Home About us Contact
|
Home About us Contact | ||
|
|
||
Practice Knowledge (practice + knowledge)
Selected AbstractsEvidence-based practice-focused interactive teaching strategy: a controlled studyJOURNAL OF ADVANCED NURSING, Issue 6 2009Son C. Kim Abstract Title.,Evidence-based practice-focused interactive teaching strategy: a controlled study. Aim., This paper is a report of a study to evaluate the effectiveness of the evidence-based practice (EBP)-focused interactive teaching (E-FIT) strategy. Background., Although EBP is a mandatory competency for all healthcare professionals, little is known about the effectiveness of E-FIT in nursing. Methods., A quasi-experimental, controlled, pre- and post-test study involving senior, 4th-year nursing students (N = 208) at two nursing schools in the USA was carried out from August 2007 to May 2008. The experimental group (n = 88) received the E-FIT strategy intervention and the control group (n = 120) received standard teaching. A Knowledge, Attitudes and Behaviors Questionnaire for Evidence-Based Practice was used to assess the effectiveness of the E-FIT strategy. Results., Independent t -tests showed that the experimental group had statistically significant higher post-test Evidence-Based Practice Knowledge (mean difference = 0·25; P = 0·001) and Evidence-Based Practice Use (mean difference = 0·26; P = 0·015) subscale scores compared to the control group, but showed no statistically significant differences in Attitudes toward Evidence-Based Practice and Future Use of Evidence-Based Practice (mean difference = ,0·12; P = 0·398 and mean difference = 0·13; P = 0·255 respectively). Hierarchical multiple regression analyses of the post-test data indicated that the intervention explained 7·6% and 5·1% of variance in Evidence-Based Practice Knowledge and Evidence-Based Practice Use respectively. Conclusion., The EBP-focused interactive teaching strategy was effective in improving the knowledge and use of EBP among nursing students but not attitudes toward or future use of EBP. [source] Passive patient or engaged expert?INTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 4 2007Using a Ptolemaic approach to enhance mental health nurse education, practice ABSTRACT:, This discussion paper seeks to explore an approach that metal health nurses can adopt that ensures the patient is at the centre of training and professional development opportunities. Although nurse training and education is shaped by practice and theory, the lived experiences of the patients as an educational resource often become lost in the milieu of ,doing' nursing. We argue that in addition to theoretical knowledge and practice knowledge, there is the need to harness the equally important patient experience knowledge. Drawing upon Ptolemaic concepts, this paper explores the potential tensions for mental health nurses resulting from the imbalance in power when engaging in therapeutic relationships with patients. It is argued that in order for mental health nurses to become more effective, they need to learn how to relinquish some of their power, even where this gives rise to uncomfortable tensions for the nurse. Such tensions result from the centrality afforded to theoretical knowledge and ritualized practice that underpins nursing and the difficulties this may cause for many nurses in accepting the value of patient experience as a primary source of knowledge. The difficulties of adopting this approach point to a need for mental health nurses and nurse educationalists to take a more reflexive approach to their patient encounters and within their encounters with each other. [source] Sexual health knowledge and risk behaviour in young people with first episode psychosisINTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 2 2005Heather Shield ABSTRACT:, The sexual health of clients has been poorly addressed by mental health service providers and sexually transmissible infection (STI) incidence rates are increasing among young people. A self-report questionnaire was used to gather information in order to describe and to conduct a cross-sectional analysis of sexual health knowledge, risk behaviour and STI screening history among young people who have experienced a first episode of psychosis, who present to community-based early psychosis programmes in south-eastern Sydney. STI knowledge was fair and sexual risk practice knowledge was poor regarding anal and oral sex. Women reported significantly more sexual partners than men. When those young people who had had unsafe sex attended for STI screens only, 5% received a complete screen. The survey result indicates a need for sexual health screening education to be conducted for clients. Against a background of escalating rates of HIV, STIs and high risk-taking behaviours among young people, it is essential that mental health staff are provided with the skills and education to address sexual health and harm minimization issues. [source] Facilitating best practice in aged care: exploring influential factors through critical incident techniqueINTERNATIONAL JOURNAL OF OLDER PEOPLE NURSING, Issue 3 2009Nadine Janes GNC(C) Aim., The focus of this study is on the perspective