Theory-based Knowledge Research Articles

Beyond perception. Do pre-service geography teachers understand education for sustainable development?

Given the influence of teachers’ knowledge, perceptions, beliefs, and attitudes on their teaching and students’ learning, this study investigates the understanding regarding Education for Sustainable Development (ESD) among pre-service geography teachers in Vietnam. In-depth interviews were conducted with pre-service teachers from various teacher education institutions in Vietnam. The results show that, while the interviewees mentioned key dimensions of ESD including learning content, learning outcomes, and pedagogy, they primarily approached ESD from a normative and instrumental perspective. However, their understanding of ESD remains unclear, reflecting a lack of theory-based knowledge on the subject. The findings suggest a critical need for changes in teacher education to improve understanding of ESD in the Vietnamese context.

Interacting Logics of Learning and Knowledge in Eldery Care

This article explores the interaction between understandings of learning, knowledge, and problems in elderly care. The study is based on five focus group interviews with care work trainees, internship supervisors, and care workers in Danish nursing homes. Combining Ellström’s understanding of learning logics and Dewey’s understanding of knowledge forms, the study finds that reproductive learning and theory-based knowledge are privileged over developmental learning and experience-based knowledge. As the analysis shows that some tasks in care work require complex problem solving, the article discusses the problematic nature of this imbalance. We argue for more attention to be paid to the developmental learning environment, with the inclusion and qualification of experience-based knowledge. The article proposes a model for analyzing links between learning, knowledge, and problem understandings, and discusses the implications for understanding quality in elderly care.

Bridging the gap: Connecting sport marketing theory and practice via an experiential sponsorship activation learning assignment

The integration of experiential learning in sport management classrooms has seen increased attention due to the need for practical experience in the sport industry (Barnes, 2014; DeLuca & Fornatora, 2020). Experiential learning in collegiate classrooms provides students with the opportunity to bridge the gap between theory-based knowledge and real-life experiences (DeLuca & Fornatora, 2020). Furthermore, this pedagogy has the potential to enhance students' resumes and boost job satisfaction in sport industry positions (Brown et al., 2018; Foster & Pierce, 2021; Wanless et al., 2016). Sponsorship activation has become a legitimate element of the marketing mix and encompasses a large portion of marketing budgets for companies (O'reilly & horning, 2013). With that being said, sport marketing graduate students at a Southwestern University engaged in a sponsorship activation project for one of the school's major athletic sponsors as part of their sport marketing class. The experiential learning opportunity provided students with real-world examples of sport marketing while providing them with a sponsorship activation experience. The project received positive feedback from students including their appreciation for the practical experience.

Initial programme theory development: The first step in a realist evaluation of a cross-sectoral intervention for expectant Danish parents living with psychosocial risks.

A distinct inequality in maternity care exists, and women with psychosocial risks are at a greater risk of adverse birth outcomes. In several high-income countries, a psychosocial risk assessment early in pregnancy is recommended so that expectant parents are offered an appropriate level of care which facilitates relevant, tailored interventions for those in need. In 2017, a cross-sectoral and interdisciplinary intervention for expectant parents with psychosocial risks was developed and implemented in the North Denmark Region. The development process of the intervention has not been reported and theory-based knowledge about how supportive interventions bring about change for expectant parents with psychosocial risks is scarce. Through the initial phase of a realist evaluation, we aimed to elicit key contexts and mechanisms of change regarding the intervention for expectant parents with psychosocial risks. Through an initial programme theory, this article illustrates how, for whom and in which contexts the intervention is intended to work. Data is comprised of intervention documents, 14 pilot observations and 29 realist interviews with key stakeholders. A thematic analytical approach inspired by retroductive thinking was applied to identify and analyse patterns related to the incentive of the intervention, its structure, intended outcomes, generative mechanisms and contextual matters. Generative mechanisms responsible for bringing about change in the intervention were identified as healthcare professionals' approach, continuity, trust, early intervention and social network. Cross-sectoral collaboration and healthcare professionals' competencies were assumed to be central stimulating contextual factors. The initial programme theory developed in this study will serve as the basis for further refinement via empirical testing in a later phase of the realist evaluation.

