How to ... be a reflective practitioner.

Hawaii International Conference on System Sciences

The Social Life of Information: Brown, J.S., & Duguid, P. (2000). Cambridge, MA: Harvard Business School Publishing. ISBN 0-87584-762-5. 320 pages.

A variety of definitions of evidence-based practice (EBP) exist. However, definitions are in themselves insufficient to explain the underlying processes of EBP and to differentiate between an evidence-based process and evidence-based outcome. There is a need for a clear statement of what Evidence-Based Practice (EBP) means, a description of the skills required to practise in an evidence-based manner and a curriculum that outlines the minimum requirements for training health professionals in EBP. This consensus statement is based on current literature and incorporating the experience of delegates attending the 2003 Conference of Evidence-Based Health Care Teachers and Developers ("Signposting the future of EBHC"). Evidence-Based Practice has evolved in both scope and definition. Evidence-Based Practice (EBP) requires that decisions about health care are based on the best available, current, valid and relevant evidence. These decisions should be made by those receiving care, informed by the tacit and explicit knowledge of those providing care, within the context of available resources. Health care professionals must be able to gain, assess, apply and integrate new knowledge and have the ability to adapt to changing circumstances throughout their professional life. Curricula to deliver these aptitudes need to be grounded in the five-step model of EBP, and informed by ongoing research. Core assessment tools for each of the steps should continue to be developed, validated, and made freely available. All health care professionals need to understand the principles of EBP, recognise EBP in action, implement evidence-based policies, and have a critical attitude to their own practice and to evidence. Without these skills, professionals and organisations will find it difficult to provide 'best practice'.

https://link.springer.com/content/pdf/10.1186%2F1472-6920-5-1.pdf

Sicily statement on evidence-based practice

Information-sharing in public organizations: A literature review of interpersonal, intra-organizational and inter-organizational success factors

Knowledge has widely been acknowledged as one of the most important factors for corporate competitiveness, and we have witnessed an explosion of IS/IT solutions claiming to provide support for knowledge management (KM). A relevant question to ask, though, is how systems and technology intended for information such as the intranet can be able to assist in the managing of knowledge. To understand this, we must examine the relationship between information and knowledge. Building on Polanyi's theories, the author argues that all knowledge is tacit, and what can be articulated and made tangible outside the human mind is merely information. However, information and knowledge affect one another. By adopting a multi perspective of the intranet where information, awareness, and communication are all considered, this interaction can best be supported and the intranet can become a useful and people-inclusive KM environment.

/pdf/information-vs-knowledge-the-role-of-intranets-in-knowledge-3dn7858ork.pdf

Information vs. knowledge: the role of intranets in knowledge management

One form of group support system that has received much attention from cross-disciplinary research is electronic brainstorming (EBS). While it is generally held that group cohesiveness is lower in virtual settings that in face-to face interactions, it has also been argued that this does not matter in cognitive work such as idea generation. However, most work on EBS has been carried out in academic settings, and though such environments provide more control, they may be insufficient to capture all nuances of on-going office work. Hence, I describe an action case study of a failing attempt to introduce an EBS prototype in an organisational setting. The analysis suggests that virtual groups, counter to what is previously thought, need to establish and maintain a group identity. One circumstance under which this seems to be the case is in the existence of extrinsic rewards mechanisms.

Group cohesiveness and extrinsic motivation in virtual groups: lessons from an action case study of electronic brainstorming

Traditional suggestion systems, despite their shortcomings, have been used to promote creativity in industry for over a century. Independently, brainstorming has also been applied for almost fifty years as a method to increase idea generation. However, the two have never met. In this argumentative paper it is theorised that by adding computer support and applying lessons from the realm of electronic brainstorming (EBS) to traditional suggestion systems useful improvements may be achieved. A hybrid intranet prototype mimicking the attributes of an EBS system and at the same time serving as a complement to the suggestion system was therefore devised and evaluated using a theoretical framework. The implications suggest novel ideas for both suggestion systems and EBS research.

The Mindpool hybrid: theorising a new angle on EBS and suggestion systems

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Papers

Information vs. knowledge: the role of intranets in knowledge management

Group cohesiveness and extrinsic motivation in virtual groups: lessons from an action case study of electronic brainstorming

The Mindpool hybrid: theorising a new angle on EBS and suggestion systems