of facilitators of evidence-based aged care in long-term care (LTC) homes about the factors that influence the outcome of their efforts to encourage nursing staff use of best practice knowledge. Design., Critical incident technique was used to examine facilitators' experiences. Methods., Thirty-four participants submitted critical incident stories about their facilitation experiences through face-to-face interviews, telephone interviews, and/or a web-based written questionnaire. The resultant 123 stories were analysed using an inductive qualitative approach. Results., Factors at individual and contextual levels impacted the success of facilitators' work. The approaches and traits of facilitators as well as the emotionality and intellectual capacity of nursing staff were the individual factors of influence. On a contextual level, the inherent leadership, culture, and workload demands within LTC homes, as well as externally imposed standards were influential. Conclusions., Primary factors influencing the facilitation of best aged care in LTC homes appear to be largely relational in nature and intimately connected to the emotionality of those who work within these settings. Enhancing the interactional patterns amongst staff and leaders as well as promoting a positive emotional climate may be particularly effective in promoting better aged care nursing practice. [source] Dissemination of research in clinical nursing journalsJOURNAL OF CLINICAL NURSING, Issue 2 2008Marilyn H Oermann Aim., The purposes of the study were to describe the extent of research, clinical and evidence-based practice articles published in clinical nursing journals and to explore the communication of research and practice knowledge in the clinical nursing literature using citation analysis. Background., For nursing research to have an impact on clinical practice and build evidence for practice, findings from research must transfer into the clinical practice literature. By analysing the extent of research published in clinical nursing journals, the citations in those articles, and other characteristics of the nursing literature, we can learn more about the linkages between research and practice in nursing. Design., This was a descriptive study of 768 articles and 18901 citations in those articles. Methods., Feature articles were classified into four groups , (i) original research reports; (ii) clinical practice articles (non-data based papers on a clinical topic); (iii) systematic reviews, integrative literature reviews, guidelines and papers describing evidence-based practice; and (iv) others. Each citation was then examined to determine if it was a reference to a research study or to a document on clinical practice. Results., Nearly a third of the articles in clinical nursing journals were reports on research studies; another third addressed clinical practice. Of the 14232 citations analysed in clinical nursing journals, 6142 were to research reports (43·2%) and about the same number of citations were to clinical documents (n = 5844, 41·1%). Medical research articles were cited most frequently , 27·1% of the citations in clinical journal articles. Nursing research articles were only 7·6% of the cited documents in clinical publications. Conclusions., Dissemination of research findings in the clinical nursing literature occurred at two levels: through articles that reported studies of potential value to the nurse's practice and citations to research publications within articles. Relevance to clinical practice., Disseminating research in journals that are geared to clinicians is essential to increase nurses' awareness of research findings that might be relevant to their practice. This study documented that articles in clinical nursing journals disseminated not only information about clinical practice, but also informed readers about research of potential value to the nurse's practice. [source] Professional knowledge and the epistemology of reflective practiceNURSING PHILOSOPHY, Issue 1 2010Elizabeth Anne Kinsella PhD Abstract Reflective practice is one of the most popular theories of professional knowledge in the last 20 years and has been widely adopted by nursing, health, and social care professions. The term was coined by Donald Schön in his influential books The Reflective Practitioner, and Educating the Reflective Practitioner, and has garnered the unprecedented attention of theorists and practitioners of professional education and practice. Reflective practice has been integrated into professional preparatory programmes, continuing education programmes, and by the regulatory bodies of a wide range of health and social care professions. Yet, despite its popularity and widespread adoption, a problem frequently raised in the literature concerns the lack of conceptual clarity surrounding the term reflective practice. This paper seeks to respond to this problem by offering an analysis of the epistemology of reflective practice as revealed through a critical examination of philosophical influences within the theory. The aim is to discern philosophical underpinnings of reflective practice in order to advance increasingly coherent interpretations, and