Fortifying Our Discipline: Unique Nursing Knowledge in the Totality, Simultaneity, and Humanbecoming Paradigm.

As a universal humanuniverse living experience, feeling comfortable is deeply related to living quality, creating unique and everchanging meaning for the individual. The purpose of this inquiry was to discover the discerning extant moment of the universal humanuniverse living experience of feeling comfortable. The horizon of inquiry was the humanbecoming paradigm, and the mode of inquiry was Parsesciencing. The historians were 10 individuals who were 18 years of age and older, living in the community. The discerning extant moment of the universal humanuniverse living experience of feeling comfortable, the major discovery of this Parsesciencing inquiry, was: Feeling comfortable is gratifying tranquility amid possible distress arising with varied involvements in moving with sureness-unsureness. The unique insight of feeling comfortable emerging with Parsesciencing will contribute to understanding the universal humanuniverse living experience of feeling comfortable and the humanbecoming paradigm, ultimately expanding nursing knowledge.

Nursing knowledge is housed in its paradigms, philosophies, models, and theories. This knowledge must be utilized to demark nursing's unique contributions within healthcare, regardless of the setting. The purpose of this paper is to explore the ways in which Parse's community model may serve as a way to think about health policies and the unique ways policies may connect to nursing knowledge. Within this paper, there is a discussion about health policy, Parse's humanbecoming paradigm, and policy development reflected upon with change concepts within the humanbecoming community model. This exploration is important because "disciplinary knowledge is the foundation for transforming health policy and health care delivery systems" (American Academy of Nursing, 2020, para. 1).

Discipline specific policies that utilize nursing's unique knowledge base provide nurses with ways of seeing and comprehending policies in light of nursing theoretical concepts. Humanbecoming has been used to guide the development of health policies in a variety of settings. In this paper, the author explores the importance of words in crafting health and nursing policies grounded in discipline-specific knowledge, such as the humanbecoming paradigm.

People refer to feeling pulled in different directions as laboring with everyday living of life challenges and opportunities. Guided by concept inventing within a humanbecoming worldview, a now-truth of this phenomenon is that feeling pulled in different directions is visualizing surfaces with spirited longing in a riveting uncertitude of diversions. The ingenuous proclamation was expressed in the language of humanbecoming as imaging the powering valuing of languaging originating and illuminated within the artform Scorned as Timber, Beloved of the Sky by Emily Carr. This exploration contributes to nursing knowledge within the humanbecoming paradigm and offers foci for future inquiry.

PurposeThis study aims to understand how a community of practice (CoP) facilitates the knowledge spiral of intangible cultural heritage (ICH) in tourist destinations.Design/methodology/approachThis case study focuses on Cantonese opera, a representative example of the ICH of Hong Kong. Narrative inquiry with eight CoP members was used in this study.FindingsThe CoP members believed that the city has unique and quality tourism knowledge. They used their professional expertise in the domains of creating, collecting and sharing both explicit and tacit knowledge. With the strategic goal of creating a sustainable competitive advantage, CoP act as a kernel in knowledge creation by converting explicit knowledge into tacit knowledge and vice versa.Originality/valueThis study uses the knowledge spiral model to understand knowledge creation, and it contributes to the sparse literature on knowledge management in the field of tourism, especially the role of CoP. It addressed a gap in the literature pertaining to knowledge creation and ICH.

