Relevant bibliographies by topics / Expanding knowledge in the health sciences

Academic literature on the topic 'Expanding knowledge in the health sciences'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Expanding knowledge in the health sciences"

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Hannestad, Lance M., Vlado Dančík, Meera Godden, Imelda W. Suen, Kenneth C. Huellas-Bruskiewicz, Benjamin M. Good, Christopher J. Mungall, and Richard M. Bruskiewich. "Knowledge Beacons: Web services for data harvesting of distributed biomedical knowledge." PLOS ONE 16, no. 3 (March 23, 2021): e0231916. http://dx.doi.org/10.1371/journal.pone.0231916.

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The continually expanding distributed global compendium of biomedical knowledge is diffuse, heterogeneous and huge, posing a serious challenge for biomedical researchers in knowledge harvesting: accessing, compiling, integrating and interpreting data, information and knowledge. In order to accelerate research towards effective medical treatments and optimizing health, it is critical that efficient and automated tools for identifying key research concepts and their experimentally discovered interrelationships are developed. As an activity within the feasibility phase of a project called “Translator” (https://ncats.nih.gov/translator) funded by the National Center for Advancing Translational Sciences (NCATS) to develop a biomedical science knowledge management platform, we designed a Representational State Transfer (REST) web services Application Programming Interface (API) specification, which we call a Knowledge Beacon. Knowledge Beacons provide a standardized basic API for the discovery of concepts, their relationships and associated supporting evidence from distributed online repositories of biomedical knowledge. This specification also enforces the annotation of knowledge concepts and statements to the NCATS endorsed the Biolink Model data model and semantic encoding standards (https://biolink.github.io/biolink-model/). Implementation of this API on top of diverse knowledge sources potentially enables their uniform integration behind client software which will facilitate research access and integration of biomedical knowledge. Availability The API and associated software is open source and currently available for access at https://github.com/NCATS-Tangerine/translator-knowledge-beacon.
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Manning, Patrick. "The Life Sciences, 1900–2000: Analysis and Social Welfare from Mendel and Koch to Biotech and Conservation." Asian Review of World Histories 6, no. 1 (January 30, 2018): 185–208. http://dx.doi.org/10.1163/22879811-12340030.

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Abstract The life sciences underwent a dramatic transformation during the twentieth century, with an expansion in fundamental knowledge of the process of evolution and its molecular basis, through advances in health care that greatly extended human life, and by the combination of these advances to address the problem of conserving the many forms of life threatened by expanding human society. The essay highlights the worldwide emphasis on social welfare in the years 1945–1980 and the expanding role of international collaboration, especially in the International Biological Program and its advances in ecology and the notion of the biosphere, and in the emergence of molecular biology. This was also the era of the Cold War, yet military confrontation had fewer implications for life sciences than for the natural sciences in that era. After 1980, deregulation and neoliberalism weakened programs for social welfare, yet links among the varying strands of life sciences continued to grow, bringing the development of genomics and its many implications, expanding epidemiology to include reliance on social sciences, and deepening ecological studies as the Anthropocene became more and more prevalent. In sum, the experience of the life sciences should make it clear to world historians that scientific advance goes beyond the achievements of brilliant but isolated researchers: those same advances rely substantially on social movements, migration, and the exchange of knowledge across intellectual and physical boundaries.
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McAuliffe, Donna. "Claiming and Expanding Social Work Knowledge in the International Space." Australian Social Work 74, no. 4 (September 8, 2021): 391–93. http://dx.doi.org/10.1080/0312407x.2021.1945731.

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Donnellan, Anne M. "Invented Knowledge and Autism: Highlighting Our Strengths and Expanding the Conversation." Journal of the Association for Persons with Severe Handicaps 24, no. 3 (September 1999): 230–36. http://dx.doi.org/10.2511/rpsd.24.3.230.

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Ceballos, Diana M., Robert F. Herrick, Tania Carreón, Vy T. Nguyen, MyDzung T. Chu, John P. Sadowski, Helaine Blumenthal, and Thais C. Morata. "Expanding Reach of Occupational Health Knowledge: Contributing Subject-Matter Expertise to Wikipedia as a Class Assignment." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 58 (January 2021): 004695802110357. http://dx.doi.org/10.1177/00469580211035735.