Addressing a human rights paradox in the green transition: Guidance for invested mining operations to benefit local communities

Current understandings of ‘cleaner production’ include views that companies should act on problems involving human rights, resources, and community involvement. They should contribute to human development and social enhancement through minimization of risks to people and communities, and support their development. While theory-based knowledge on how investors may do this remains limited, some transnational business governance instruments provide guidance. This article discusses how the human rights paradox of the green transition to fight climate change can be turned into opportunities for investors to contribute to local communities hosting transition minerals mining. The analysis is based on guidance from the Organisation for Economic Co-operation and Development (OECD), a major market for transition minerals or energy-related products containing such minerals, and China, the world's largest buyer and manufacturer of transition minerals, The article identifies actions for investors to cascade human rights due diligence and relevant capacity through the investment chain in ways that both limit harmful impacts and contribute beneficially to communities' human rights.

Challenge GP: using gamification to bring the reality and uncertainty of a duty doctor’s surgery to early year medical students

ABSTRACT Exposing medical student cohorts to the lived reality of uncertainty and complexity experienced by GPs is challenging to achieve. We present a novel teaching concept: ‘Challenge GP’ designed for early years students. Gamification methodology is used to reproduce key elements of the ‘duty GP’ experience in a classroom setting where working in teams, students play a competitive card game. Cards drawn at random pose scenarios based on practical, logistical, and ethical dilemmas of a duty doctor surgery. Each team discusses whether to score by reporting a decision or play special cards to pass the dilemma onto, or collaborate with, another team. Answers are facilitated and scored by a GP tutor. Student feedback demonstrated highly effective learning for clinical reasoning, risk management and problem-solving. Students were exposed to the uncertainty and complexity of real-life medicine. Gamification, through competitiveness, increased task engagement. Students learned the value of working in teams under time pressure and grew in confidence by sharing knowledge in a safe environment. Students were enabled to think, feel and practise as real-life clinicians. This became a powerful force in contextualising their theory-based knowledge, aided understanding of the GP role and opened their eyes to a possible career in general practice.

Stability modeling for chatter avoidance in self-aware machining: an application of physics-guided machine learning

Physics-guided machine learning (PGML) offers a new approach to stability modeling during machining that leverages experimental data generated during the machining process while incorporating decades of theoretical process modeling efforts. This approach addresses specific limitations of machine learning models and physics-based models individually. Data-driven machine learning models are typically black box models that do not provide deep insight into the underlying physics and do not reflect physical constraints for the modeled system, sometimes yielding solutions that violate physical laws or operational constraints. In addition, acquiring the large amounts of manufacturing data needed for machine learning modeling can be costly. On the other hand, many physical processes are not completely understood by domain experts and have a high degree of uncertainty. Physics-based models must make simplifying assumptions that can compromise prediction accuracy. This research explores whether data generated by an uncertain physics-based milling stability model that is used to train a physics-guided machine learning stability model, and then updated with measured data, domain knowledge, and theory-based knowledge provides a useful approximation to the unknown true stability model for a specific set of factory operating conditions. Four novel strategies for updating the machine learning model with experimental data are explored. These updating strategies differ in their assumptions about and implementation of the type of physics-based knowledge included in the PGML model. Using a simulation experiment, these strategies achieve useful approximations of the underlying true stability model while reducing the number of experimental measurements required for model update.

The Mediating Role of Healthy Lifestyle Behaviours on the Association between Perceived Stress and Self-Rated Health in People with Non-Communicable Disease.

Perceived stress can affect people’s lifestyle behaviours and self-rated health. A balanced, healthy lifestyle can alleviate experiences of stress. For clinicians to use evidence-based and theory-based knowledge in health dialogues with people with non-communicable diseases, and in order to develop more effective behavioural counselling, more knowledge is needed. Hence, this study aimed to examine the mediating role of sedentary behaviour, daily physical activity, physical exercise, and dietary habits on the association between perceived stress and self-rated health in people with or without one to four self-reported non-communicable diseases (myocardial infarction, stroke, hypertension, diabetes). The study used a cross-sectional design. Responses from in total 10,583 individuals were collected in 2016 and 2019 by a self-report questionnaire. A series of simple and multiple regression analyses were conducted to examine the mediating effects of healthy lifestyle behaviours on the association between perceived stress and self-rated health. The results show that the investigated healthy lifestyle behaviours partly mediated the association between perceived stress and self-rated health in people with no diagnosis, and in people with one or two diagnoses. It can be concluded that healthy lifestyle behaviours could probably be targeted in relation to the number of noncommunicable diseases that the individuals have.