Work teams have gained increasing importance as businesses shift to knowledge-based organizational structures. At the same time, advances in information technology have facilitated this change by enabling virtual work environments. To add to this complexity, the increasing demographic diversity of workers is coinciding with the rise in virtual and knowledge-based work environments. Therefore, it is critical that we understand the impact of these changes as they coincide in organizations today.One of the extolled virtues of work teams is their potential to combine the unique knowledge held by individual workers, integrating these knowledge resources to bear on productive tasks. To effectively utilize their distributed knowledge, work teams have to perform three basic knowledge-processing activities: (a) knowledge acquisition; (b) knowledge integration; and (c) knowledge creation. However, work teams often have difficulty processing their distributed knowledge. The ability of team members, or lack thereof, to work effectively with each other is usually the problem.The increasing demographic diversity of workers presents similar challenges for organizations. Demographically diverse workers have more unique knowledge, leading to increased knowledge differentiation in work teams. A work team that has high knowledge differentiation is one whose members possess different expertise. The unique knowledge held by individual team members effectively enlarges a work team's pool of knowledge resources. However, the increasing demographic diversity of workers often results in work teams having more difficulty processing their distributed knowledge because team members are not able to work effectively with different others. That being the case, the potential for demographically diverse work teams to more effectively perform productive tasks is lost.We realize that demographically diverse work teams are a special (and important) case of teams in that they are both high on differentiated knowledge and high on the potential for conflict and other process losses. However, with an increasingly global marketplace, this special case is quickly becoming commonplace. Therefore, it is critical that we find ways to help demographically diverse work teams limit their process losses and realize their full potential.Virtual work environments only heighten the need for demographically diverse work teams to minimize their process losses. Team members are often separated by both geographic space and time, which makes it even more challenging for them to work effectively with each other. In such environments, team members are often isolated from one another and find it difficult to feel a part of their team. Interestingly, computer-mediated communication has been shown to enhance team performance by helping team members communicate more effectively with each other. In fact, empirical work by Bhappu, Griffith, and Northcraft (1997) suggests that computer-mediated communication can actually help demographically diverse work teams process their distributed knowledge more effectively.In this chapter, we will discuss the effects of demographic diversity and virtual work environments on knowledge processing in teams. More specifically, we will describe when computer-mediated communication is likely to enhance knowledge processing in demographically diverse work teams and when it is not. In doing so, we hope to provide both workers and managers with a set of guidelines on how to best navigate these organizational changes.

In a knowledge-based economy - especially in higher education institutions such as universities - human resources have become a valuable asset because of their knowledge. The constant changes and challenges of the application of theories in industry force universities to change and adapt quickly. In university, the creation and application of new knowledge can be achieved by enhancing knowledge-sharing behavior among lecturers. Knowledge-sharing is often erroneously seen as natural activity of lecturers, given their role. In fact, knowledge-sharing is not easily implemented. Lecturers can share and hoard their knowledge as they see fit. There are many factors that can affect knowledge-sharing behavior. One of them is social relationships. This study examines the effect of social relationships on knowledge-sharing behavior among lecturers by using a Theory of Reasoned Action model behavior prediction and equality matching relationship. This study applied a quantitative approach whereby the data were collected using a self-administered questionnaire distributed to 154 lecturers in business and management study programs in Indonesia. The study reveals that equality matching relationships significantly influence a lecturer’s attitude toward knowledge-sharing. This type of relationship requires lecturers to have equal and unique knowledge before engaging in knowledge-sharing. DOI: 10.5901/mjss.2015.v6n6p546

Este artigo tem como objetivo discutir a contribuicao teorica e metodologica da Antropologia da Ciencia para a compreensao das relacoes entre a Escola Basica e o conhecimento cientifico. Para isso, discute-se o caso do retorno da obrigatoriedade do ensino de Sociologia no Ensino Medio, que ocorre desde 2006, processo que e acompanhado da emergencia de uma “comunidade disciplinar” em torno desta ciencia. Orientando-se pela perspectiva etnografica, desloca-se o olhar de uma perspectiva normativa quanto ao ensino de Sociologia e busca-se situa-lo desde o espaco escolar. Nesse sentido, os dados discutidos aqui sao fruto de trabalho de campo realizado em duas escolas da regiao metropolitana de Porto Alegre (RS), utilizando-se do metodo etnografico. O deslocamento proporcionado pela otica da Antropologia da Ciencia permite conceber a escola nao como um simples lugar de reproducao de um saber definido exteriormente a ela, mas como um local de criacao de um conhecimento original, tendo como fundamento a pratica cotidiana e o encontro de diferentes agentes que o “coproduzem”. Palavras-chave: antropologia da ciencia, ensino de sociologia, etnografia.

Evidence suggests that only 30 per cent of family businesses survive after the first generation. The purpose of this paper is to explain how the unique culture and knowledge forms, which are identified as intangible and relevant advantages on family businesses, can be protected through leadership succession. IN&OUT succession model is built on three previous frameworks: Denison culture model, Nonaka and Takeuchi's knowledge creation and next-generation socialization theory. The IN&OUT model presents a step-by-step process where the successor receives from the founder and from the business (IN); and the successor contributes to the group and to the organization (OUT), creating a dynamic loop of biographical leadership.