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The National Institute for Occupational Safety and Health (NIOSH) and several university programs have collaborated on a large effort to expand and improve occupational safety and health content in Wikipedia using a platform developed by Wiki Education. This article describes the initiative, student contributions, and evaluations of this effort by instructors from two universities between 2016 and 2020. The Wiki Education platform allowed instructors to set timelines and track students’ progress throughout the semester while students accessed training to best expand health content in Wikipedia. Students chose topics in occupational health based on their interests and by a set of topics deemed as a priority by the “WikiProject Occupational Safety and Health.” Students’ contributions were peer-reviewed by instructors, NIOSH Wikipedians-in-Residence, and traditional Wikipedians. Students presented their projects in class at the end of the semester. Students from both schools expanded 55 articles, created 8 new articles, and translated 2 articles to Spanish, adding 1270 references; these articles were viewed over 8 million times by May 2020. Feedback received from the implementation suggested that students learned about science communication and digital literacy—providing valuable content on occupational health while reducing misinformation in the public domain. The process of identifying and addressing gaps in occupational health in Wikipedia requires participation and engagement toward improving access to information that otherwise would be restricted to the scientific literature, often behind a paywall. The Wikipedia assignment proved to be an engaging approach for instruction and information literacy. It helped students improve their science communication skills and digital literacy, tools that are likely to be critical for successful communication of science in their future careers.
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Winterbauer, Nancy L., Betty Bekemeier, Lisa VanRaemdonck, and Anna G. Hoover. "Applying Community-Based Participatory Research Partnership Principles to Public Health Practice-Based Research Networks." SAGE Open 6, no. 4 (October 2016): 215824401667921. http://dx.doi.org/10.1177/2158244016679211.

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With real-world relevance and translatability as important goals, applied methodological approaches have arisen along the participatory continuum that value context and empower stakeholders to partner actively with academics throughout the research process. Community-based participatory research (CBPR) provides the gold standard for equitable, partnered research in traditional communities. Practice-based research networks (PBRNs) also have developed, coalescing communities of practice and of academics to identify, study, and answer practice-relevant questions. To optimize PBRN potential for expanding scientific knowledge, while bridging divides across knowledge production, dissemination, and implementation, we elucidate how PBRN partnerships can be strengthened by applying CBPR principles to build and maintain research collaboratives that empower practice partners. Examining the applicability of CBPR partnership principles to public health (PH) PBRNs, we conclude that PH-PBRNs can serve as authentic, sustainable CBPR partnerships, ensuring the co-production of new knowledge, while also improving and expanding the implementation and impact of research findings in real-world settings.
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London, Sue, and Frances A. Brahmi. "Thomson Scientific's Expanding Web of KnowledgeSM." Medical Reference Services Quarterly 24, no. 4 (September 26, 2005): 59–66. http://dx.doi.org/10.1300/j115v24n04_04.

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Maslak, Tanya, Kia Henry, Natasha Sadoff, David Maurice Jones, Joshua Glasser, and Amy Leibrand. "Mission Mosquito: building and expanding an international network for innovation in health communication." Journal of Science Communication 19, no. 03 (June 22, 2020): N01. http://dx.doi.org/10.22323/2.19030801.

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The Mission Mosquito Information Sharing Program (ISP), a collaboration between the U.S. Department of State and Battelle Memorial Institute, is a public diplomacy effort to build and expand an international network of health communicators to increase engagement on mosquito-borne disease. Nineteen professionals from countries experiencing mosquito-borne diseases engaged in a two-week multi-directional information exchange across the United States in May 2018. Program alumni applied knowledge and tools from the ISP in follow-on projects and public outreach campaigns in their home countries. This paper summarizes the ISP and lessons learned, and highlights a science communication case study examining skills and understanding gained.
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Malik, Jayraj, Vaishali Keluskar, and Sulem Ansari. "Expanding the Role of Oral Physician in Early Diagnosis of Commonly Occurring Systemic Diseases." International Journal of Health Sciences and Research 12, no. 12 (December 22, 2022): 132–35. http://dx.doi.org/10.52403/ijhsr.20221222.

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Dentistry deals with the identification, mitigation, and prevention of diseases of teeth, gums, mouth, and jaw. Dentistry can have an effect on your overall health and for treating patients with chronic diseases and other conditions safely and effectively, dentists need to have a solid knowledge of basic clinical medicine. Dentists should possess the same level of knowledge as physicians in all other branches of medicine due to changes in life expectancy and lifestyles, as well as the rapid advancement of biomedical sciences and help in diagnosing systemic diseases based on oral findings. The present review throws a spotlight on these activities and also suggests some of the measures that can be adopted to modify dental education to turn dentists into oral physicians by early diagnosing of systemic diseases. Key words: Dentistry, disease, education, physician, primary care
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Paolucci, Rodolfo, and André Pereira Neto. "Methods for evaluating the quality of information on health websites: Systematic Review (2001-2014)." Latin American Journal of Development 3, no. 3 (May 14, 2021): 994–1056. http://dx.doi.org/10.46814/lajdv3n3-004.

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The Internet is a major source of health information, but the poor quality of the information has been criticized for decades. We looked at methods for assessing the quality of health information, updating the findings of the first systematic review from 2002. We searched 9 Health Sciences, Information Sciences, and multidisciplinary databases for studies. We identified 7,718 studies and included 299. Annual publications increased from 9 (2001) to 53 (2013), with 89% from developed countries. We identified 20 areas of knowledge. Six tools have been used worldwide, but 43% of the studies did not use any of them. The methodological framework of criteria from the first review has been the same. The authors were the evaluators in 80% of the studies. This field of evaluation is expanding. No instrument simultaneously covers the evaluation criteria. There is still a need for a methodology involving experts and users and evidence-based indicators of accuracy.
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Dissertations / Theses on the topic "Expanding knowledge in the health sciences"

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Sweeney, Fee Sharon K. "An expanding framework for rural patients who travel for health care." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/289238.

