Knowledge Application
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2021 ◽  
Vol 126 (4) ◽  
pp. 289-306 ◽  
Lara M. Genik ◽  
Elisabeth L. Aerts ◽  
Hiba Nauman ◽  
Chantel C. Barney ◽  
Stephen P. Lewis ◽  

Abstract Within a parallel-group randomized control trial, pain training's impact on Respite Workers' (RW) care approaches and training evaluations was explored. RW (n = 158) from 14 organizations received pain or control training following randomization. Researchers were blind until randomization; allocations were not shared explicitly with organizations/participants. Participants completed a strategy use questionnaire immediately before and an evaluation immediately after training completion. Four-to-6 weeks later, participants completed the strategy use questionnaire and semistructured focus groups. No differences in pain approaches were noted in strategy use questionnaires. Per focus groups, both groups acquired a “knowing” about pain and applied pain-related care approaches in similarly. Pain training participants identified need for “growing and strengthening” pain knowledge. Training endorsements were favorable. RW pain training has value and may impact practice.

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Tu Ngoc Nguyen ◽  
Chao Hong Shen ◽  
Phong Ba Le

PurposeThe purpose of this study is to explore the influence of transformational leadership (TL) on a firm's radical and incremental innovation. It also deepens the understanding of appropriate mechanisms and conditions to improve specific aspects of innovation by examining the mediating role of knowledge management capability (KMC) and moderating mechanism of collaborative culture.Design/methodology/approachThis study utilized structural equation modeling (SEM) and cross-sectional design to test hypotheses in the proposed research model using survey data collected from 365 participants in 86 manufacturing and service firms.FindingsThe findings indicate that TL induces greater effect on radical innovation compared to its effect on incremental innovation. The mediating role of KMC between TL and aspects of innovation capability is also supported. Especially, the influences of KMC on specific aspects of innovation capability are different and depend on the degree of collaborative culture in an organization.Research limitations/implicationsFuture research should examine the mediating mechanisms of knowledge acquisition, knowledge sharing and knowledge application to provide deeper insight into specific roles of knowledge management's constituents in linking TL and innovation capability.Practical implicationsThe paper significantly contributes to increasing the understanding of the link between TL and specific aspects of innovation capability by highlighting the important role of KMC and positive effects of collaborative climate in an organization.Originality/valueThe paper is unique in the attempts to provide a prospective solution for firms to pursue and improve innovation based on the meaningful insights into the mediating role of KMC and moderating effect of collaborative culture in the relationship between TL and specific dimensions of innovation capability.

2021 ◽  
Vol 4 (3) ◽  
pp. 64-65
Scott L. Walker ◽  

Two broad categories of thinking guided the development of an undergraduate research agenda in the Geography and Environmental Sustainability (GES) Program at Northwest Vista College. The first category was a paradigm shift in categorizing need, focusing on skill-building. These interdisciplinary skills typically included communication, teamwork, decision-making, critical thinking, and knowledge application. The second category consisted of measuring research levels in the GES program.

2021 ◽  
Mohan B Sannathimmappa

BACKGROUND Team-based learning (TBL) is highly structured, instructive, and student-focused pedagogy used by medical educators to foster students’ learning. OBJECTIVE The purpose of our study was to qualitatively explore students’ perception on effectiveness of online synchronous TBL pedagogical strategy in promoting learning outcomes. METHODS A cross-over study was conducted on MD4 year medical students, using four modified TBL sessions on common immunological diseases. The means and standard deviations of the pretest and posttest scores were compared using unpaired T-test. ANOVA for cross-over design was used to find out confounding by sequence of interventions with a p-value of < 0.05 signifying significance. Students’ feedback on the effectiveness of online TBL sessions was collected through predesigned questionnaire on a 3-point Likert scale. The data was analyzed using SPSS version 22 and was expressed as number and percentage. RESULTS In total, 139 MD4 year medical students participated in the activity. The overall response of our students toward the effectiveness of online TBL pedagogy was overwhelmingly positive. Majority (>80%) perceived TBL as an enjoyable active session that promoted their active participation and engagement in the learning process through student-led discussions. Also, many opined that TBL enhanced their critical thinking, problem solving ability, communication skills, and thus improved their knowledge. The posttest scores of the students who participated in TBL session was significantly higher when compared to self-study group, suggesting the session improved their knowledge. CONCLUSIONS TBL is an instructive and highly structured teaching-learning strategy, welcomed by majority of our participants. The pre-class preparation, readiness assurance tests, instructor’s feedback, and knowledge application exercises encourage students to engage in active and collaborative learning and thus aids in better knowledge acquisition. From our study results, it is concluded that online TBL sessions are effective in fostering students’ learning and can be used confidently when situation demands. CLINICALTRIAL NU/COMHS/EBC0001/2021

