2.50
Hdl Handle:
http://hdl.handle.net/10755/161072
Type:
Presentation
Title:
Transferring Knowledge from Classroom to Clinical Setting in Long Term Care
Abstract:
Transferring Knowledge from Classroom to Clinical Setting in Long Term Care
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2006
Author:Bowers, Barbara, PhD, RN, FAAN
P.I. Institution Name:University of Wisconsin - Madison
Title:Professor
Contact Address:School of Nursing, 600 Highland Ave, Madison, WI, 53792-2455, USA
Contact Telephone:608-263-5189
Co-Authors:Barbara A. McKenzie-Green, MSN, BA, RN
The purpose of this study was to identify factors that influence the ability of staff to use new knowledge in the care they provide. Despite extensive efforts to improve the quality of nursing home care, evidence suggests that serious quality problems are pervasive. One factor contributing to the problem is the well documented, inadequate or variable transfer of knowledge from classroom to practice. Research on knowledge transfer has, in the main, focused on the acquisition of knowledge. The current study focused on the use of new knowledge in the practice setting. Subjects included 17 CNAs and 13 nurses in five nursing homes in Australia. All subjects participated in a half day workshop on pain management in long term care. Researchers spent 35 days shadowing subjects following the workshop and conducted 26 individual interviews with staff about how they identified and managed pain. Interviews were conducted with staff who had participated in the workshops as well as many who had not. Findings: Comparisons between nursing homes, or individual units, demonstrated both effective and ineffective use of pain management related knowledge in practice. Of significance is the finding that unit nurses played a vital role in the ability of the CNAs to use the knowledge they had gained, to retain the knowledge they had, and to develop additional skill and knowledge. Further, unit nurses were generally unaware of the impact of their actions on the knowledge development and its' use by the staff they supervised. This presentation describes the factors that facilitated and impeded the use of new clinical knowledge and the differences between homes that were highly successful and those that were not.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleTransferring Knowledge from Classroom to Clinical Setting in Long Term Careen_GB
dc.identifier.urihttp://hdl.handle.net/10755/161072-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Transferring Knowledge from Classroom to Clinical Setting in Long Term Care</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Bowers, Barbara, PhD, RN, FAAN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Wisconsin - Madison</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">School of Nursing, 600 Highland Ave, Madison, WI, 53792-2455, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">608-263-5189</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">bjbowers@facstaff.wisc.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Barbara A. McKenzie-Green, MSN, BA, RN</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this study was to identify factors that influence the ability of staff to use new knowledge in the care they provide. Despite extensive efforts to improve the quality of nursing home care, evidence suggests that serious quality problems are pervasive. One factor contributing to the problem is the well documented, inadequate or variable transfer of knowledge from classroom to practice. Research on knowledge transfer has, in the main, focused on the acquisition of knowledge. The current study focused on the use of new knowledge in the practice setting. Subjects included 17 CNAs and 13 nurses in five nursing homes in Australia. All subjects participated in a half day workshop on pain management in long term care. Researchers spent 35 days shadowing subjects following the workshop and conducted 26 individual interviews with staff about how they identified and managed pain. Interviews were conducted with staff who had participated in the workshops as well as many who had not. Findings: Comparisons between nursing homes, or individual units, demonstrated both effective and ineffective use of pain management related knowledge in practice. Of significance is the finding that unit nurses played a vital role in the ability of the CNAs to use the knowledge they had gained, to retain the knowledge they had, and to develop additional skill and knowledge. Further, unit nurses were generally unaware of the impact of their actions on the knowledge development and its' use by the staff they supervised. This presentation describes the factors that facilitated and impeded the use of new clinical knowledge and the differences between homes that were highly successful and those that were not.</td></tr></table>en_GB
dc.date.available2011-10-26T23:15:27Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:15:27Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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