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This exploratory study utilized Donabedian's Quality model to develop a framework to study patients who must migrate for health care. One year of the Arizona Department of Health Services Discharge Database was used to analyze patient characteristics that influenced discharge travel and the impact of distance on risk adjusted patient outcomes. Geographic Interface software was used to identify rural patients, defined as those with zip codes farther than thirty miles from hospitals. Zip Code analysis was used to create distance variables between 31 and over 300 miles. The key findings for patients who traveled greater distances included larger hospitals, emergency admission type, private insurance, critical care services, and Neuro/Ortho/Trauma diagnosis group. Patients which traveled shorter distances included smaller hospitals, referral or transfer admit source, AHCCCS insurance (or Medicaid) and Women's Health diagnosis group. Outcomes were risk adjusted using age and distance was significant for both number of procedures and length of stay. Patients who traveled farther received fewer procedures and had a greater length of stay. A preliminary cost analysis of the length of stay outliers identified approximately four million dollars in potentially non-reimbursable charges.
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Gutin, Sarah Anne. "Expanding contraceptive options in South Africa : knowledge, attitudes, and practices surrounding the intrauterine device (IUD)." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/25805.

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The intrauterine device (IUD) is a safe, effective, convenient, reliable, inexpensive, and cost-effective form of reversible contraception. It rivals female sterilization, injectables, and implants with respect to effectiveness in pregnancy prevention. Once inserted, IUDs are nearly maintenance free; some IUDs can even be used for over a decade. In many settings however, the utilization of this form of contraception is poor and a number of barriers to usage exist. These barriers often relate to lack of knowledge and misperceptions among both potential users and healthcare providers. The IUD is a reliable option that may be an ideal form of contraception for many women in South Africa. In order to make this method available on a wider scale, it is necessary to provide correct information to women and health care professionals and to increase the availability and use of this highly effective method. We conducted a cross-sectional descriptive study designed to assess the current knowledge, attitudes, and practices of potential users and health care providers with respect to the IUD. We recruited 205 women between 15 to 49 years of age who were attending family planning and ST! care services at four primary level public clinics (two in the more urban Western Cape Province and two in the rural Eastern Cape Province in South Africa). In addition, we interviewed 32 providers from 12 clinics (six clinics per province). Ethical approval for this research was obtained from both the University of Cape Town and Walter Sisulu University (formerly the University of the Transkei). Permission was also given by the local and provincial health services. Among clients, knowledge of the IUD was poor. About 26% of women had heard of the IUD. After the method was explained to them, 89.7% of women believed that there were advantages to using the IUD and 72.7% of women said that they would consider using the JUD in the future. Also, women thought the IUD was an easier contraceptive method to use than oral contraceptive pills, injectables, male and female condoms, and female sterilization. Logistic regression modelling showed that, after adjusting for level of education, being from the Western Cape, older age, and having heard of emergency contraception all independently predicted awareness of the IUD method. For the most part, providers knew how the IUD worked to prevent pregnancy; however, providers were lacking in more detailed knowledge about the method and had misinformation about the IUD. Almost all (93 .6%) of providers recognized their need for more information and training about the IUD. Providers reported that barriers to IUD usage in South Africa were lack of knowledge of the method on the part of providers (84.4%), a lack of trained providers to insert or remove the IUD (62.5%), limited availability of the device at health facilities (56.3%), and a lack of knowledge on the part of potential users (46.9%). Despite these barriers, 81 % of providers believed women would be interested in the IUD if they knew about it and 73.3% believed the IUD should be promoted in South Africa. Our results suggest that the IUD would be a welcome addition to the contraceptive method mix in South Africa and that both clients and providers would be interested in this method. It is clear that awareness campaigns among women seeking contraception would be necessary for building support and publicizing the IUD. It will also be necessary to train and educate providers, focusing on up to date information, dispelling myths, and proper insertion and removal techniques. South Africa could re-introduce the IUD into the contraceptive method mix and increase women's choice by adding this valuable, viable, and sustainable option to the contraceptive method mix. The findings of this study, which was requested by the provincial health services, will be used to inform policy and as a starting point for assessing the feasibility and acceptability of a greater role for the IUD in the contraceptive method mix in South Africa.
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Patterson, Donna A. "Expanding professional horizons female pharmacists in twentieth century Dakar, Senegal /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319926.

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Thesis (Ph.D.)--Indiana University, Dept. of History, 2008.
Title from home page (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3277. Adviser: John H. Hanson.
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Clausen, Christina. "Expanding altruism in blood donation by applying the concept of covenant : a critique of Richard M. Titmuss." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33277.

