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Journal articles on the topic 'Knowledge on practice'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Kustermans, Jorg. "Parsing the Practice Turn: Practice, Practical Knowledge, Practices." Millennium: Journal of International Studies 44, no. 2 (2015): 175–96. http://dx.doi.org/10.1177/0305829815613045.

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2

Mamatkulovich, Babakulov Bahronkul. "Knowledge Economics: Theory and Practice." International Journal of Psychosocial Rehabilitation 24, no. 1 (2020): 1582–87. http://dx.doi.org/10.37200/ijpr/v24i1/pr200256.

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3

Zenker, Ilona. "KNOWLEDGE IN PRACTICE." Knowledge International Journal 28, no. 1 (2018): 85–88. http://dx.doi.org/10.35120/kij280185z.

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Knowledge is an understanding of someone or something, such as facts, information, descriptions or skills, which is acquired by individuals through education, learning, experience or by discovering. We have to distinguish two forms of knowledge, which is on the one hand “explicit knowledge” and on the other hand “tacit knowledge”. Explicit knowledge is not a homogenous resource, but it can be qualified as factual knowledge, which is verbalized, codified, systematic and formal. Persons have easy access to explicit knowledge and it can be easily transmitted to others. It is transferred through w

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4

Kresse, Kai, and Trevor H. J. Marchand. "Knowledge in Practice." Africa 79, no. 1 (2009): 1–16. http://dx.doi.org/10.3366/e0001972008000570.

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5

Medeiros, John M. "Knowledge-Based Practice." Journal of Manual & Manipulative Therapy 10, no. 2 (2002): 64–65. http://dx.doi.org/10.1179/106698102790819319.

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6

ZETA, JUDITH G. BERG. "Knowledge-Based Practice." Image: the Journal of Nursing Scholarship 29, no. 3 (1997): 228. http://dx.doi.org/10.1111/j.1547-5069.1997.tb00982.x.

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7

ALPHA TAU, HURDIS M. GRIFFITH. "Knowledge-Based Practice." Image: the Journal of Nursing Scholarship 29, no. 3 (1997): 228. http://dx.doi.org/10.1111/j.1547-5069.1997.tb00983.x.

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8

DELTA UPSILON AT LARGE, HESOOK SUZIE KIM. "Knowledge-Based Practice." Image: the Journal of Nursing Scholarship 29, no. 3 (1997): 228. http://dx.doi.org/10.1111/j.1547-5069.1997.tb00984.x.

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9

WEAVER, DIANA J. "Knowledge-Based Practice." Image: the Journal of Nursing Scholarship 29, no. 3 (1997): 228. http://dx.doi.org/10.1111/j.1547-5069.1997.tb00985.x.

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10

Luntley, Michael. "Practice makes knowledge?" Inquiry 35, no. 3-4 (1992): 447–61. http://dx.doi.org/10.1080/00201749208602304.

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11

Parker, D., and K. Clifton. "Knowledge into Practice." International Journal of Evidence-Based Healthcare 14, no. 4 (2016): 203. http://dx.doi.org/10.1097/01.xeb.0000511351.42940.60.

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12

Kiger, Alice. "Promoting Health – Knowledge and Practice Promoting Health – Knowledge and Practice." Nursing Standard 16, no. 37 (2002): 29. http://dx.doi.org/10.7748/ns2002.05.16.37.29.b205.

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13

Crable, Jane, Martha E. Farrar Highfield, and Frances Patmon. "Evidence-based practice knowledge, attitudes, practices, and barriers." Nursing 51, no. 9 (2021): 58–65. http://dx.doi.org/10.1097/01.nurse.0000754000.05371.65.

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14

Crable, Jane, Martha E. Farrar Highfield, and Frances Patmon. "Evidence-based practice knowledge, attitudes, practices, and barriers." Nursing Critical Care 15, no. 5 (2020): 24–32. http://dx.doi.org/10.1097/01.ccn.0000694076.73284.a3.

