Karimi Moonaghi Hossein, Ahanchian Mohammad Reza, Hassanian Zahra Marzieh
Department of Medical and Surgical, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, IR Iran ; Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IR Iran.
Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, IR Iran.
Iran Red Crescent Med J. 2014 Oct 5;16(10):e21835. doi: 10.5812/ircmj.21835. eCollection 2014 Oct.
The need for effective management of intellectual and academic assets is constantly growing. The nursing educational system should be considered as a storage of knowledge since it is deposited in the nursing educational system in the form of intellectual investment.
The purpose of the present study was to explore nursing knowledge storage in the nursing educational system.
The participants of this study consisted of eight nursing educators and five students. The inductive content analysis method was used in this research. Participants were interviewed through the semi-structured method. Data analysis was done by five stage framework approaches. The trustworthiness of the study was ensured through validity and acceptability criteria.
Data analysis showed that nursing educators and students were involve in teaching and learning activities by storing knowledge in subjective and objective forms. Knowledge was gained through the different educational activities of the nursing educators and through contact with their peers. Moreover, the nursing students gained knowledge for better learning and a more knowledgeable and advanced performance with the help of the educators.
This study revealed the main components of knowledge storage. An enhanced preservation of explicit knowledge is recommended in the nursing educational system so that in the future, students and educators can easily access the same knowledge from storage sources and not from individuals who might be carrying only a single experience of the subject.
对知识和学术资产进行有效管理的需求持续增长。护理教育系统应被视为一个知识储备库，因为知识是以智力投资的形式存于护理教育系统中的。
本研究旨在探究护理教育系统中的护理知识储备情况。
本研究的参与者包括八位护理教育工作者和五位学生。本研究采用归纳性内容分析法。通过半结构化方法对参与者进行访谈。数据分析采用五阶段框架法。通过效度和可接受性标准确保研究的可信度。
数据分析表明，护理教育工作者和学生通过以主观和客观形式存储知识来参与教学活动。知识是通过护理教育工作者的不同教育活动以及与同行的接触而获得的。此外，护理专业学生在教育工作者的帮助下获取知识以实现更好的学习以及更有见识和更先进的表现。
本研究揭示了知识储备的主要组成部分。建议在护理教育系统中加强对显性知识的保存，以便未来学生和教育工作者能够轻松地从存储源获取相同的知识，而不是仅从可能只拥有该学科单一经验的个人那里获取知识。