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251564
Jack Pun ◽  
Xina Jin

The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students’ perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students’ perceived challenges nor their learning strategies.

Wenyao Zhang ◽  
Ruzhi Xu ◽  
Yuan Jiang ◽  
Wei Zhang

As environmental protection has gradually become the focus of enterprises’ development, employee green behavior becomes an important and key antecedent to study this issue, but there have been less studies conducted with knowledge management. As a result, drawing on the theory of planned behavior and the organizational support theory, this study investigates how environmental knowledge practices (environmental knowledge sharing and environmental knowledge application) affect employee green behavior by using a questionnaire survey administered to 266 employees in China to reveal their complex relationship mechanism. The results show that environmental knowledge application and environmental knowledge sharing have a positive effect on employee green behavior; environmental behavioral intention mediates the relationship between environmental knowledge application and employee green behavior, and between environmental knowledge sharing and employee green behavior; green perceived organizational support positively moderates the relationship between environmental behavioral intention and employee green behavior. The findings shed new light on the development of employee green behavior literature and provide practical reference for strategies related to environmental protection for managers.

2021 ◽  
pp. 155982762110066
Brenda Rea ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Megan Alexander ◽  
Jennifer L. Trilk

A gaping void of adequate lifestyle medicine (LM) training exists across the medical education continuum. The American College of Lifestyle Medicine’s (ACLM’s) undergraduate medical education (UME) Task Force champions the need for widespread integration of LM curriculum in UME by sharing ideas for catalyzing success, lessons learned, and publishing standards and competencies to facilitate curriculum reform. When it comes to graduate medical education and fellowship, the ACLM and American Board of Lifestyle Medicine have made great strides in filling the void, developing both Educational and Experiential Pathways through which physicians may become certified LM Physicians or LM Specialists (LMSs). The Lifestyle Medicine Residency Curriculum meets the Educational Pathway requirements and prepares resident graduates for the LM Physician board certification. LMS is the second tier of LM certification that demonstrates expertise in disease reversal. The LMS Fellowship is an Educational Pathway intent on American Board of Medical Specialties recognition of LM as a new subspecialty in the near future. Finally, continuing medical education and maintenance of certification equip physicians with LM training to support knowledge, application, and certification in LM.

2021 ◽  
Vol 20 (1-2) ◽  
pp. 100-123
Lawrence Ogbo Ugwuanyi

Abstract In this article, I explore the forms of knowledge available among contemporary African intellectuals to identify their possible outcomes. I examine Chinweizu’s concerted effort in Ubuntology: Groundwork for the Intellectual Autonomy of the Black Race (2004). Through a critical review of this monograph, I suggest other ways to address the challenge of knowledge creation and consumption in Africa. I examine the work through the notion of epistemicide. First, I discuss epistemicide – a major claim that the knowledge design in Africa presently is against the intellectual well-being of the African people. I provide justifications of the claim to epistemicide. Thereafter, I provide a critical intervention to the challenge of epistemicide Chinweizu discussed in Ubuntology: Groundwork for the Intellectual Autonomy of the Black Race (2004). Subsequently, I argue for the need to go beyond epistemicide, and to pursue a system of knowledge creation (or knowledge acquisition, or knowledge application) that will liberate Africa.

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