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This paper will examine the notion of altruism in blood donation as discussed in Richard M. Titmuss's, The Gift Relationship: from human blood to social policy. We consider Titmuss's views and assumptions about altruism and conclude that Titmuss's account of altruism is not incompatible with a religious motivation such as 'regard for the other' found in the concept of covenant. We propose that the covenant relationship between persons and/or institutions obliges those within the relationship to affirm responsibility for one another that in turn deepens altruistically based relationships as promoted in non-paid, voluntary blood systems.
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Braverman, Lily F. "Expanding the Theoretical Lenses of Addiction Treatment Through Art Therapy Practice." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/166.

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This research explores the connection and interaction between literature describing addiction theory and clinical art therapy practice. Literature spanning a wide variety of theoretical understandings of addiction and recovery was reviewed, as well as literature published on the use of art therapy with the substance abuse population. Using the review of the substance abuse literature as a base, key theoretical concepts were identified and formatted into a table that came to serve as a data coding system. Applying case study methodology, this coding system was then utilized as an analysis tool for the art therapy process and artwork of four clients in residential substance abuse treatment. Analysis of the data resulted in the emergence of five prominent themes amongst those listed in the coding system: 1) Intolerance of negative emotion 2) Problematic family dynamics 3) Traumatic experiences 4) Schemas and restructured cognitions and 5) Cultural issues. These findings were then examined in the context of the art therapy literature on substance abuse. The meanings derived from these findings make a case for greater integration between substance abuse literature and art therapy literature, illustrating the utility of clear and organized incorporation of theoretical ideas about addiction into art therapy with substance abuse clients.
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Liss, Katie. "Expanding the use of the ecosystem services framework in applied settings: challenges and solutions for quantifying ecosystem services." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114585.

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Quantification of ecosystem services (ES) – the benefits that people obtain from ecosystems – can be valuable for managing multifunctional landscapes and promoting practical conservation measures. However, despite extensive academic attention, actual implementation of ES assessment for management has been limited. Consistent measurement methods and accurate modeling tools are crucial to support successful ES-informed management strategies and ensure the confidence of managers and policy makers in the ES framework. In this thesis, I present two major impediments to ES operationalization, and propose measures to mitigate them. First, a case study reviewing the methods used to measure pollination ecosystem services highlights the extreme variability in approaches to quantifying a single ES. Across 121 studies, 62 unique combinations of indicators were used, suggesting that no accepted conventions or standards are directing indicator selection. This lack of consistency impairs our ability to compare results across studies, and may lead to ineffective ES-based management. In addition to issues associated with ES indicators, quantification using ES models can also be problematic. The models most often used to estimate ES use landuse/landcover (LULC) datasets as their primary inputs, and rely on information about the LULC composition, characterizing the type and amount of each LULC class, without regard for the spatial distribution of the LULC classes. Projections based primarily on composition, however, have been shown to poorly represent service provision. Estimates derived from composition neglect the critical role of landscape configuration (spatial arrangement of LULC types) in the flow and quality of benefits, assuming that two equally sized units of a given LULC type produce the same magnitude of each service, regardless of characteristics such as shape or connectivity with other similar patches. To investigate the relative importance of these spatial attributes in the relationship between LULC and ES provision, I calculated landscape metrics characterizing both landscape configuration and composition, along with provision of 10 ES for 136 municipalities in Southern Quebec. I used structural equation models to combine statistical relationships with hypothesized causal pathways and identify mechanisms and interactions responsible for observed relationships. The proportion of all model-explained variation that was attributable to configuration exceeded that of composition for seven of ten ES. The higher relative influence of configuration suggests that models incorporating LULC information beyond composition can provide more reliable projections to contribute to management and policy decisions. Since landscape configuration can be manipulated independent of changes in composition, ES models that incorporate configuration can be used both to more accurately quantify ES provision and to identify scenarios that minimize environmental impacts of LULC change, simply by altering the spatial pattern of planned changes in land use. The ES framework has potential to support more efficient and effective environmental management. However, in order to move forward within this rapidly growing field and make ES practical for use in management, it is critical to adopt strategies to properly measure and model ES, such as those proposed in this thesis.
La quantification des services écologiques (SE), définie comme les avantages que les gens tirent des écosystèmes, peut être utile pour la gestion des paysages multifonctionnels ainsi que pour promouvoir des mesures pratiques de conservation des écosystèmes. Toutefois, en dépit de l'attention des universitaires, une mise en œuvre efficace de l'évaluation des SE, dans le cadre de la gestion sur le terrain, a été limitée. Des méthodes de mesure cohérentes et des outils de modélisation précis sont essentiels pour favoriser l'implémentation des stratégies de gestions informées par les SE et pour s'assurer de la confiance des gestionnaires et des politiciens dans l'utilité du concept des SE. Dans cette thèse, je présente deux obstacles majeurs à l'opérationnalisation des SE et je propose des mesures pour atténuer ces obstacles. Tout d'abord, je présente une étude de cas sur les méthodes utilisées pour mesurer le service écosystémique de pollinisation dans la littérature. Cette étude souligne l'extrême variabilité dans les approches de quantification d'un seul SE. À travers les 121 études, 62 combinaisons uniques d'indicateurs ont été utilisées, ce qui suggère qu'il n'y a pas de conventions acceptées ou de normes pour diriger la sélection des indicateurs. Ce manque de cohérence nuit à notre capacité de comparer les résultats entre les études, et peut conduire à une gestion inefficace basée sur les SE. Deuxièmement, la quantification utilisant des modèles de SE peut également être problématique. Les modèles les plus souvent utilisés pour estimer les SE proviennent des bases de données sur l'utilisation actuelle des terres/le couvert terrestre (UT/CT) comme entrée de données primaires, et s'appuient sur des informations sur la composition UT/UC, caractérisant le type et la quantité de chaque classe UT/UC, sans égard à la répartition spatiale des classes de UT/UC. Cependant, il a déjà été démontré que les projections fondées principalement sur la composition représentent mal la provision de SE. Les estimations basées sur la composition du paysage néglige le rôle critique de la configuration du paysage (l'arrangement spatial des classes de UT/UC) dans le flux et la qualité des prestations de SE, car les estimations supposent que deux unités de même taille, d'un type d'UT/UC donné, produisent le même ordre de grandeur de chaque service. Afin d'évaluer l'importance relative de ces deux attributs spatiaux sur la relation entre la UT/UC et la provision de SE, j'ai calculé des métriques paysagères qui caractérisent à la fois la composition et la configuration du paysage, de même que la fourniture de 10 SE pour 136 municipalités du sud de la province du Québec. J'ai utilisé des modèles d'équations pour d'identifier les mécanismes et les interactions responsables des relations observées. La proportion de la variation expliquée par les modèles est plus attribuable à la configuration qu'à la composition dans sept des dix modèles de SE. L'influence relativement plus élevée de la configuration suggère que les modèles incorporant des informations au-delà de la composition de l'UT/UC peuvent fournir des prévisions plus fiables pour contribuer aux décisions de gestion. Parce que la configuration du paysage peut être manipulée indépendamment des changements dans la composition, les modèles de SE qui intègrent la configuration peuvent être utilisés à la fois pour quantifier avec précision la provision de SE et pour identifier des scénarios qui minimisent les impacts environnementaux du changement d'UT/UC simplement en modifiant la répartition spatiale des changements prévus à travers le paysage. Le concept des SE a le potentiel de contribuer à une gestion environnementale plus efficace. Afin d'aller de l'avant dans ce domaine en pleine expansion et faire des SE un concept pratique dans la gestion, il est essentiel d'adopter des stratégies qui mesurent et créent des modèles de SE adéquats, telles que celles proposées dans cette thèse.
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Cecil-Riddle, Kimberly. "Nurses' Knowledge and Perceptions of Rapid Response Teams in a Psychiatric Facility." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633624.