OVERVIEW:The knowledge management process is increasingly seen as a key to organizational creativity and innovation. The evolving global business environment necessitates that organizations shift from a rigid, standardized competitive approach to a more flexible mobilization of human resources located both inside and outside the company. This can be aided by recognizing knowledge worker capabilities as a hierarchy from acquired knowledge to more complex unique and creative knowledge. Competitive advantage can be gained by moving individual and cumulative capabilities higher on this pyramid.

Following Asia's strong economic development, the organization of intangible capital creation in Asia is improving through a dedicated professional management association, multiple research outlets, and diversified research activities. The recent Asia Academy of Management Conference in Singapore offered a glimpse of the rich organizational debates that are emerging in the region. A framework suggests that the most promising area of research will be the contextualized creation of unique new knowledge about `soft' managerial aspects in Asia.

INTRODUCTION: Due to the limited current knowledge about the appropriate trainings for the improvement of competence in military nurses, it seems necessary to use the processes of creating and sharing knowledge to fill the gap between the current knowledge and the required one. Therefore, this research has searched for the pattern of organizational knowledge creation in military nursing education using a meta-synthesis method. METHODS: The research was conducted using the meta-synthesis method (thematic analysis), and the findings were systematically reviewed based on the seven-step pattern of Sandelowski, Barroso and Voils (2007). For this purpose, 348 articles were reviewed, and finally, 33 articles were confirmed by referring to valid and accessible documents of the sites. FINDINGS: The network of extracted themes was identified as an eight-component pattern including team-oriented approach, individual factors, managerial factors, technological factors, communication factors, organizational policy-making, implementation of knowledge creation process, and organizational culture. CONCLUSION: The implementation of knowledge creation leads to the promotion of military nursing education and, as a result, to the improvement of military nurses performance. To this end, factors such as culture building, using the knowledge of experienced nurses, past successful experiences and updating systems with new information technology tools are effective in creating knowledge. This approach can be an influential factor in advancing the scientific and practical goals of the commanders regarding the creation of knowledge and reducing the waste of time and financial resources.

MEK: Using spatial–temporal information to improve social networks and knowledge dissemination

The placement of nursing students in rural settings has a number of advantages. The exposure to rural practice provides opportunities for students to enhance their knowledge and challenge their perceptions relating to the unique characteristics of rural health and rural practice. In addition, students who take part in rural clinical placements are more likely to seek employment in these settings thus potentially contributing to recruitment of nurses for rural areas. There are limited reports on the development of effective and sustainable partnerships between rural communities and educational institutions. These partnerships can be innovative solutions for meeting the needs of educational institutions and rural communities. The Community Based Capacity Building Model for Nursing Education was developed to illustrate the four phases that are essential for productive community partnerships that can be utilized in nursing education. The four phases of relation- ship building, discovery, mentoring, and support are important components in the overall process and contribute signify- cantly to the success in building and sustaining capacity for rural educational experiences. Each partner has a considerable role to play in each phase of the model. The overall aim is to utilize the strengths of the academic partner and the unique knowledge and expertise of rural nurses in the education of nursing students. The Community Based Capacity Building Model provides a valuable framework for working with rural communities. The outcomes of progressing through the phases of the model include the shared commitment to the education of nursing students, the realization of the mutual benefits of the partnership, and the development of a sustainable partnership that supports the inclusion of rural clinical experiences for nursing students. Lessons learned included the emphasis placed on mutual understanding, recognition, and respect and the acknowledgement of the challenges inherent in rural settings and how these challenges impact rural clinical placements.

In today’s society, knowledge is recognized as a valuable social asset and the educational system is in search of a new strategy that allows them to construct their knowledge and experience. The purpose of this study was to explore the process of knowledge creation in nursing education. In the present study, the grounded theory approach was used. This method provides a comprehensive approach to collecting, organizing, and analyzing data. Data were obtained through 17 semi-structured interviews with nursing faculties and nursing students. Purposeful and theoretical sampling was conducted. Based on the method of Strauss and Corbin, the data were analyzed using fragmented, deep, and constant-comparative methods. The main categories included striving for growth and reduction of ambiguity, use of knowledge resources, dynamism of mind and social factors, converting knowledge, and creating knowledge. Knowledge was converted through mind processes, individual and group reflection, praxis and research, and resulted in the creation of nursing knowledge. Discrete nursing knowledge is gained through disconformity research in order to gain more individual advantages. The consequence of this analysis was gaining new knowledge. Knowledge management must be included in the mission and strategic planning of nursing education, and it should be planned through operational planning in order to create applicable knowledge.