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15

Muyide, Abimbola Magret, and Rasaki Ajani Sanusi. "Knowledge and Practice of Mothers on Child Feeding Practices and Child Survival Strategies in Ibadan." International Journal of Health Sciences and Research 14, no. 9 (2024): 293–304. http://dx.doi.org/10.52403/ijhsr.20240939.

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Background and Objective: In spite of the recognition of the impact of optimal Infant and Young Child Feeding (IYCF) practices and Child Survival Strategies (CSS) for child health, Nigeria still remains one of the five countries that account for about 50% of under-five mortality in the world. This study was therefore conducted to assess the knowledge and practice of mothers on child feeding practices and child survival strategies in Ibadan. Method: This descriptive cross-sectional study was done using a structured interviewer administered questionnaire to obtain information from 960 mothers of

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16

Dippenaar, Enrico. "Moving knowledge into practice." International Paramedic Practice 11, no. 1 (2021): 1. http://dx.doi.org/10.12968/ippr.2021.11.1.1.

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17

Bakhriyevich, Namozov Bobir. "Knowledge, practice and scientist." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 6 (2020): 1745. http://dx.doi.org/10.5958/2249-7137.2020.00745.4.

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18

Stanley, Jason. "Knowledge, Habit, Practice, Skill." Journal of Philosophical Research 40, no. 9999 (2015): 315–23. http://dx.doi.org/10.5840/jpr201540supplement38.

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19

Allen, Davina. "Nursing, Knowledge and Practice." Journal of Health Services Research & Policy 2, no. 3 (1997): 190–93. http://dx.doi.org/10.1177/135581969700200311.

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Recent commentators have suggested that academic knowledge is irrelevant to nursing practice and may actually undermine nursing's traditional caring ethos. Furthermore, by making nursing more academic, it is claimed that ‘natural’ but non-academic carers are prevented from pursuing a career in nursing. Debates about the relationship between nursing, knowledge and practice have a long history and have to be understood in terms of wider political and economic issues relating to nursing, its status within society and the changing role of nurses within the health services division of labour. One c

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20

Shardlow, Steven, and Mark Doel. "Practice teaching and knowledge." Social Work Education 11, no. 3 (1992): 45–53. http://dx.doi.org/10.1080/02615479211220211.

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21

Lucero, Edgar. "Discourse, Knowledge, and Practice." Colombian Applied Linguistics Journal 26, no. 2 (2024): 143–59. https://doi.org/10.14483/22487085.21929.

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This article presents the findings of a three-stage qualitative study examining how English language teacher education in Colombia conceives its teaching practicum and student-teachers. Insights emerged from three key sources: English language student-teachers’ autoethnographies, Colombian-authored scholarly articles, and undergraduate programs’ relevant institutional documents. We analyzed each source using tailored methodologies: narrative analysis, epistemic discourse analysis, and documentary analysis. The findings reveal that the practicum is understood by three points of convergence: fou

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22

Palladino, Paolo. "Between Knowledge and Practice." Social Studies of Science 32, no. 1 (2002): 137–65. http://dx.doi.org/10.1177/0306312702032001006.

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23

Bushouse, Brenda K., and Jessica E. Sowa. "Producing Knowledge For Practice." Nonprofit and Voluntary Sector Quarterly 41, no. 3 (2011): 497–513. http://dx.doi.org/10.1177/0899764011422116.

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24

Humphris, Debra. "Managing knowledge into practice." Manual Therapy 3, no. 3 (1998): 153–58. http://dx.doi.org/10.1016/s1356-689x(98)80006-4.

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25

Weisner, Thomas S. "Knowledge, Power and Practice." Journal of Nervous and Mental Disease 183, no. 2 (1995): 121. http://dx.doi.org/10.1097/00005053-199502000-00020.

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26

Scotter, Judy. "Nursing knowledge and practice." Journal of Orthopaedic Nursing 9, no. 1 (2005): 50–51. http://dx.doi.org/10.1016/j.joon.2004.11.007.

