Linking Critical Thinking and Knowledge Management: A Conceptual Analysis

Implementation of Knowledge Management in Higher Education: A Comparative Study of Private and Government Universities in India and Abroad

All academic institution contributes to the corpus of knowledge in some way. To keep expanding, the resulting information and data must be collected in a single area and shared throughout society. Knowledge developed in academic institutions is not adequately preserved or gathered, according to research. It has also been observed that the majority of the content or knowledge developed in academic institutes is unknown to the general public and is categorized as a literature review, which may be useful if proper coding is kept in the organization. The purposeful integration of humans, processes, and technology dedicated to developing, capturing, and executing an organization's creative infrastructure is known as a Knowledge Management (KM) method. Knowledge Management supports educational institutes in refining their capability to acquire and share information and knowledge, applying it to problem resolution and promoting research and continuous development. This paper advocates a holistic strategy for finding, analyzing, recording, retrieving, and distributing the whole of an administration's data properties. Databases, records, procedures, regulations and hitherto un-captured knowledge and talent in ordinary employees are samples of these properties. Higher education institutions can use KM as a tried and true approach to dealing with their problems. KM aids in the motivation of research as well as the promotion of partnerships and innovations in the future.

Role and knowledge of critical care nurses in the assessment and management of hypophosphataemia and refeeding syndrome. A descriptive exploratory study

OBJECTIVE

To assess the perceived and actual role of critical care nurses in nutritional care, and their knowledge regarding the identification and management of hypophosphataemia and refeeding syndrome.

DESIGN AND METHODS

Data were collected in one intensive care unit in Israel, from a self-administered questionnaire completed by 42 critical care nurses. The questionnaire was designed to assess their perceived and actual roles in the administration of nutritional care, and knowledge regarding electrolyte monitoring, hypophosphataemia and refeeding syndrome, including risk factors, consequences, and treatment.

RESULTS

The majority participants that dieticians are solely responsible for nutrition care and follow-up. Most agreed that the measurement of phosphate levels was not important and that patients should receive full nutrition upon admission, while important risk factors for the development of refeeding syndrome were not recognised or considered. This informed their actual practice. A correlation was found between nurses' knowledge and their actual practice so that the greater the nurses' knowledge, the more they adhered to current nutrition guidelines (p < 0.05).

CONCLUSIONS

This study revealed critical care nurses' lack of clarity of their role and lack of knowledge regarding nutrition care. We suggest that this complex task is best managed by a multidisciplinary team, including nurses and dieticians, with clear role definitions.