Journal articles: 'Understanding practice'

1

Nicol, Jacqueline Sian, and Isabel Dosser. "Understanding reflective practice." Nursing Standard 30, no. 36 (May 4, 2016): 34–42. http://dx.doi.org/10.7748/ns.30.36.34.s44.

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Johnson, H. Wayne. "Understanding Generalist Practice." Journal of Baccalaureate Social Work 1, no. 2 (April 1, 1996): 92–94. http://dx.doi.org/10.18084/1084-7219.1.2.92.

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&NA;. "Understanding chiropractic practice." Nursing 35, no. 1 (January 2005): 73. http://dx.doi.org/10.1097/00152193-200501000-00058.

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Gripper, J. "Understanding practice accounts." Veterinary Record 124, no. 17 (April 29, 1989): 449–52. http://dx.doi.org/10.1136/vr.124.17.449.

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Wrigglesworth, Sue. "Understanding reflective practice." Nursing Standard 31, no. 8 (October 19, 2016): 72–73. http://dx.doi.org/10.7748/ns.31.8.72.s48.

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Forzani, Francesca M. "Understanding “Core Practices” and “Practice-Based” Teacher Education." Journal of Teacher Education 65, no. 4 (May 5, 2014): 357–68. http://dx.doi.org/10.1177/0022487114533800.

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Edwards, Anne. "Understanding context, understanding practice in early education." European Early Childhood Education Research Journal 12, no. 1 (January 2004): 85–101. http://dx.doi.org/10.1080/13502930485209331.

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Palmer, Sarah Jane. "Understanding autism in practice." British Journal of Healthcare Assistants 15, no. 8 (September 2, 2021): 407–11. http://dx.doi.org/10.12968/bjha.2021.15.8.407.

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Cullen, Deborah. "Welcome Understanding of Practice." Adoption & Fostering 17, no. 2 (July 1993): 63–64. http://dx.doi.org/10.1177/030857599301700221.

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Densley, Liz, and Ed Cantelo. "Understanding GP practice accounts." InnovAiT: Education and inspiration for general practice 12, no. 11 (September 2, 2019): 621–25. http://dx.doi.org/10.1177/1755738019869749.

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This article gives a basic outline of what is included in practice financial accounts and how they affect individual partners, highlighting areas that should raise questions and requests for further explanation by a doctor planning to join the practice. It does not go into detail about how GPs achieve their earnings.

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Martin, Gilbert I. "Understanding a Practice Venue." Journal of Perinatology 22, S1 (April 2002): S2. http://dx.doi.org/10.1038/sj.jp.7210747.

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Foster, Sam. "Understanding the practice environment." British Journal of Nursing 25, no. 4 (February 25, 2016): 233. http://dx.doi.org/10.12968/bjon.2016.25.4.233.

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Ellis, Jennifer, and Erin Morrison. "Understanding Advanced Practice Nursing." Nursing Leadership 23, sp (December 1, 2010): 12–14. http://dx.doi.org/10.12927/cjnl.2010.22266.

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Hopwood, Anthony G. "Understanding financial accounting practice." Accounting, Organizations and Society 25, no. 8 (November 2000): 763–66. http://dx.doi.org/10.1016/s0361-3682(00)00021-0.

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Fagence, Michael. "Understanding heritage in practice." Journal of Heritage Tourism 6, no. 2 (May 2011): 175–76. http://dx.doi.org/10.1080/1743873x.2011.558759.

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Stratton, Sara, Pi-Ju (Marian) Liu, Kendon Conrad, and Zachary Hass. "Understanding Practice Through Research." Innovation in Aging 4, Supplement_1 (December 1, 2020): 670. http://dx.doi.org/10.1093/geroni/igaa057.2323.

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Abstract Substantiation of abuse, neglect, and exploitation (ANE) data collected during the Identification, Services, and Outcomes (ISO) Matrix pilot included some outlier scores warranting further investigation. To examine outliers and other unexpected findings in greater detail, we completed case reviews and caseworker interviews to explore why outlier cases did not follow the expected patterns of substantiation decisions. Cases were selected on a random basis from those with self-neglect outlier scores. Several factors were found to have contributed to the extreme scores in all three categories of confirmed, inconclusive, and unfounded abuse. In this study, no valid ISO Matrix scores were found that contradicted the substantiation decision. Instead, analysis revealed that most of the errors occurred: 1) in application of the intended procedures showing need for further training, and 2) some needed changes to the procedures of the ISO Matrix based on feedback from caseworkers.

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Windle, Pamela E. "Understanding evidence-based practice." Journal of PeriAnesthesia Nursing 18, no. 5 (October 2003): 360–62. http://dx.doi.org/10.1016/s1089-9472(03)00186-2.