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Psychiatric illnesses can sometimes lead to behavioral outbursts that need to be addressed quickly to deescalate potentially explosive situations. Nurses are in a unique position to respond to such outbursts by calling for a rapid response team. Nurses who are part of the rapid response team should be well-informed of their roles and responsibilities in managing aggressive and violent behavior. The purpose of this project was to explore RN's and LPN's knowledge and perceptions of a rapid response team in a psychiatric facility. The Iowa model of evidence-based practice provided the framework to integrate theory into practice to improve care. A quantitative descriptive design was implemented with a convenience sample of nurses using a 4-part questionnaire. Of the 64 surveys distributed on 5 wards, 59 were completed for a response rate of 92%. Descriptive statistics were used to analyze nurse responses to demographic data and background data. A Chi-square statistic was calculated to investigate the relationship between RN and LPN responses to the Likert Agreement Scale; no significant difference in responses was found. Open-ended questions allowed nurses to comment on their role and position during a code. The comments were sorted into categories of reoccurring themes. Results suggested that nurses need to understand signs of behavioral escalation and strategies to deescalate a potentially volatile patient. Nurses commented that knowledge during a code, reasons for calling a code, and good communication skills are essential in code situations. Findings from this project can benefit nurses who work psychiatric emergencies by underscoring the need to development of psychiatric rapid response teams and to update current standards of inpatient care.

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Tillett, Marsha Jane 1952. "The effect of postpartum home teaching on knowledge of infant care." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278075.

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This study investigated the effect of postpartum home teaching on primiparous women's knowledge of infant care. Twenty-one low-risk primigravidae women were randomly placed in a control or experimental group. Subjects in the experimental group viewed a videotaped program on infant care a second time, at home on the third day postpartum. Tests were administered prior to hospital discharge, on the third day postpartum, and at 28-32 days postpartum. A short interview was conducted to obtain opinions regarding videotaped educational materials. The subjects (n = 21) retained most of the information presented after the first viewing and expressed satisfaction with the educational format. The results were not statistically significant, though mean test scores increased over the three test intervals.
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Ganley, Caitlan. "Knowledge, Attitudes and Beliefs Towards Contraception Among Rural Mozambican Women." Thesis, Icahn School of Medicine at Mount Sinai, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537301.