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27

Dilnutt, Rod. "Knowledge management in practice." International Journal of Accounting Information Systems 3, no. 2 (2002): 75–81. http://dx.doi.org/10.1016/s1467-0895(02)00036-2.

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28

Saver, Cynthia. "Keeping practice knowledge current." Nurse Practitioner 37, no. 12 (2012): 1–5. http://dx.doi.org/10.1097/01.npr.0000422205.84926.f4.

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29

Saver, Cynthia. "Keeping practice knowledge current." Nurse Practitioner 38, no. 1 (2013): 1–4. http://dx.doi.org/10.1097/01.npr.0000423383.41446.d5.

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30

Hamilton, Wallace B. "Knowledge for Nursing Practice." Journal of Advanced Nursing 18, no. 1 (1993): 158. http://dx.doi.org/10.1046/j.1365-2648.1993.180101582.x.

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31

Hoon Song, Ji, Daiho Uhm, and Seung Won Yoon. "Organizational knowledge creation practice." Leadership & Organization Development Journal 32, no. 3 (2011): 243–59. http://dx.doi.org/10.1108/01437731111123906.

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32

Newson, Pauline. "Sleep: Knowledge for practice." Nursing and Residential Care 9, no. 4 (2007): 146–49. http://dx.doi.org/10.12968/nrec.2007.9.4.23123.

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33

O'Brien, David. "Knowledge for nursing practice." Nurse Education Today 13, no. 3 (1993): 237. http://dx.doi.org/10.1016/0260-6917(93)90108-e.

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34

Sensky, Tom. "Knowledge management." Advances in Psychiatric Treatment 8, no. 5 (2002): 387–95. http://dx.doi.org/10.1192/apt.8.5.387.

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Knowledge management sounds superficially like yet another of those topical expressions describing something that has been developed outside medicine and is possibly ill-suited for application within the field, but offering an excuse for yet more change. However, one of the distinguishing features of every profession is that it applies a body of specialist knowledge and skills to a defined purpose. Knowledge in medicine is growing exponentially. In a recent survey of just 22 general practices, the practice guidelines identified weighed 28 kg (Hibble et al, 1998)! In psychiatry, about 5500 pape

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35

Huckaby, Alicia. "Imperfect Knowledge." Family Medicine 55, no. 1 (2023): 63. http://dx.doi.org/10.22454/fammed.55.223445.

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36

Phipps, David J., Derek Brien, Leandro Echt, Glowen Kyei-Mensah, and Vanesa Weyrauch. "Determinants of successful knowledge brokering: A transnational comparison of knowledge-intermediary organizations." Research for All 1, no. 1 (2017): 185–97. http://dx.doi.org/10.18546/rfa.01.1.15.

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In this practice-based paper, knowledge brokers working in Argentina, Canada, Ghana and Vanuatu reflect on knowledge-intermediary activities. Although our use of media varies, we share five knowledge-brokering practices: build trust; develop capacity; co-construct knowledge; understand the political, social and economic context; and build culture. While these characteristics of knowledge brokering are well described in individual research studies, our reflections on their commonality across diverse settings suggest that they are determinants of successful knowledge brokering. The commonality o

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37

Lakshmi, E. "Knowledge, Attitude and Practice of Nutrition: Adolescents Study." International Journal of Food, Nutrition & Dietetics 8, no. 1 (2020): 15–18. http://dx.doi.org/10.21088/ijfnd.2322.0775.8120.2.

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38

A Pais, Janice, and Prema D'Cunha. "Knowledge, Attitude and Practice towards Maternal Health Programmes." International Journal of Science and Research (IJSR) 12, no. 11 (2023): 1866–70. http://dx.doi.org/10.21275/sr231125192753.

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39

Raheen, Abdul Rahim, Mohammad Farouq Hamidi, Basir Ahmad Froogh, and Ahmad Wali Ataye. "KNOWLEDGE AND PRACTICE OF MOTHERS REGARDING CHILDHOOD VACCINATION." Afghan Medical Journal 1, no. 2 (2024): 118–23. https://doi.org/10.70194/amj-5555.

