Our Living-Educational-Theory of Knowledge-translation: Improving Practice, Influencing Learners, and Contributing to the Professional Knowledge Base of Nursing

TitleOur Living-Educational-Theory of Knowledge-translation: Improving Practice, Influencing Learners, and Contributing to the Professional Knowledge Base of Nursing
Publication TypeJournal Article
Year of Publication2014
AuthorsJohnston, J, Vickers-­Manzin, J
Refereed DesignationRefereed
JournalEducational Journal of Living Theories
Volume7
Start Page1
Issue2
Pagination1-31
Date Published12/2014
Type of Articleliving theory
ISSN2009-1788
Abstract

This self-study captures our joint journey to create a living educational theory of knowledge-translation in nursing. The failure to translate research knowledge into practice is identified as a significant issue in the nursing profession. Our research story takes a critical view of knowledge-translation related to the philosophical inconsistency between what is espoused in the knowledge related to the discipline of nursing and what is done in practice. The purpose of this research is to explore our own challenges and success with knowledge-translation as a way to improve our practice as well as to influence the practice of others. We employ a Living Theory Methodology to address our issue. Our data analysis reveals key elements of collaborative reflective dialogue that include multiple ways of knowing, embracing vulnerability, inspiring authenticity, and improving learning. We find it is a culture of inquiry (Delong, 2013) that stimulates knowledge co-construction and has reframed our understanding of knowledge-translation as a holistic, active process, which reflects the essence of who we are and what we do.

Short TitleOur Living-Educational-Theory of Knowledge-translation
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