Knowledge+Transformation

=Knowledge Transformation=

Proposed Definition
**Definition 3:** Definition of Knowledge Transformation--the conversion of research findings from primary research results, through a series of stages and forms, to impact on health outcomes by way of EB care. UNDERLYING PREMISES OF KNOWLEDGE TRANSFORMATION: 1. Knowledge transformation is necessary before research results are useable in clinical decision making. 2. Knowledge derives from a variety of sources. In healthcare, sources of knowledge include research evidence, experience, authority, trial and error, and theoretical principles. 3. The most stable and generalizable knowledge is discovered through systematic processes that control bias, namely, the research process. 4. Evidence can be classified into a hierarchy of strength of evidence. Relative strength of evidence is largely dependent on the rigor of the scientific design that produced the evidence. The value of rigor is that it strengthens cause-and-effect relationships. 5. Knowledge exists in a variety of forms. As research evidence is converted through systematic steps, knowledge from other sources (expertise, patient preference) is added, creating yet another form of knowledge. 6. The form ('package') in which knowledge exists can be referenced to its use; in the case of EBP, the ultimate use is application in healthcare. 7. The form of knowledge determines its usability in clinical decision making. For example, research results from a primary investigation are less useful to decision making than an evidence-based clinical practice guideline. 8. Knowledge is transformed through the following processes: summarization into a single statement about the state of the science translation of the state of the science into clinical recommendations, with addition of clinical expertise, application of theoretical principles, and client preferences integration of recommendations through organizational and individual actions evaluation of impact of actions on targeted outcomes **Source:** http://www.acestar.uthscsa.edu/Learn_model.htm **Focus:** Health care

Why we chose this definition
It has purpose, change agent, linkage, context ,and evidence. Definition 4 also had five points of concepts but we chose the above definition because of its explicit statement about research. July 1, 2011 media type="custom" key="9953897"

Discussion ([|Join the wiki to comment])

 * Current Definitions (n = 4)**


 * Definition 1:** Learners commonly experience difficulty in applying appropriate knowledge to solve a novel problem; a transformation strategy is needed to supplement and/or transform their existing knowledge base (Desforges, 2000).
 * Source:** http://www.interactiveeducation.ac.uk/out_bag.pdf
 * Focus:** Science Education

is considered necessary. During the transformation, the teacher may elaborate on the subject content knowledge, identify various representations for the concepts, and reshape the knowledge into a teachable form to maximize its comprehensibility for student learning (Shulman, 1987).
 * Definition 2:** However, subject content knowledge usually is not taught in its original form as stored in the teacher's memory. A knowledge transformation
 * Source:** http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD8-3XVH2RS-P&_user=1067350&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000051241&_version=1&_urlVersion=0&_userid=1067350&md5=7d6775dbbf7b4b6451892d9bc818190d
 * Focus:** Education

**Definition 3:** Definition of Knowledge Transformation--the conversion of research findings from primary research results, through a series of stages and forms, to impact on health outcomes by way of EB care. UNDERLYING PREMISES OF KNOWLEDGE TRANSFORMATION: 1. Knowledge transformation is necessary before research results are useable in clinical decision making. 2. Knowledge derives from a variety of sources. In healthcare, sources of knowledge include research evidence, experience, authority, trial and error, and theoretical principles. 3. The most stable and generalizable knowledge is discovered through systematic processes that control bias, namely, the research process. 4. Evidence can be classified into a hierarchy of strength of evidence. Relative strength of evidence is largely dependent on the rigor of the scientific design that produced the evidence. The value of rigor is that it strengthens cause-and-effect relationships. 5. Knowledge exists in a variety of forms. As research evidence is converted through systematic steps, knowledge from other sources (expertise, patient preference) is added, creating yet another form of knowledge. 6. The form ('package') in which knowledge exists can be referenced to its use; in the case of EBP, the ultimate use is application in healthcare. 7. The form of knowledge determines its usability in clinical decision making. For example, research results from a primary investigation are less useful to decision making than an evidence-based clinical practice guideline. 8. Knowledge is transformed through the following processes: summarization into a single statement about the state of the science translation of the state of the science into clinical recommendations, with addition of clinical expertise, application of theoretical principles, and client preferences integration of recommendations through organizational and individual actions evaluation of impact of actions on targeted outcomes **Source:** http://www.acestar.uthscsa.edu/Learn_model.htm **Focus:** Health Care

Modes of the Knowledge transformation are listed as follows: 1) Socialization that is the knowledge from the tacit to the tacit form and includes the shared formation and communication of tacit knowledge between people generally via meetings and discussion forums. The tacit knowledge sharing is connected to ideas of communities and collaboration. 2) Externalization that is knowledge from the tacit to the explicit form and that is accomplished by the steps of the conceptualization, elicitation and articulation in collaboration with the sources of the tacit knowledge that is captured in explicit form for further dissemination and communication. This conversion is accomplished by dialog among the knowledge team members using analogies and story board techniques and storing the results using technology media. 3) Combination that is knowledge from the explicit to the explicit form and that is shareable through meetings, discussion forms,eduction and training, documents, e-mails, etc. The use of technology to manage and search collections of explicit knowledge is well established. The collected information forom various sources can be organized, classified, reconfigured, made seachable as well as expandable using collaboration by means of appropriate technology solutions.
 * Definition 4:** Processes of Knowledge Transformation are derived by the theories of organizational learning as proposed by Polanyi and Nonaka based on the conversion of knowledge between tacit and explicit forms. Tacit knowledge is actionable knowledge that is derived from experience of the learner and therefore is pragmatic and valuable. According to Nonaka "the key to knowledge creation lies in the mobilization and conversion of tacit knowledge." Explicit knowledge is based on the interaction and communication process assisted with the technology via which the knowledge can be stored, transferred and communicated using some technology or media such as a document, video, audio, images, and multimedia.
 * Source:** http://it.toolbox.com/wiki/index.php/Processes_of_Knowledge_Transformation
 * Focus:** Knowledge Management