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Schwandt, Thomas A. "Understanding Dialogue as Practice." Evaluation 7, no. 2 (April 2001): 228–37. http://dx.doi.org/10.1177/13563890122209658.

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Jolly, Paul. "Understanding Faculty Practice Revenue." Health Affairs 12, no. 3 (January 1993): 276. http://dx.doi.org/10.1377/hlthaff.12.3.276.

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Caron, Cynthia M. "Understanding a pernicious practice." Energy for Sustainable Development 9, no. 1 (March 2005): 66–67. http://dx.doi.org/10.1016/s0973-0826(08)60484-6.

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Gaur, Komal, Sourabh B. Fulmali, and Nalini Adele Pinto. "Current Understanding and Practice in Menopause Hormone Therapy: Indian Perspective." Indian Journal of Obstetrics and Gynecology 7, no. 3 (P-1) (2019): 413–18. http://dx.doi.org/10.21088/ijog.2321.1636.7319.11.

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Spiegelhalter, D. J. "Understanding Uncertainty." Annals of Family Medicine 6, no. 3 (May 1, 2008): 196–97. http://dx.doi.org/10.1370/afm.848.

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Misane, Makenzie D. "Understanding Depression." International Journal of Studies in Nursing 5, no. 4 (November 11, 2020): 1. http://dx.doi.org/10.20849/ijsn.v5i4.820.

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Background: Depression is the “common cold” of psychiatry. Purpose: The purpose of this review was to discuss a variety of topics involved with this disease process, including pathophysiology, the standard of practice, pharmacological treatments, clinical guidelines, and costs of the disease. Method: A thorough survey of the literature on “understanding depression” was implemented for this study. Findings: Best practices, including plan implementation and evaluation, are discussed. The cost of depression is more extensive than financial costs, though research concludes that the more severe depressive symptoms present, the cost of care is reflected as higher. Through the hypothetical plan suggested, there would be an increased adherence to the Standard of Practice Guidelines to increase screening for depression at the outpatient mental health clinic at the author’s healthcare facility.

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Hudspeth, Randall. "Understanding Opioid Prescribing Practices of Advanced Practice Registered Nurses." Journal of Nursing Regulation 1, no. 3 (October 2010): 28–32. http://dx.doi.org/10.1016/s2155-8256(15)30331-8.

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Gram-Hanssen, Kirsten. "Understanding change and continuity in residential energy consumption." Journal of Consumer Culture 11, no. 1 (March 2011): 61–78. http://dx.doi.org/10.1177/1469540510391725.

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Practice theory has recently emerged within consumer studies as a promising approach that shifts focus from the individual consumer towards the collective aspects of consumption, and from spectacular and conspicuous dimensions of consumption towards routine and mundane aspects of consumption. Practice theory is, however, not a commonly agreed upon theory, but more like an approach, or a turn within contemporary social theory. When using practice theory in consumer studies, there are thus several conditions that need further clarification. The focus in this article is on how change and continuity in practices can be understood in practice theory. Discussions will include the balance between routinization and reflectivity as well as ways to understand the role of new technology in introducing change in consumer practices. One aspect of this is a discussion on how to include technologies and other types of material consumer goods in practice theory. Case studies on household energy consumption are used as an empirical basis for these discussions. Looking at household energy consumption through the theoretical lens of practice theory necessitates discussion on whether energy consumption should be viewed as one single practice or part of several different practices. The latter stimulates questioning on how these different consumer practices are related to each other horizontally and vertically, as parallel practices or as different levels of practices, and whether changes in one practice affect (or refrain from affecting) other related consumer practices, whether through reflexivity, routines or the materiality of consumer goods.

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Friel, Susan N., George W. Bright, and Frances R. Curcio. "Reflections on Practice: Understanding Students' Understanding of Graphs." Mathematics Teaching in the Middle School 3, no. 3 (November 1997): 224–27. http://dx.doi.org/10.5951/mtms.3.3.0224.

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Statistics has emerged as a major component of the school mathematics curriculum during the 1990 (NCTM 1989). We know that understanding the statistical-investigation process (Graham 1987) is central to working with statistics. A statistical investigation typically involve four components: (1) posing the question; (2) collecting data; (3) analyzing data; and (4) interpreting the results, in some order (Graham 1987). Kader and Perry (1994) suggest a fifth stage of a statistical investigation: communicating results.

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Nørreklit, Hanne, Lennart Nørreklit, and Falconer Mitchell. "Understanding practice generalisation – opening the research/practice gap." Qualitative Research in Accounting & Management 13, no. 3 (August 1, 2016): 278–302. http://dx.doi.org/10.1108/qram-09-2015-0088.