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Much of Sub-Saharan Africa lags behind the world in reproductive health. The nine villages surrounding Gorongosa are remote rural villages with very limited access to health care, and contraceptive options. A survey regarding the health of women and children in the community was created and every woman between the ages of 15, and 59 was surveyed, a total of 2438 in all. There were many sections but this thesis focuses on the results of the contraception and family planning segment. In this population only 4% of women are using any form of family planning, 8.2% state they would like to, but only 3% state a desire to become pregnant at the point of the survey. Only 17.2% can name a method of contraception, and 27% believe that temporary contraception can lead to permanent infertility. Significant associations were found between knowledge and positive beliefs about contraception and use, or a desire to use contraception, indicating there is a role for educational programs to help inform women of their options and give them the opportunity for reproductive self-determination.

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Odisho, Helen, and Hina Khan. "Oral health knowledge among nursing students." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. Oral hälsa, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36308.

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Background: Oral health is a part of general health and it is therefore important that nurses are able to detect abnormalities in the mouth to refer to dental care. Aim: The aim of this study was to examine oral health knowledge regarding oral diseases and oral hygiene among nursing students at two universities - InHolland University and University of Victoria [UVic]. Method: This study has a quantitative cross-sectional design based on a questionnaire. Chi-square tests were made to discover differences between the two universities. Results: The study consists of a total of 105 questionnaires. The participants had good knowledge of oral hygiene. Concerning knowledge about dental caries, gingivitis, and periodontitis, limited knowledge and several statistical significant differences between the universities were found. The extent of the oral health education was between 1-10 hours in the respective universities. Several nurses considered that they did not feel ready or were unsure if they have enough knowledge about oral health for their future work. Conclusion: The study has shown that the nursing students at both InHolland University and UVic have basic knowledge regarding oral hygiene but moderate knowledge in oral diseases regarding development and prevention of dental caries, gingivitis and periodontitis.
Bakgrund: Oral hälsa är en del av allmän hälsa och därför är det viktigt att sjuksköterskor kan upptäcka eventuella avvikelser i munnen för att remittera vidare till tandvård. Syfte: Syftet med studien var att undersöka kunskap om oral hälsa gällande orala sjukdomar och munhygien bland sjuksköterskestudenter vid InHolland University och University of Victoria [UVic]. Metod: En kvantitativ tvärsnittsstudie med enkät som datainsamlingsmetod genomfördes bland tredje års sjuksköterskestudenter vid InHolland University och UVic. Chi-2 tester utfördes för att jämföra variabler mellan universiteten. Resultat: Studien består av totalt 105 enkäter. Resultatet avseende munhygien visade på goda kunskaper inom ämnet. Resultatet avseende kunskaper om karies, gingivit samt parodontit visade på en begränsad kunskap och skillnader återfanns mellan universiteten. Omfattningen av utbildning inom oral hälsa på programmen låg mellan 1-10 timmar på båda universiteten. Flera sjuksköterskestudenter ansåg att de inte kände sig redo eller var osäkra på om de var redo att tillämpa sina kunskaper inom oral hälsa, genom att upptäcka och jobba preventivt, i framtida arbetet. Slutsats: Studien visar att sjuksköterskestudenter har grundläggande kunskaper avseende munhygienen men måttlig kunskap inom orala sjukdomar avseende uppkomst och prevention av karies, gingivit och parodontit.
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Books on the topic "Expanding knowledge in the health sciences"

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Association, Manitoba Health Libraries. Access to knowledge-based health information in Manitoba: A position paper. Winnipeg, MB: The Association, 1998.

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Applied scientific inquiry in the health professions: An epistemological orientation. 2nd ed. Bethesda, Md: American Occupational Therapy Association, 1996.

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Applied scientific inquiry in the health professions: An epistemological orientation. Rockville, Md: AOTA, American Occupational Therapy Association, 1992.

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Gregg, Mitman, Murphy Michelle, and Sellers Christopher C, eds. Landscapes of exposure: Knowledge and illness in modern environments. Chicago: University of Chicago Press, 2004.

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Butler, Susan Orange. AN INSTRUMENT FOR EVALUATING WOMEN'S HEALTH KNOWLEDGE (HEALTH KNOWLEDGE). 1992.

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Wilson, Christine Marie Bradley. BALANCING: AN EXPANDING CONCEPT OF HEALTH IN YOUNG ADULT MALES (MEN). 1992.

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Reichenbach, Maryann Beaton. HEALTH VULNERABILITY, BODY KNOWLEDGE AND HEALTH BEHAVIORS OF EARLY ADOLESCENTS. 1985.

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Mcelroy, Ellen Crawford. UNCOVERING CLINICAL KNOWLEDGE IN EXPERT PSYCHIATRIC NURSING PRACTICE (NURSING). 1990.

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Mellott, Susan Kathleen Maul. GRADUATING NURSING STUDENTS' KNOWLEDGE OF CHILD ABUSE. 1987.

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Young, Constance Eugenia. INTUITION IN NURSING (SUBJECTIVE, KNOWLEDGE, COGNITIVE). 1985.