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Introduction: Vaccines are killed or weakened bacteria, viruses, and harmless toxins that do not have the ability to cause disease. Vaccines train the immune system to produce antibodies and immune substances. Vaccines are used to prevent various infectious diseases by causing the body's immune system to activate and react, allowing it to recognize and create antibodies against invading infections. Vaccines play a critical role in avoiding morbidity and death from fatal childhood diseases. Objective: To determine mothers' awareness of vaccines and their benefits, as well as their level of adap

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40

Pohjola, Mikko, Pasi Pohjola, Sami Paavola, Merja Bauters, and Jouni Tuomisto. "Pragmatic Knowledge Services." JUCS - Journal of Universal Computer Science 17, no. (3) (2011): 472–97. https://doi.org/10.3217/jucs-017-03-0472.

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Knowledge, innovations and their implementation in effective practices are essential for development in all fields of societal action, e.g. policy, business, health, education, and everyday life. However, managing the interrelations between knowledge, innovation and practice is complicated. Facilitation by suitable knowledge services is needed. This paper explores the theory of converging knowledge, innovation, and practice, discusses some advances in information systems development, and identifies general requirements for pragmatic knowledge services. A trialogical approach to knowledge creat

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41

Singh, Swechha, and Rashmi Singh. "Knowledge Attitude and Practices of Food Handlers towards Food Hygiene." Asian Journal of Agricultural Extension, Economics & Sociology 42, no. 6 (2024): 1–5. http://dx.doi.org/10.9734/ajaees/2024/v42i62457.

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Knowledge of food hygiene essentially entails the handlers’ awareness or things to be done or things to be put in place, in the course of either acquiring raw food materials, preparing food or serving food to the consumers, so that food safety is achieved. Food hygiene knowledge, attitude and practices are important because inadequate knowledge, poor attitude and poor sanitation practices have life-threatening danger to food safety. It is important to have an understanding of the interaction on prevailing food hygiene knowledge attitude and practices of food handlers in order to minimize foodb

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42

ZANGORI, LAURA, and CORY T. FORBES. "Preservice Elementary Teachers and Explanation Construction: Knowledge-for-Practice and Knowledge-in-Practice." Science Education 97, no. 2 (2013): 310–30. http://dx.doi.org/10.1002/sce.21052.

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43

Pramono, Wijanarko Heru, Emilia Puspitasari Sugiyanto, and Chandra Hadi Prasetya. "Description of Knowledge Legal Aspect of Independent Practice." Indonesian Journal of Global Health Research 5, no. 1 (2023): 19–26. http://dx.doi.org/10.37287/ijghr.v5i1.1449.

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Nursing as a medical professional has the right to carry out independent nursing practice. The legal aspects of independent nursing practice are regulated by Indonesian legislation. The knowledge of nurses, especially nurses who carry out independent nursing practices, is different. This knowledge is important to prevent violations of legal aspects. Based on this, the purpose of this study was to find out the description of the legal aspects of independent nursing practice owned by alumni of the DIII Nursing study program who carried out independent nursing practices. The respondents of this s

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44

Song, Sang Wook. "Knowledge, Attitude and Practice Study." Korean Journal of Family Medicine 30, no. 6 (2009): 464. http://dx.doi.org/10.4082/kjfm.2009.30.6.464.

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45

White, Christine A. "Practice as research: Knowledge how and knowledge whether." Contemporary Theatre Review 12, no. 4 (2002): 113–20. http://dx.doi.org/10.1080/10486800208568699.

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46

Mandal, Punam Kumari, Dipika Khadgi, Shrijana Lage, Namita Yangden, and Sabitra Subedi. "Earthquake Preparedness Knowledge and Practice of Secondary Level." Bouddhik Abhiyan (बौद्धिक अभियान) 8, no. 01 (2023): 174–87. http://dx.doi.org/10.3126/bdkan.v8i01.57806.

