Methods of Finding Knowledge to Develop Practice Behaviors

Methods of Finding Knowledge to Develop Practice Behaviors

Methods of Finding Knowledge to Develop Practice Behaviors 150 150 Peter

Methods of Finding Knowledge to Develop Practice Behaviors

Develop 3 varying methods used to find knowledge specific to developing best practice behavior ( note, my interest- clinical experience; research; data collection; ongoing education; review of literature)

Sample Paper

Methods of Finding Knowledge to Develop Practice Behaviors

Finding knowledge that can be used to boost the behaviors of the nurses’ practices requires the identification of the most appropriate methods. The knowledge intended will, in turn, help in improving the quality of the patients and also majoring on their safety, and all these require the acquisition of the right information. For any nurse or health practitioner to acquire the knowledge, they must use the best strategies to get the most reliable and viable information that will positively improve their practice behavior. The idea behind knowledge acquisition is that nurses are mandated to contribute positively to the health life of the citizen. The three key methods that are proven to improve nursing practice behaviors effectively are clinical experience, data collection, and review of the literature.

Clinical experience is a good strategy that can model the nurses’ knowledge and skills, making them ready to face patients’ problems confidently. It has also proven to give the nurses firsthand experience in their professional medical life. Research shows that through clinical experiences, nurses and health practitioners can acquire abilities that enable them to recognize regularities, make important medical predictions, and draw a good generalization (Le & Lei, 2018). It has also been classified as a potential strategy that has enhanced positive attitudes toward nurses. It is now clear that this method plays a key role in cultivating good practice behavior, which eventually boosts how health care services are delivered to the patients. Furthermore, experience plays a big role in eliminating mistakes or equipping knowledge to the stakeholder, which helps avoid repeating health mistakes and errors, making it a great source of important knowledge. However, this method of acquiring knowledge is limited because it is limited as the experiences gained by each nurse or health practitioner are very narrow; hence, it is difficult to use it generally (Scott et al., 2018). Also, it is hard to quantify the impact in terms of improving the practice behavior as the same event gives a different experience, and also, the perception between one nurse to the other is different.

Another important method of knowledge acquisition is data collection. In a healthcare setting, data collection is an ongoing process where the nurses gather information from patients, analyze the data and give or seek interpretation. The main purpose of data collection is to get an in-depth analysis and understanding of the issue under consideration (Iqbal et al., 2012). Nurses can acquire knowledge from the data collected. This can be achieved through their analysis or by seeking further guidance. This process results in the generation of information that tends to add knowledge to the nurses and boost their working behaviors.

Review of the literature is a valuable source of knowledge for the nurses, which helps to boost their practice behavior. This knowledge acquisition method is very in the professional growth of the nurses. Using the literature review, the nurses can synthesize the information presented, and upon understanding, it makes a good knowledge base for them (Evripidou et al., 2019). Through this method, nurses can use different strategic approaches to deal with the questions under consideration, which helps to reveal the pattern they should apply when dealing with similar issues. The method also makes the nurses and other health practitioners embrace professional behaviors as the literature avails many pieces of evidence used as guidance (Evripidou et al., 2019). The knowledge gained positively influences health care decisions, policy-making, and setting priorities. Hence, this is a viable method of knowledge acquisition to improve nurses’ practice behavior.



Evripidou, M., Charalambous, A., Middleton, N., & Papastavrou, E. (2019). Nurses’ knowledge and attitudes about dementia care: Systematic literature review. Perspectives in psychiatric care55(1), 48-60.

Iqbal, G., Johnson, M. R., Szczepura, A., Wilson, S., Gumber, A., & Dunn, J. A. (2012). UK ethnicity data collection for healthcare statistics: the South Asian perspective. BMC Public Health12(1), 1-9.

Le, P. B., & Lei, H. (2018). Fostering knowledge sharing behaviours through ethical leadership practice: the mediating roles of disclosure-based trust and reliance-based trust in leadership. Knowledge Management Research & Practice16(2), 183-195.

Scott, S. D., Albrecht, L., Given, L. M., Hartling, L., Johnson, D. W., Jabbour, M., & Klassen, T. P. (2018). Pediatric information seeking behaviour, information needs, and information preferences of health care professionals in general emergency departments: Results from the Translating Emergency Knowledge for Kids (TREKK) Needs Assessment. Canadian Journal of Emergency Medicine20(1), 89-99.