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Purpose The purpose of this paper is to enhance the relationship between research and practice. It addresses the question: How can practitioners’ use of generalisations be understood, with a view towards producing research-based generalisations that facilitate use in practice? Design/methodology/approach Language games are used to explore generalisation in practice, and the framework of pragmatic constructivism is adopted to characterise the generation of practice generalisation. Findings Practice is conceptualised as a complex set of clusters of organised actions run by a set of applied generalisations and driven by human intentions. Practice also encompasses reflective activities that aim to create the generalisations and reflect them into the specific circumstances to create functioning practice. Generalisations depend on underlying concepts. The formation and structure of concepts is explored and used to create the construction and use of different types of generalisation. Generalisations function as cognitive building blocks in constructing strings of interconnected functioning activities. Managers make their own functioning generalisations that, however, do not satisfy the research criteria for acceptable generalisations. The research/practice gap is shaped by the very different language games played. Research limitations/implications If research is to be useful to practice, the generalisations produced must methodologically articulate the types of generalisation that pervade the methods with which practitioners construct functioning activities. Further research has to give more insight into such processes. Originality/value The paper contributes insight into both the generalisation debate and the research/practice gap debate.

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Palmer, Sarah Jane. "Understanding autism in nursing practice." Practice Nursing 32, no. 5 (May 2, 2021): 202–3. http://dx.doi.org/10.12968/pnur.2021.32.5.202.

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29

Whittaker, John H. "Belief, Practice, and Grammatical Understanding." Faith and Philosophy 18, no. 4 (2001): 465–82. http://dx.doi.org/10.5840/faithphil200118436.

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Mattsson, Matts. "Understanding and researching professional practice." Nordic Studies in Education 30, no. 02 (May 26, 2010): 131–35. http://dx.doi.org/10.18261/issn1891-5949-2010-02-05.

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31

Parsons, Paul. "Understanding Data Visualization Design Practice." IEEE Transactions on Visualization and Computer Graphics 28, no. 1 (January 2022): 665–75. http://dx.doi.org/10.1109/tvcg.2021.3114959.

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32

Mattsson, Matts. "Understanding and researching professional practice." Educational Action Research 19, no. 1 (February 18, 2011): 111–14. http://dx.doi.org/10.1080/09650792.2011.547738.

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33

Küpper-Tetzel, Carolina E. "Understanding the Distributed Practice Effect." Zeitschrift für Psychologie 222, no. 2 (January 2014): 71–81. http://dx.doi.org/10.1027/2151-2604/a000168.

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The distributed practice effect is one of the most researched memory effects in cognitive psychology. Beneficial distributed practice effects for long-term retention have been demonstrated in different domains and they are remarkably large in size, too. However, despite strong effects, this research field still lacks a unified theory offering explanations for a wide range of findings. This article reviews empirical studies on the distributed practice effect that have immediate relevance for educational settings. Against the backdrop of this review, the article discusses theory candidates and ways of specifying them for empirical tests using nonstandard statistical methods. I conclude that future studies will have to fine-tune theories to strengthen the significance of empirical results and to allow for better recommendations to educators. This promises to increase the enthusiasm to systematically implement distributed practice in instruction routines and bridge psychological research and educational practice.

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Veenker, C. Harold. "Evaluating Health Practice and Understanding." Health Education 16, no. 2 (May 1985): 80–82. http://dx.doi.org/10.1080/00970050.1985.10615847.

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35

Trafimow, David, and Andy Miller. "Predicting and Understanding Mental Practice." Journal of Social Psychology 136, no. 2 (April 1, 1996): 173–80. http://dx.doi.org/10.1080/00224545.1996.9713991.

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Kendrick, Kevin. "Understanding ethics in nursing practice." British Journal of Nursing 2, no. 18 (October 14, 1993): 920–25. http://dx.doi.org/10.12968/bjon.1993.2.18.920.

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McGinn, Marie. "Barry Stroud; Understanding and Practice." Philosophical Investigations 25, no. 2 (April 2002): 190–200. http://dx.doi.org/10.1111/1467-9205.00171.

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Gershengorn, Hayley B., and Hannah Wunsch. "Understanding Changes in Established Practice." Critical Care Medicine 41, no. 12 (December 2013): 2667–76. http://dx.doi.org/10.1097/ccm.0b013e318298a41e.

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Groundwater‐Smith, Susan. "Understanding and researching professional practice." Teachers and Teaching 16, no. 3 (April 30, 2010): 389–91. http://dx.doi.org/10.1080/13540601003638140.

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Pearson, Caroline Elizabeth, Allan J. Butler, and Yaqub Paul Murray. "Understanding veterinary leadership in practice." Veterinary Record 182, no. 16 (February 14, 2018): 460. http://dx.doi.org/10.1136/vr.104485.