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This paper attempts to analyze earthquake preparedness knowledge and practice of secondary-level students in Nepal. In this paper, earthquake preparedness knowledge and practice refer to the understanding and implementation of measures to minimize the potential damage and loss of life caused by earthquakes, including proper building design and construction, emergency planning, and regular drills and training for individuals and communities. Earthquake preparedness knowledge and practice are essential for secondary-level school students because the losses of mortalities, morbidities, and econom

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47

Lalan, Kumar. "A Study to Assess the Knowledge Attitude and Practice Regarding Prevention of Novel Coronavirus COVID 19 An Electronic Cross Sectional Survey among Selected Rural Community." International Journal of Trend in Scientific Research and Development 4, no. 3 (2020): 712–19. https://doi.org/10.5281/zenodo.3892562.

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Objective To assess the knowledge, attitude and practice toward coronavirus disease COVID 19 Background The World Health Organization declared COVID 19 as a pandemic on the 11th of March 2020 and declared as a global health emergency. Since then, many efforts are being carried out to control the rapid spread of the ongoing COVID 19 epidemic in India. The control measures COVID 19 is affected by their knowledge, attitudes, and practices KAP towards COVID 19. Knowledge attitude and practice of people should be directed towards strict preventive practices in order to prevents the spread of the vi

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48

Dr., Jitendra Sihra, Goverdhan Meena Dr., Neelam Meena Dr., et al. "Assessment of Knowledge and Practices regarding personal hygiene among students of Government schools of Jaipur city: A cross-sectional survey." International Multispeciality Journal of Health 4, no. 4 (2018): 125–30. https://doi.org/10.5281/zenodo.1238831.

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<strong><em>Abstract—</em></strong> <em>Hygiene practices are very important, poor hygiene results into various communicable diseases. These hygiene practices can have cultivated in Childhood. School children are particularly vulnerable to neglect the basic personal hygiene. So this study was conducted on 1385 school children to assess the status of knowledge and practices of their hygiene with the source of their knowledge.  This study was conducted on 1385 students of 6 selected schools of Jaipur city. It was observed that it was observed that 98.4% had knowledge about body and cl

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49

Alexander, Ernest R. "On planning, planning theories, and practices: A critical reflection." Planning Theory 21, no. 2 (2022): 181–211. http://dx.doi.org/10.1177/14730952211066341.

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The futility of defining planning suggests that there is no planning as a recognizable practice. Sociology of knowledge definitions imply three kinds of planning practices: (1) Generic “planning”—what people do when they are planning; (2) Knowledge-centered “something” (e.g., spatial) planning; and (3) Real planning practiced in specific contexts, from metro-regional planning for Jakarta to transportation planning for the Trans-Europe Network, and enacted in general contexts, for example, informal- or Southern planning. Planning theories are linked to different practices: generic “planning” th

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50

Muke, Kitoga, Balagizi Ganywamulume, Mambo Mwilo, Tumsifu Manegabe, Masumbuko Bruno, and Birindwa Archippe. "Knowledge Attitude and Practice (KAP) survey among healthcare professionals in pediatrics on the psychomotor development of children. Case of urban and rural health areas in South Kivu in the Democratic Republic of Congo: a cross-sectional study." Annals of Medicine & Surgery 85, no. 8 (2023): 3863–69. http://dx.doi.org/10.1097/ms9.0000000000001043.

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Introduction: Development refers to change. The study of development is the understanding of how a subject functions at a particular age or time in life. The objective of this study was to evaluate the knowledge, attitude, and practice of pediatric healthcare personnel on the psychomotor development of the child. Methods: This was a cross-sectional study of knowledge, attitude, and practice conducted in the health areas of South Kivu. Results: Twenty-six caregivers participated in the survey. Men were the most represented (61.5%), mean age 27.62±5.07 years; median experience in pediatrics: 1 y

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