Experiences of an Equine-Assisted Therapy Intervention among Children and Adolescents with Mental Illness in Sweden - A Nursing Perspective

Mental illness among children and adolescents is increasing globally, and prescription of psychiatric drugs for children and adolescents with mental illness is increasing worldwide, including Sweden. Holistic health-promoting interventions have shown promising long-lasting significant health benefits in young individuals with mental illness, but holistic health-promoting mental health interventions are often disregarded due to a lack of systematic theory-based knowledge. Consequently, the lack of scientific knowledge thwarts implementation of equine-assisted therapy as an established intervention in mental health nursing for children and adolescents with mental illness. The purpose of the study was to better understand experiences of equine-assisted therapy among children and adolescents with mental illness. The study adopted an inductive approach and data was collected using photovoice methodology. Six young persons, 7–18 years of age, referred by a psychologist to the equine-assisted intervention due to mental health issues, were included in the study. Data was analyzed using qualitative content analysis. The results could be summarized by an overarching theme, a physical, emotional, and social milieu for growth, consisting of three subcategories: feeling relief from everyday stress and anxiety; nurturing self-esteem in a mutual friendship; and strengthening self-reliance through synchronized interplay. The results indicate that equine-assisted therapy has essential values closely related to the goals of mental health nursing. Further research should strive to attain even gender distribution in study samples and focus on how equine-assisted therapy could be thoroughly integrated into established nursing intervention for children and adolescents with mental illness.

Theory-Guided Deep Learning Algorithms: An Experimental Evaluation

The use of theory-based knowledge in machine learning models has a major impact on many engineering and physics problems. The growth of deep learning algorithms is closely related to an increasing demand for data that is not acceptable or available in many use cases. In this context, the incorporation of physical knowledge or a priori constraints has proven beneficial in many tasks. On the other hand, this collection of approaches is context-specific, and it is difficult to generalize them to new problems. In this paper, we experimentally compare some of the most commonly used theory-injection strategies to perform a systematic analysis of their advantages. Selected state-of-the-art algorithms were reproduced for different use cases to evaluate their effectiveness with smaller training data and to discuss how the underlined strategies can fit into new application contexts.

“From Her Eyes”: On the Affordances of Video Resources in Supporting Teacher Reflection

The contribution presents data and findings from a teacher education intervention, which aimed at supporting (student) teachers’ professional vision in order to improve their (dialogic) reflective practices. In order to facilitate meaningful dialogue, video-recorded English lessons were used as bases of discussion. The 19 participants were early career teachers (with about two to four years teaching experience) from diverse geographical and educational backgrounds. Overall, interactions amounting to 349 minutes were recorded. Data show interesting interactions between participants describing and noticing specific teaching events on the video material, the challenges of suspending evaluation and the crucial role of dialogue in deepening the reflective process. Findings also show the affordances of video materials on fostering professional vision, such as the means of re-watching episodes and of several participants having seen the same teaching event. Although the participants had teaching experience, the facilitators were crucial in guiding towards both specific moments in the teaching events observed and to theory-based knowledge available to the participants. This raises implication for both pre- and in-service teaching aimed at reflective practice.

Roy Adaptation Model: Theory-Based Knowledge and Nursing Care With a Person Experiencing COVID-19.

Nursing theories shed light and guide nursing care through provision of care to persons based on the specialized knowledge base of the profession. Nurses utilizing Roy's adaptation model deliver holistic care by accounting for people, processes, and the environments. The aim of this article is to illustrate the value of utilizing the Roy adaptation model in the care of a patients by reviewing nursing care provided to a patient diagnosed with COVID-19.

