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Related Experiment Videos

Tacit nursing knowledge: an untapped resource or a methodological headache?

L Meerabeau1

  • 1Department of Community Health and Nursing Studies, South Bank Polytechnic, London, England.

Journal of Advanced Nursing
|January 1, 1992
PubMed
Summary
This summary is machine-generated.

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This study explores expert tacit knowledge in nursing education. Researching this complex knowledge requires methods beyond traditional verbal approaches, highlighting its value for practitioner inquiry.

Area of Science:

  • Nursing Education
  • Knowledge Management

Background:

  • UK nursing education relies on Schön's reflective practitioner and Benner's expert concepts.
  • Expert practitioners possess tacit knowledge, difficult to articulate and distinct from beginner knowledge.
  • Traditional education prioritizes scientific knowledge over practical, skillful practice ('knowing how').

Purpose of the Study:

  • To discuss expert tacit knowledge in nursing.
  • To examine the implications of expert knowledge for nursing research methodologies.
  • To explore how nursing research can enhance practitioner knowledge creation.

Main Methods:

  • Literature review of expert tacit knowledge theories.
  • Analysis of methodological challenges in researching tacit knowledge.

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  • Discussion of cooperative inquiry between researchers and practitioners.

    • Main Results:

    • Tacit knowledge presents methodological challenges for verbal research methods like questionnaires.
    • Alternative methods such as open-ended discussions and participant observation may be suitable.
    • Tacit knowledge is an underutilized resource for collaborative research and practice.

    Conclusions:

    • Nursing research must adapt to investigate tacit knowledge effectively.
    • Research can bridge the gap between theoretical knowledge and practical expertise.
    • Facilitating cooperative inquiry enhances the knowledge-creation capacity of nursing practitioners.