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Book chapters on the topic "Expanding knowledge in the health sciences"

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Richardson, Lauren. "Expanding the Scope of Biosecurity Through One Health." In Advanced Sciences and Technologies for Security Applications, 35–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69464-7_3.

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Kemp, Lynn. "Translational Research: Bridging the Chasm Between New Knowledge and Useful Knowledge." In Handbook of Research Methods in Health Social Sciences, 367–89. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-5251-4_72.

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Kemp, Lynn. "Translational Research: Bridging the Chasm Between New Knowledge and Useful Knowledge." In Handbook of Research Methods in Health Social Sciences, 1–25. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-2779-6_72-1.

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Puustjärvi, Juha, and Leena Puustjärvi. "Towards Knowledge Oriented Personal Health Systems." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 35–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23635-8_5.

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Campbell, Robert H. "Eliciting Expert Practitioner Knowledge Through Pedagogy and Infographics." In Handbook of Research Methods in Health Social Sciences, 2213–24. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-5251-4_136.

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Campbell, Robert H. "Eliciting Expert Practitioner Knowledge Through Pedagogy and Infographics." In Handbook of Research Methods in Health Social Sciences, 1–12. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2779-6_136-1.

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Soto-Almela, Jorge, and Gema Alcaraz-Mármol. "Teaching ESP Through Data-Driven Learning: An Exploratory Study in Health Sciences Degrees." In Mediating Specialized Knowledge and L2 Abilities, 209–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87476-6_10.

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Ghosh, Shyamasree, and Rathi Dasgupta. "Applications and Software of Machine Learning and Artificial Intelligence (AI) in Medical Knowledge and Health." In Machine Learning in Biological Sciences, 151–67. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8881-2_17.

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Sutton, James E. "Toward the Betterment of Prisoners’ Lives: The Role of Social Science Research-Based Knowledge and Evidence." In Handbook of Social Sciences and Global Public Health, 1–17. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-96778-9_118-1.

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Chikumba, Patrick Albert, and Patrick Naphini. "GIS Initiatives in Health Management in Malawi: Opportunities to Share Knowledge." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 263–72. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66742-3_25.

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Conference papers on the topic "Expanding knowledge in the health sciences"

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Penman, Joy, and Kerre A Willsher. "New Horizons for Immigrant Nurses Through a Mental Health Self-Management Program: A Pre- and Post-Test Mixed-Method Approach." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4759.

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Aim/Purpose: This research paper reports on the evaluation of a mental health self-management program provided to immigrant nurses working at various rural South Australian aged care services. Background: The residential aged care staffing crisis is severe in rural areas. To improve immigrant nurses’ employment experiences, a mental health self-management program was developed and conducted in rural and regional health care services in South Australia. Methodology: A mixed approach of pre- and post-surveys and post workshop focus groups was utilized with the objectives of exploring the experiences of 25 immigrant nurses and the impact of the mental health program. Feminist standpoint theory was used to interpret the qualitative data. Contribution: A new learning environment was created for immigrant nurses to learn about the theory and practice of maintaining and promoting mental health. Findings: Statistical tests showed a marked difference in responses before and after the intervention, especially regarding knowledge of mental health. The results of this study indicated that a change in thinking was triggered, followed by a change in behaviour enabling participants to undertake self-management strategies. Recommendations for Practitioners: Include expanding the workshops to cover more health care practitioners. Recommendations for Researchers: Feminist researchers must actively listen and examine their own beliefs and those of others to create knowledge. Extending the program to metropolitan areas and examining differences in data. E technology such as zoom, skype or virtual classrooms could be used. Impact on Society: The new awareness and knowledge would be beneficial in the family and community because issues at work can impact on the ability to care for the family, and there are often problems around family separation. Future Research: Extending the research to include men and staff of metropolitan aged care facilities.
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Tsai, Hsine-Jen, Les Miller, Ming Hua, Sree Nilakanta, and Meher Vani Bojja. "Expanding the Disaster Management Knowledge Space through Spatial Mediation." In 2012 45th Hawaii International Conference on System Sciences (HICSS). IEEE, 2012. http://dx.doi.org/10.1109/hicss.2012.262.

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Croasdell, D. T., and Y. K. Wang. "Virtue-nets: toward a model for expanding knowledge networks." In 37th Annual Hawaii International Conference on System Sciences, 2004. Proceedings of the. IEEE, 2004. http://dx.doi.org/10.1109/hicss.2004.1265594.

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Shang, Yanyan, and Jun Liu. "Health Literacy: Exploring Health Knowledge Transfer in Online Healthcare Communities." In 2016 49th Hawaii International Conference on System Sciences (HICSS). IEEE, 2016. http://dx.doi.org/10.1109/hicss.2016.395.

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Flynn, Allen J., Wei Shi, Rocky Fischer, and Charles P. Friedman. "Digital Knowledge Objects and Digital Knowledge Object Clusters: Unit Holdings in a Learning Health System Knowledge Repository." In 2016 49th Hawaii International Conference on System Sciences (HICSS). IEEE, 2016. http://dx.doi.org/10.1109/hicss.2016.413.