to consider the implications for conceptions of professional knowledge in professional life. The paper briefly examines major philosophical underpinnings in reflective practice to explicate central themes that inform the epistemological assumptions of the theory. The study draws on the work of Donald Schön, and on texts from four philosophers: John Dewey, Nelson Goodman, Michael Polanyi, and Gilbert Ryle. Five central epistemological themes in reflective practice are illuminated: (1) a broad critique of technical rationality; (2) professional practice knowledge as artistry; (3) constructivist assumptions in the theory; (4) the significance of tacit knowledge for professional practice knowledge; and (5) overcoming mind body dualism to recognize the knowledge revealed in intelligent action. The paper reveals that the theory of reflective practice is concerned with deep epistemological questions of significance to conceptions of knowledge in health and social care professions. [source] Workplace performance,PLUS: Empowerment and voice through professional development and democratic processes in health care trainingPERFORMANCE IMPROVEMENT QUARTERLY, Issue 4 2009Kathleen P. King Based on the theory of transformative learning (Mezirow, 1980) and critical pedagogy (Freire, 1980), mixed-methods research (Tashakkori & Teddlie, 1998) of a hospital workers' union and training organization addressed the impact of a custom-designed, group-focused, results-driven professional development model with 130 participants. Employees across many job titles participated. Findings reveal substantial content learning, along with the development of empowerment and voice. The purpose of the research was to determine the ways and the extent that worker voice, satisfaction, attitude, communication, and problem solving improved as workers and managers put into practice knowledge and skills learned through the training (Winchester, 2003). The scope of results includes efficiency and skill improvements and qualitative changes intersecting professional and personal realms. [source] PROSPECT lost: when a pilot project does not look to learnPUBLIC ADMINISTRATION & DEVELOPMENT, Issue 2 2008Michael Mattingly Abstract If a development project is destined to reach only a selection of its intended beneficiaries or to give them only momentary or uncertain benefits, there is a strong rationale for making it instead a project of trials from which lessons can be taken for obtaining the impact that it may not otherwise have. Because the fundamental problems and opportunities of development are very complex by their nature, interventions that seek to test practice knowledge and to learn above all else may have the greatest potential for benefit in the long term. A project that wishes to create experience from which others can learn will engage in research, so it must be conceived, led and conducted as such. This means it must be designed with knowledge of research. It must be led with an appreciation and understanding of research method. Specific research activities must be conducted that produce knowledge and promote its up-take, so that learning is a principle project outcome. The large urban anti-poverty project, PROSPECT, conducted in Lusaka, Zambia, illustrates this argument. Copyright © 2008 John Wiley & Sons, Ltd. [source] Knowledge generation and utilisation in occupational therapy: Towards epistemic reflexivityAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 4 2009Elizabeth Anne Kinsella Aim:,The purpose of this article is to consider the ways in which theory generation, and hence knowledge generation, in occupational therapy is a complex social process, and therefore carries (often hidden) responsibilities for those who are part of our epistemic community. An epistemic community is a knowledge-producing community, who apply their standards of credibility, and epistemic values, to theory choice. In occupational therapy this community is comprised of a worldwide group of scholars and practitioners. Methods:,We propose that epistemic reflexivity can be used to critique and contribute to our disciplinary knowledge and to critically consider ,who' makes epistemological choices in our profession, and the consequent implications for the theories we adopt. The purpose of this article is to make these relations explicit so that scholars and therapists can become increasingly conscious and empowered with respect to their contributions to occupational therapy's epistemic community. To demonstrate an application of epistemic reflexivity, we critically consider a theoretical construction that has been widely adopted by the international occupational therapy community: evidence-based practice. Results:,As authors, we engage in epistemic reflexivity to critically consider the challenge posed by evidence-based practice. We propose a conception of practice knowledge that is informed by evidence yet based on a conception of wise practice. Conclusion:,Our intention is to stimulate discussion and debate in occupational therapy's epistemic community, a number of approaches for fostering epistemic reflexivity in occupational therapy are suggested. [source] | ||||||||||