The Organic Turn: Coping With Pandemic and Non-pandemic Challenges by Integrating Evidence-, Theory-, Experience-, and Context-Based Knowledge in Advising Health Policy.

The COVID-19 pandemic has posed an extraordinary challenge for public health and health policy. Questions have arisen concerning the main strategies to cope with this situation and the lessons to be learned from the pandemic. This conceptual paper aims to clarify these questions via sociological concepts. Regarding coping strategies used during the pandemic, there is a strong tendency for health policymakers to rely on expert knowledge rather than on evidence-based knowledge. This has caused the evidence-based healthcare community to respond to urgent demands for advice by rapidly processing new knowledge. Nonetheless, health policymakers still mainly rely on experts in making policy decisions. Our sociological analysis of this situation identified three lessons for coping with pandemic and non-pandemic health challenges: (1) the phenomenon of accelerating knowledge processing could be interpreted from the organizational innovation perspective as a shift from traditional mechanistic knowledge processing to more organic forms of knowledge processing. This can be described as an “organic turn.” (2) The return of experts is part of this organic turn and shows that experts provide both evidence-based knowledge as well as theoretical, experiential, and contextual knowledge. (3) Experts can use theory to expeditiously provide advice at times when there is limited evidence available and to provide complexity-reducing orientation for decisionmakers at times where knowledge production leads to an overload of knowledge; thus, evidence-based knowledge should be complemented by theory-based knowledge in a structured two-way interaction to obtain the most comprehensive and valid recommendations for health policy.

Communication is a two-way street: Analyzing practices undertaken to systematically transfer audit research knowledge to policymakers

Audit academics and policymakers express ongoing concerns about limited knowledge transfer between audit research and policymaking. We use theory-based knowledge transfer norms to evaluate eight practices used by audit academics to transfer research knowledge to policymakers. The discontinued PCAOB-AAA Auditing Section “Research Synthesis Project” came closest to enacting these theory-based knowledge transfer norms. Hence, we examine why those involved in that project did not follow these norms. Interviews with project authors reveal that their review creation approach anchored on the traditional academic literature review, and insufficiently adjusted it to meet the goal of communicating audit research evidence to policymakers. However, interviews with PCAOB project liaisons indicate that policymakers were engaged with and found value in the review creation process. Thus, we analyze PCAOB rulemaking documents for evidence that policymakers valued and used the project’s reviews in their policymaking. Over the project’s duration, we find increasing citations of research to the reviews themselves and to a broader set of academic research. Our findings of knowledge transfer occurrence in this project warrant further research on the efficacy of mobilizing audit research via research syntheses. We also show how several current audit domain knowledge transfer practices can be combined with the research syntheses approach leading to systematic effective knowledge transfer to policymakers.

Three-month follow-up effects of a medication management program on nurses’ knowledge

This quasi-experimental study examined the effects of a medication management program on nurses knowledge of medication management, three months after program completion. Fifty-seven nurses took a multiple-choice test both immediately after the program and three months later. Changes in test performance were assessed using McNemar's test and generalized estimating equations for binary outcomes. Test results were generally consistent from immediately post-program to three months later, though four items differed significantly. From immediately post-program to three months later, fewer nurses correctly answered the items: documenting no medication administration (98.2 vs 86.6, p = 0.04); documenting opioid administration (56.1 vs 33.3, p = 0.01); and observation after opioid administration (35.1 vs 19.3, p = 0.08. Significantly more nurses correctly answered the item concerning the pharmacology of medication administered with food (64.9 vs 77.2, p = 0.09). We recommend both continuous medication management training and focusing on the correspondence between theory-based knowledge and clinical practice routines.

