Palmer D, Kramlich D. An introduction to the multisystem model of knowledge integration and translation. ANS Adv Nurs Sci. 2011 Jan-Mar;34(1):29-38.
Author Affiliations: Mid Coast Hospital, Brunswick (Ms Palmer), and School of Nursing, St. Josephs College, Standish (Ms Kramlich), Maine.
Many nurse researchers have designed strategies to assist health care practitioners to move evidence into practice. While many have been identified as “models,” most do not have a conceptual framework. They are unidirectional, complex, and difficult for novice research users to understand. These models have focused on empirical knowledge and ignored the importance of practitioners’ tacit knowledge. The Communities of Practice conceptual framework allows for the integration of tacit and explicit knowledge into practice. This article describes the development of a new translation model, the Multisystem Model of Knowledge Integration and Translation, supported by the Communities of Practice conceptual framework.
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Yeo S. A risk reduction model for late-onset preeclampsia: a theory for using low-intensity exercises to enhance cardiac homeostasis in nursing research and practice. ANS Adv Nurs Sci. 2011 Jan-Mar;34(1):78-88.
Author Affiliation: School of Nursing, University of North Carolina at Chapel Hill.
Viewing late-onset preeclampsia as an autonomic dysregulation is a new approach. It is one that will provide nurses and other clinicians with theory-based prenatal care choices that focus on enhancing homeostasis rather than prediction. The dominant prediction model manages the disease based on one biomedical pathway even though the disease is believed to be heterogeneous. Unlike early-onset preeclampsia, which involves severe placental pathophysiology and thus should be left for medical research, late-onset preeclampsia-intact placenta with maternal cardiovascular dysregulation-may be prevented with a lifestyle intervention, in particular, low-intensity exercise. This article discusses a nursing approach to promote health and reduce risks even when the etiology of the disease remains unknown.
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Zauderer CR, Ganzer CA. Cinematic technology: the role of visual learning. Nurse Educ. 2011 Mar-Apr;36(2):76-9.
Authors’ Affiliation: Assistant Professors, Department of Nursing, New York Institute of Technology, Old Westbury, New York.
Using movies as a classroom teaching strategy can provide a dynamic learning experience that engages students in learning complex material and enhances and visually illustrates lecture content. The authors discuss their use of movies and its outcomes in teaching psychiatric and mental health nursing.
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