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Ernst, Patrick, Cynthia Meng, Amy Siu, and Gerhard Weikum. "KnowLife: A knowledge graph for health and life sciences." In 2014 IEEE 30th International Conference on Data Engineering (ICDE). IEEE, 2014. http://dx.doi.org/10.1109/icde.2014.6816754.

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Perry, Ivor. "Process, Knowledge, Touchpoints in Mental Health Communities of Practice." In 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07). IEEE, 2007. http://dx.doi.org/10.1109/hicss.2007.448.

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Faumuina, Cecelia. "'Asi - The presence of the unseen." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.110.

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This paper considers an indigenous, methodological framework developed for my doctoral thesis, ‘Asi: The Presence of the Unseen. Defined as ‘Ngatu’ the framework employs the heliaki (metaphor) of women’s collective crafting of indigenous fabric, to structure an artistic research project. Ngatu is cloth made from the bark of the paper mulberry tree. Used for floor mats, bedding, clothing and room dividers it is also often given as a gift at weddings, funerals and formal presentations. Ngatu is considered one of Oceania’s distinctive art forms and processes. Within the study, the position of the researcher is both a creator of artistic work and a reflector on the experience and practices of other collaborators. The Ngatu framework enables a practice-led inquiry that is underpinned by indigenous principles: uouongataha (the pursuit of harmony), mālie/māfana (warmth and beauty) and anga fakatōkilalo (being open to learning). Guided by these values, the methodology employs five distinct phases: TŌ (gestation) TĀ (harvesting knowledge) NGAOHI / TUTU (preparing and expanding ideas) HOKO/KOKA’ANGA (harmonious composition), and FOAKI (presentation). The Ngatu methodology may be seen in the light of a significant discussion in 2019, where a gathering of Oceanic scholars considered a proliferation of Indigenous models of inquiry that had been developed by Pacific researchers outside of conventional Western research paradigms. Although much of the discussion focused on research emanating from Health and the Social Sciences, the use of heliaki to describe methodological approaches to artistic inquiry also has a discernible history in doctoral theses in Aotearoa/New Zealand (Pouwhare, 2020; Toluta’u, 2015; Tupou, 2018; Vea, 2015). The Ngatu methodological framework was applied to the question, “What occurs when young Oceanic people work together artistically in a group, drawing on values from their cultural heritage to create meaningful faiva (artistic performances)?” In posing this question, the thesis sought to understand how, ‘asi (the spirit of the unseen), might operate as an empowering agency for endeavour and belonging. As such, the study proposed that ‘asi which is conventionally identified at the peak of artistic performance, might be also discernible before and after such an event, and resource the energy of artistic practice as a whole. The Ngatu methodology was applied to two bodies of work. The first was a co-created project called Lila. This was developed by a team of secondary school students who produced a contemporary faiva for presentation in 2019. This case study was used in conjunction with interviews from contemporary Oceanic youth leaders, reflecting on the nature and agency of ‘asi, as it appears in their artistic workshops with young people. The second work was a performance called FAIVA | FAI VĀ. This was the researcher’s artistic response to the witnessed nature of ‘asi. The performance integrated spoken word poetry, sound, illustration and video design.
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Shires, M. A., and M. S. Craig. "Expanding citizen access and public official accountability through knowledge creation technology: one recent development in e-democracy." In 36th Annual Hawaii International Conference on System Sciences, 2003. Proceedings of the. IEEE, 2003. http://dx.doi.org/10.1109/hicss.2003.1174321.

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Berndt, D. J., and J. Studnicki. "Introduction to the minitrack: data and knowledge management in health care." In 36th Hawaii International Conference on Systems Sciences. IEEE, 2003. http://dx.doi.org/10.1109/hicss.2003.1174349.

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Reports on the topic "Expanding knowledge in the health sciences"

1

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 5: Data Collection. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001252.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 2: Generating Priorities and Ideas. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001249.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 2: Generating Priorities and Ideas.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001253.

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Abstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 7: Reporting. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001254.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 7: Reporting.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 4: Study Design. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001251.

Full text
Abstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 4: Study Design.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Expanding men's participation in reproductive health in Kenya. Population Council, 1999. http://dx.doi.org/10.31899/rh1999.1007.

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To increase men’s participation in family planning (FP) and reproductive health (RH) both for their own well-being and as gatekeepers to women’s health, the African Population Policy Research Center and the Population Council’s OR/TA Project II launched a study designed to explore best practices for delivering services to men. The study examined men’s knowledge, perceptions, and concerns about RH issues, including FP, and the social context of their knowledge. In sub-Saharan Africa, FP and reproductive health-care research and interventions place a disproportionate emphasis on women and largely ignore the role of men. As a result, male participation in FP and RH has been low. The study’s goals, as detailed in this document, were to collect information on men’s views and perspectives on RH, including FP, in order to expand services to encompass men as FP users and supportive partners. The study looked at men’s perceptions of FP and their knowledge and attitudes about existing and preferred FP and STD services.
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