Formative Assessment Activities to Advance Education: A Case Study

Aim/Purpose: During the education of future engineers and experts in the field of computer science and information communication technology, the achievement of learning outcomes related to different levels of cognitive ability and knowledge dimensions can be a challenge. Background: Teachers need to design an appropriate set of activities for students and combine theory-based knowledge acquisition with practical training in technical skills. Including various activities for formative assessment during the course can positively affect students’ motivation for learning and ensure appropriate and timely feedback that will guide students in further learning. Methodology: The aim of the research presented in this paper is to propose an approach for course delivery in the field of software engineering and to determine whether the use of the approach increases student’s academic achievement. Using the proposed approach, the course Process Modeling for undergraduate students was redesigned and experimental study was conducted. Course results of the students (N=82) who took the new version of the course (experimental group) were compared to the results of the students from the control group (N=66). Contribution: An approach for a blended learning course in the field of software engineering was developed. This approach is based on the formative assessment activities that promote collaboration and the use of digital tools. Newly designed activities are used to encourage a greater level of acquired theoretical content and enhance the acquisition of subject-specific skills needed for practical tasks. Findings: The results showed that students who participated in the formative assessment activities achieved significantly better results. They had significantly higher scores in the main components of assessment compared to the students from the control group. In addition, students from the experimental group expressed positive views about the effectiveness of the used approach. Recommendations for Practitioners: The proposed approach has potential to increase students’ motivation and academic achievements so practitioners should consider to apply it in their own context. Recommendation for Researchers: Researchers are encouraged to conduct additional studies to explore the effectiveness of the approach with different courses and participants as well as to provide further insights regarding its applicability and acceptance by students. Impact on Society: The paper provides an approach and an example of good practice that may be beneficial for the university teachers in the field of computer science, information-communication technology, and engineering. Future Research: In the future, face-to-face activities will be adapted for performance in an online environment. Future work will also include a research on the possibilities of personalization of activities in accordance with the students’ characteristics.

The perspectives of health professionals in Denmark on physical exercise and nutritional interventions for acutely admitted frail older people during and after hospitalisation.

Frailty is associated with several negative health outcomes, such as readmissions to hospital. Physical exercise, including strength training and nutritional optimisation are essential parts of documented interventions for frail older people in preventing or minimising frailty. Further knowledge is necessary to ensure feasible and successful interventions encompassing both physical exercise and nutritional optimisation. The aim of this qualitative study was to investigate the perspectives of health professionals on which factors may affect interventions, including physical exercise and nutrition, for frail older people in relation to discharge after acute admission to hospital. Data were gathered in two semi-structured focus groups, totalling 11 health professionals working with frail older people in a Danish university hospital and a municipality. The sampling of participants was purposive and the interviews were facilitated by a semi-structured interview guide. Data were analysed applying a six-step data-driven thematic analysis. Findings showed that health professionals experienced working with nutritional optimisation and physical exercise within a frail older population as challenging, and they mostly used extrinsic motivation, such as incentives, deals or intensified messages, as external factors in their approaches as to affect specific behaviours. A discourse on the importance of activity- and functional training was prevalent, while diverging perspectives were present in relation to strength training, which was considered less feasible or meaningful in a community-dwelling setting. Organisational barriers such as communication between sectors and time limitations affected negatively the work of health professionals, as they hindered co-ordinated and adequate interventions from the health professionals. Findings and theory-based knowledge indicate that health professionals should work towards a person-centred approach, which includes goal-setting, to improve physical training and nutritional interventions for frail older people. Furthermore, health professionals may need more support in order to incorporate strength training in interventions. In addition to this, improved co-ordination between sectors is warranted.

Professional barriers and facilitators to using stratified care approaches for managing non-specific low back pain: a qualitative study with Canadian physiotherapists and chiropractors

