distributions of simulation outcomes are usually fairly robust because they are conditioned on ample data, estimates concerning the tails of distributions (such as the probability of falling below a critical biomass) are usually conditional on few data and thus often rely on assumptions that have no strong knowledge base. The clients of scientific advice, such as the European Commission, are embracing the mechanization of the evaluation of proposed Harvest Control Rules against the precautionary principle and management objectives. Where the fisheries management institutions aim for simple answers from the scientists, giving ,green/red light' to a proposed management strategy, the scientists are forced into a split position between satisfying the demands of their advisory role and living up to the standards of scientific rigour. We argue against the mechanization of scientific advice that aims to incorporate all relevant processes into one big model algorithm that, after construction, can be run without circumspection. We rather encourage that fisheries advice should be a dynamic process of expert judgement, incorporating separate parallel concurrent, lines of scientific evidence, from quantitative and qualitative modelling exercises and factual knowledge of the biology and the fishery dynamics. This process can be formalized to a certain degree and can easily accommodate stakeholder viewpoints. [source]

Changing Views of Serpent Handling: A Quasi-Experimental Study

JOURNAL FOR THE SCIENTIFIC STUDY OF RELIGION, Issue 3 2000
Ralph W. Hood
Knowledge about serpent handling sects (SHS) even among social scientists and legislators has been largely influenced by biased media reports. Our own field research suggests that factual knowledge about SHS is effective in changing stereotypes about serpent handling and in altering views as to the rights of believers to handle serpents in church. In a quasi-experimental study, participants were pretested with respect to both prejudicial and reasoned evaluative views about SHS. Participants saw either a video of contemporary SHS in which handlers demonstrated and explained their faith, or a control tape in which contemporary SHS were shown but serpent handling was neither demonstrated nor defended. As predicted, viewing the serpent handling video was effective in reducing stereotyping of SHS and in changing attitudes regarding the sincerity of the believers and the right of SHS to practice their faith without legal constraints. Appropriate controls indicated that changes were not simply a function of a pretest by treatment interaction. The relevance of these data for altering laws against the practice of serpent handling is discussed. [source]

Relatives' information needs and the characteristics of their search for information , in the words of relatives of stroke survivors

JOURNAL OF CLINICAL NURSING, Issue 19-20 2010
Catarina Wallengren
Aim and objectives., To explore relatives' information needs and the characteristics of their information-seeking process shortly after the stroke event and six months later. Background., Providing relatives of stroke survivors with information is important, as lack of information increases their uncertainty and risk becoming the ,second patient in the family' and early death. Therefore, it is essential to be aware of relatives' information needs and information-seeking process the first six months after stroke. Design., This qualitative study has a descriptive design. Method., Open-ended interviews were conducted with sixteen relatives after stroke survivor's admission to stroke unit and six months later with nine of these relatives. Data were analysed by means of content analysis. Results., The identified information needs covered the spectrum from stroke survivor's medical condition because nurses' actions to relatives' changed health and life situation. Furthermore, relatives' information-seeking process was found to be related to their level of personal involvement, situational circumstances, different forms of knowledge and sources of information. Conclusions., Relatives' search for information emerges when health and lifestyle changes occur in survivors or themselves. It is important that this information affect them personally. Also, they need to develop different forms of knowledge when they cannot trust their own competences. As a result, instead of following established curricula based on their beliefs of relatives' information needs, nurses need to practice on identifying relatives' information needs. Relevance to practice., Different information needs and characteristics described in the study can serve as guidance in the development and implementation of pedagogical interventions to support relatives of stroke survivors. One pedagogical implication is to explore what a specific relative wants to know by how he/she talks or thinks about it. Thus, it must be taken into consideration that level of personal involvement, situational circumstances, sources of information and factual knowledge, understanding and skills are intertwined. [source]

The effects of specific educational preparation on emergency nurses' clinical decisions regarding supplemental oxygen administration

NURSING & HEALTH SCIENCES, Issue 2 2006
Julie Considine rn, certacutecarensg(emerg), frcna, graddipnsg(acute care)
Abstract, The use of supplemental oxygen by emergency nurses has important implications for patient outcomes, yet there is significant variability in oxygen administration practises. Specific education related to oxygen administration increases factual knowledge in this domain; however, the impact of knowledge acquisition on nurses' clinical decisions is poorly understood. This study aimed to examine the effect of educational preparation on 20 emergency nurses' decisions regarding the assessment of oxygenation and the use of supplemental oxygen. A pre-test/post-test, quasi-experimental design was used. The intervention was a written, self-directed learning package. The major effects of the completion of the learning package included no change in the number or types of parameters used by nurses to assess oxygenation, a significant decrease in the selection of simple masks, a significant increase in the selection of air entrainment masks, fewer hypothetical outcomes of unresolved respiratory distress and more hypothetical outcomes of decreased respiratory distress. As many nursing education programs are aimed at increasing factual knowledge, while experience remains relatively constant, a greater understanding of the relationship between factual knowledge and clinical decisions is needed if educational interventions are to improve patient outcomes. [source]

The art of the tincture: analytical supervision

THE JOURNAL OF ANALYTICAL PSYCHOLOGY, Issue 2 2006
August J. Cwik
Abstract: Using the alchemical metaphor, effective supervision can be seen as an excellent example of the tincture: a little goes a long way. This paper offers a model of the dynamics in analytical supervision: a mirroring of the professional-self of the supervisee, the opportunity to learn through empirical factual knowledge, and, most importantly, experiential, interactive and dynamic learning. The container of supervision will be amplified using an image of the triple vessel of alchemy. The materia of supervision is discussed as ,amalgams' of complex related material. The supervisory field is seen in a triadic intersubjective and interimaginal manner. Jung's diagram of all the possible conscious and unconscious connections between patient and therapist is expanded to include the supervisory situation. Moving beyond projective identification as explanatory process, the concept of the mundus imaginalis is used as the medium for this triadic structure. The ,analytic third' expands to include the ,supervisory fourth' while incorporating the supervisor's imaginings of the patient as the quintessential experience of the imaginal other. The supervisor's attitude and state of mind are seen through the paradigm of active imagination. This state of mind is called supervisory reverie. [source]