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The Vet Futures Report has identified ‘exceptional leadership’ as a key ambition for the long-term sustainability of the industry. This research investigates what it is like to be a veterinary surgeon in an in-practice leadership position, applying the qualitative methodology of interpretative phenomenological analysis. Through the researchers’ interpretation of the seven participants’ stories of their leadership experiences, the study advances understanding of the work environment, underlying motivations and the perceived responsibilities of veterinary leaders. Findings suggest, for many, a struggle in transition to leader positions, improving with time. The increase in pace of work is relayed by participants, with an ongoing, and unchallenged, work–life imbalance. The vets involved are highly motivated, driven by enjoyment of their jobs, a desire for self-determination and a need to make a difference. Relationships form the core of the perceived responsibilities, and yet are identified as the greatest day-to-day challenge of leadership. This study offers a valuable insight for veterinary surgeons, suggesting the industry could benefit from pausing and reflecting on behaviours. With a greater understanding of the complexity of leadership and followership, progress can be made to enact positive changes for the future.

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41

Shaffer, Nancy E. "Understanding Bias in Scientific Practice." Philosophy of Science 63 (September 1996): S89—S97. http://dx.doi.org/10.1086/289940.

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Candlish, S. "Review: Meaning, Understanding, and Practice." Mind 111, no. 441 (January 1, 2002): 182–85. http://dx.doi.org/10.1093/mind/111.441.182.

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Kennedy, Helen. "Understanding interactive practice as research." Science as Culture 15, no. 1 (March 2006): 85–88. http://dx.doi.org/10.1080/09505430500529755.

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Alexander, Nadja. "The mediation metamodel: Understanding practice." Conflict Resolution Quarterly 26, no. 1 (June 2008): 97–123. http://dx.doi.org/10.1002/crq.225.

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Blue, Stanley, Elizabeth Shove, Chris Carmona, and Michael P. Kelly. "Theories of practice and public health: understanding (un)healthy practices." Critical Public Health 26, no. 1 (November 12, 2014): 36–50. http://dx.doi.org/10.1080/09581596.2014.980396.

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46

Nelson, Donald L. "Implementing Mindfulness: Practice as the Home of Understanding." Contemplative Practice, Education, and Socio-Political Transformation (Part One) 20, no. 2 (October 6, 2020): 4–14. http://dx.doi.org/10.7202/1071826ar.

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The practice of mindfulness is a contemplative practice that has been implemented in educational settings as well as in various models of treatment for stress and other conditions. This paper examines how Western scientific psychology has participated in this implementation and the dangers to the practice and concepts of mindfulness inherent in shifting a practice from the cultural and philosophic ground in which it developed to another ground and another discourse. Some caveats for implementing contemplative practices are considered.

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Bahr, Thurid, Anna Holzscheiter, and Laura Pantzerhielm. "Understanding Regime Complexes through a Practice Lens." Global Governance: A Review of Multilateralism and International Organizations 27, no. 1 (February 18, 2021): 71–94. http://dx.doi.org/10.1163/19426720-02701005.

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Abstract How do regime complexes as social orders affect relations among international organizations (IO s)? This article explores this question by studying the longitudinal development of interorganizational practices and the social meanings attached to these practices that constitute a regime complex. Adopting a practice lens, our analysis redirects scholarly attention from rationalist accounts of strategic interactions between IO s to the study of patterned “doings” among actors in regime complexes. The mixed-methods analysis of interorganizational practices between eight IO s in the global health regime complex shows that cooperation among IO s is not primarily the outcome of rational responses to problems of collective action. Rather, IO s engage in similar types of practices because they want to be considered “good” IO s that follow a repertoire of habitual and appropriate practices. In turn, interorganizational practices create social meanings that constrain IO s. The approach put forward in this paper demonstrates the ordering effect of practices on the global health regime complex.

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Sellon, Edward, and Pippa Oakeshott. "Patient’s understanding of risk." Family Practice 20, no. 4 (August 2003): 494. http://dx.doi.org/10.1093/fampra/cmg432.

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Houchens, Gary W., and John L. Keedy. "Theories of Practice: Understanding the Practice of Educational Leadership." Journal of Thought 44, no. 3-4 (2009): 49. http://dx.doi.org/10.2307/jthought.44.3-4.49.

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Westland, Marlene, Jeremy Grimshaw, Jim Maitland, Maureen Campbell, Edna Ledingham, and Ellie Mcleod. "Understanding practice management: a qualitative study in general practice." Journal of Management in Medicine 10, no. 5 (October 1996): 29–37. http://dx.doi.org/10.1108/02689239610146535.

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Journal articles on the topic 'Understanding practice'

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