BackgroundRecent clinical practice guidelines for the management of non-specific low back pain (LBP) recommend using stratified care approaches. To date, no study has assessed barriers and facilitators for health professionals in using stratified care approaches for managing non-specific LBP in the Canadian primary care setting. This study aimed to identify and contrast barriers and facilitators to using the stratified care approaches for non-specific LBP among Canadian physiotherapists and chiropractors.MethodsIndividual telephone interviews, underpinned by the Theoretical Domains Framework (TDF), explored beliefs and attitudes about, and identified barriers and facilitators to the use of stratified care approaches for managing non-specific LBP in a purposive sample of 13 chiropractors and 14 physiotherapists between September 2015 and June 2016. Interviews were digitally recorded, transcribed verbatim and analysed by two independent assessors using directed content analysis.ResultsThree and seven TDF domains were identified as likely relevant for physiotherapists and chiropractors, respectively. Shared key beliefs (and relevant domains of the TDF) for both physiotherapists and chiropractors included: lack of time, cost, and expertise (Environmental Context and Resources); and consulting more experienced colleagues and chronic patients with important psychological overlay (Social Influences). Unique key domains were identified among physiotherapists: incompatibility with achieving other objectives (Goals), and chiropractors: confidence in using stratified care approaches (Beliefs about Capabilities); intention to use stratified care approaches (Intentions); awareness and agreement with stratified care approaches (Knowledge); assessment of readiness for change and intentional planning behaviour (Behavioural Regulation); and improving the management of non-specific LBP patients and the uptake of evidence-based practice (Beliefs about Consequences).ConclusionsSeveral shared and unique barriers and facilitators to using the stratified care approaches for non-specific LBP among Canadian physiotherapists and chiropractors were identified. Findings may help inform the design of tailored theory-based knowledge translation interventions to increase the uptake of stratified care approaches in clinical practice.

Promoting the use of self-management in patients with spine pain managed by chiropractors and chiropractic interns: barriers and design of a theory-based knowledge translation intervention

BackgroundThe literature supports the effectiveness of self-management support (SMS) to improve health outcomes of patients with chronic spine pain. However, patient engagement in SMS programs is suboptimal. The objectives of this study were to: 1) assess participation in self-care (i.e. activation) among patients with spine pain, 2) identify patients’ barriers and enablers to using SMS, and 3) map behaviour change techniques (BCTs) to key barriers to inform the design of a knowledge translation (KT) intervention aimed to increase the use of SMS.MethodsIn summer 2016, we invited 250 patients with spine pain seeking care at the Canadian Memorial Chiropractic College in Ontario, Canada to complete the Patient Activation Measure (PAM) survey to assess the level of participation in self-care. We subsequently conducted individual interviews, in summer 2017, based on the Theoretical Domains Framework (TDF) in a subset of patients to identify potential challenges to using SMS. The interview guide included 20 open-ended questions and accompanying probes. Findings were deductively analysed guided by the TDF. A panel of 7 experts mapped key barriers to BCTs, designed a KT intervention, and selected the modes of delivery.ResultsTwo hundred and twenty-three patients completed the PAM. Approximately 24% of respondents were not actively involved in their care. Interview findings from 13 spine pain patients suggested that the potential barriers to using SMS corresponded to four TDF domains: Environmental Context and Resources; Emotion; Memory, Attention & Decision-Making; and Behavioural Regulation. The proposed theory-based KT intervention includes paper-based educational materials, webinars and videos, summarising and demonstrating the therapeutic recommendations including exercises and other lifestyle changes. In addition, the KT intervention includes Brief Action Planning, a SMS strategy based on motivational interviewing, along with a SMART plan and reminders.ConclusionsAlmost one quarter of study participants were not actively engaged in their spine care. Key barriers likely to influence uptake of SMS among patients were identified and used to inform the design of a theory-based KT intervention to increase their participation level. The proposed multi-component KT intervention may be an effective strategy to optimize the quality of spine pain care and improve patients’ health-outcomes.

Progressive re-sampling for better rule set discovery

Rough set theory-based knowledge discovery systems have the good property of discovering rule sets solely based on data so that objectivity in the discovered rule sets is very good. But, sometimes this property may hinder to find better knowledge models, depending on the composition of target data sets, especially when the data sets have key-like attributes, or data sets have some attributes having poor dependency to class attributes. Key-like attributes have minutely detailed values and the correspondence between conditional attributes and class attributes is precise. This paper shows how we can surmount the problem thru experiment. Two data sets are adapted for the experiment. A data set that has attributes of key-like and poor dependency was selected. And the other data set that does not have such properties is used to present a counter case. The experiment showed very good results and we found precautions when we apply rough set-based knowledge discovery systems. In addition, the experiment confirmed the fact that adding more data for target data set may increase the accuracy of knowledge models using rough set.