I’m working on a other discussion question and need a sample draft to help me study.
Week 5: From Data to Knowledge and Wisdom!
11 unread reply.44 replies.
How does data become knowledge and finally wisdom? Explain the relationship between knowledge acquisition, knowledge processing, knowledge generation, knowledge dissemination, and wisdom. Then provide examples from your clinical practice (or past work experiences) according to the following:
- Examples of knowledge acquisition
- Examples of knowledge generation
- Examples of knowledge processing
- Examples of knowledge dissemination
- Examples of the use of feedback
- (COs 2, 3, 4, 5, 6, 7, and 8)
The process of converting data to knowledge and finally to wisdom is a process for each of us and is how we learn. Data is raw material that by itself has no meaning. For instance the number 100.2 doesn’t have special meaning by itself. It is not until that data can be organized or structured that it becomes information. So, if the 100.2 is an oral temperature and we know the relationship between that number and 98.6 that is considered normal…now the 100.2 has meaning. The patient has a fever. We take bits of information and formalize relationships and eventually information becomes knowledge. The 100.2 temp is factored in with a productive cough and we suspect a patient has bronchitis. Once we are able to are able to use that knowledge to manage specific situations, it becomes wisdom (McGonigle & Mastrian, 2018). In this discussion, I would like you to consider this process, and then provide some examples of how it has worked for you! Specifically address:
- Examples of knowledge acquisition
- Examples of knowledge generation
- Examples of knowledge processing
- Examples of knowledge dissemination
- Examples of the use of feedback
What if there is a barrier to the process? Does that impact your ability to gain wisdom? Let’s share some experiences here!
You may begin posting for credit on Sunday, March 28, 2021. The first post is due by Wednesday at 11:59 pm MT and the second post is due by Sunday 11:59 pm MT. Remember to provide at least two substantive posts in the discussion (approximately 200-250 words).
Course Outcomes for the week:
CO 2: Analyze data from all relevant sources, including technology, to inform the delivery of care.
CO 3: Define standardized terminology that reflects nursing’s unique contribution to patient outcomes.
CO 4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.
CO 5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice.
CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy.
CO 7: Examine the use of information systems to document interventions related to achieving nurse-sensitive outcomes.
CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care.
person example I need a Reply
Data are just information on a piece of paper or computer. Data is of no purpose if the person who is using it has no knowledge of what the data is saying. Knowledge is when a person has an understanding of what the data means. The knowledge they have will then be turned into wisdom when they can use the data to apply it to real-life situations and be used as an evidence-based practice. Knowledge acquisition is the way a person gets their knowledge (McGonigle and Mastrian, 2018). Knowledge can be acquired from different resources. It can be acquired directly from one’s own research, research from the internet database, textbooks, or being thought in class. According to McGonigle and Mastrian, knowledge acquisition involves the Tele nurse receiving the information from the telehealth devices via a variety of communication modes(McGonigle & Mastrian, 2018). I have used knowledge acquisition at clinical when I collect information about my patients from the off-going nurse and when I have an incoming patient. Knowledge processing is the way a person breaks down the information that is used. The activity or process of gathering or collecting, perceiving, analyzing, synthesizing, saving or storing, manipulating, conveying, and transmitting knowledge (McGonigle and Mastrian, 2018). This can be applied to all nursing students and especially me. I complete the process of knowledge processing by using the knowledge I have to provide complete care for my patients. I used what I learn from school to assess a patient based on the medications or procedures they have. Knowledge generation is the making of new knowledge. This involves the changing and evolving knowledge base on experience, education, and research. It also defines the main concepts related to scientific research and knowledge generation: scientific productivity, scientific production, academic production, scientific communication, and scientific dissemination (Tarrango and Machin-Mastromatteo, 2017). I have experience knowledge generation by learning about my classmates. Knowledge dissemination is the circulation and distribution of knowledge. This is how the knowledge is obtained and distributed. Knowledge dissemination is used across all fields of information. I use knowledge dissemination almost every day. The information that is learned at clinical is discussed at the end of the day. It is also used in my study group when we distribute information amongst each other. As we all learn, one must have data and knowledge before one may acquire wisdom. They must then learn to put that data and knowledge into action. I think that we all have some level of wisdom. I have the level of wisdom of what to access a patient for with certain medications or disease while doctors may have the knowledge of wisdom to perform surgeries.
References
McGonigle, D., & Mastrian, K. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Jones & Bartlett Learning. https://online.vitalsource.com/#/books/9781284142990/cfi/6/2!/4/2@0:0 (Links to an external site.)
Tarango, J., & Machin-Mastromatteo, J. D. (2017). Conceptualization of scientific productivity, production, dissemination, and communication. In The role of information professionals in the knowledge economy (pp. 27–70). Elsevier. https://doi.org/10.1016/b978-0-12-811222-9.00002-9 (Links to an external site.)
