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Naslov: POMEN IMPLICITNEGA ZNANJA ZA KAKOVOST ZDRAVSTVENE NEGE Avtorji: ID Galjot, Tjaša (Avtor) ID Laznik, Gorazd (Mentor) Več o mentorju... Datoteke: DIP_Galjot_Tjasa_2024.pdf (572,72 KB) MD5: FBAB382636F84166FA8A32F3C3BC130F   Jezik: Slovenski jezik Vrsta gradiva: Diplomsko delo/naloga Organizacija: UNM FZV - Univerza v Novem mestu - Fakulteta za zdravstvene vede Opis: Teoretična izhodišča: Implicitno znanje v zdravstveni negi zajema nezavedno pridobljene veščine, izkušnje in intuicijo zdravstvenih delavcev, kar je ključno za izboljšanje delovanja zdravstvenih timov ter kakovosti in varnosti oskrbe. Raziskave poudarjajo, da je prepoznavanje in razumevanje tega znanja ključno, vendar formalno izobraževanje pogosto ne vključuje integracije implicitnega znanja. Namen diplomske naloge je bil usmerjen najprej v teoretično opredelitev implicitnega znanja in zdravstvene nege, čemur je sledil kvalitativni raziskovalni del, v katerem smo s pomočjo pregleda literature želeli proučiti dojemanje implicitnega znanja med zdravstvenimi delavci, njegove ključne vidike, načine prenosa in obstoječa priporočila za dvig kakovosti oskrbe pacientov. Metodologija: Raziskava temelji na kvalitativnem raziskovalnem pristopu in deskriptivni metodi dela z uporabo metode sistematičnega pregleda literature. Podatke smo pridobili iz baz COBISS, Google Scholar, PubMed in Web of Science, pri čemer smo vključili objave med letoma 2019 in 2024. Iskanje, analiza in obdelava literature so potekali med majem in junijem 2024, v končno analizo pa smo vključili 15 enot od 314 identificiranih. Rezultati: Potek iskanja literature je bil temeljit in sistematičen. Pri iskanju smo uporabili naslednje ključne besede in besedne zveze v slovenskem jeziku: "zdravstvena nega", "kakovost", "znanje" in "implicitno znanje" ter "nursing care", "quality", "knowledge" in "implicit knowledge" v angleškem jeziku. Pri pregledu zadetkov smo uporabili izključitvene kriterije, da bi zagotovili relevantnost in kakovost virov. Izključili smo študije, ki niso bile v angleškem ali slovenskem jeziku, tiste, ki niso ustrezale iskanemu časovnem obdobju, in tiste, ki niso bile prosto dostopne. Po uporabi izključitvenih kriterijev smo jih od 314 najdenih zadetkov za nadaljnjo analizo izbrali 15, v katerih je bilo naše raziskovalno področje najbolje opredeljeno. Razprava: Analiza je pokazala, da zdravstveni delavci dojemajo implicitno znanje kot ključno za klinično odločanje in kakovost oskrbe pacientov. Prepoznavanje in učinkovito prenašanje tega znanja med zdravstvenimi delavci prispeva k izboljšanju zdravstvene prakse in organizacijskih rezultatov, kar vodi do večjega zadovoljstva pacientov. Analiza ugotovitev raziskovalcev v izbrani literaturi jasno pokaže, da je implicitno znanje ključno za kakovostno klinično odločanje in oskrbo pacientov. Priporočamo nadaljnje raziskave, osredotočene na vpliv kulturnih, organizacijskih in izobraževalnih dejavnikov na uporabo implicitnega znanja, ter razvoj izobraževalnih programov za njegovo boljše prepoznavanje in uporabo. Ključne besede: implicitno znanje, kakovost, znanje, zdravstvena nega Leto izida: 2024 Datum objave v ReVIS: 08.12.2024 Število ogledov: 131 Število prenosov: 3 Metapodatki:    Citiraj gradivo Navadno besedilo BibTeX EndNote XML EndNote/Refer RIS ABNT ACM Ref AMA APA Chicago 17th Author-Date Harvard IEEE ISO 690 MLA Vancouver : Kopiraj citat

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Sekundarni jezik

Jezik:	Angleški jezik
Naslov:	THE IMPORTANCE OF IMPLICIT KNOWLEDGE FOR THE QUALITY OF HEALTHCARE
Opis:	Theoretical Background: Implicit knowledge in nursing encompasses unconsciously acquired skills, experiences, and intuition of healthcare professionals, which are crucial for improving the performance of healthcare teams and the quality and safety of care. Research highlights that recognizing and understanding this knowledge is essential, yet formal education often does not include the integration of implicit knowledge. The aim of this thesis was first to provide a theoretical definition of implicit knowledge and nursing care, followed by a qualitative research component in which we sought to examine the perception of implicit knowledge among healthcare professionals, its key aspects, methods of transfer, and existing recommendations for improving patient care quality through a literature review. Methodology: The research is based on a qualitative research approach and a descriptive method of work using a systematic literature review. Data were obtained from the COBISS, Google Scholar, PubMed, and Web of Science databases, including publications from 2019 to 2024. The search, analysis, and processing of the literature were conducted between May and June 2024, and 15 out of 314 identified units were included in the final analysis. Results: The literature search process was thorough and systematic. The following keywords and phrases were used in the search: in Slovenian, "zdravstvena nega" (nursing care), "kakovost" (quality), "znanje" (knowledge), and "implicitno znanje" (implicit knowledge); and in English, "nursing care," "quality," "knowledge," and "implicit knowledge." Exclusion criteria were applied during the review of the results to ensure the relevance and quality of the sources. We excluded studies that were not in English or Slovenian, those that did not match the desired time frame, and those that were not freely accessible. After applying the exclusion criteria, we selected 15 out of 314 identified studies for further analysis, where our research topic was best defined. Discussion: The analysis revealed that healthcare professionals perceive implicit knowledge as crucial for clinical decision-making and the quality of patient care. Recognizing and effectively transferring this knowledge among healthcare professionals contributes to improving healthcare practice and organizational outcomes, leading to higher patient satisfaction. The analysis of findings from the selected literature clearly shows that implicit knowledge is essential for quality clinical decision-making and patient care. We recommend further research focusing on the impact of cultural, organizational, and educational factors on the use of implicit knowledge and the development of educational programs for its better recognition and utilization.
Ključne besede:	Implicit knowledge, quality, knowledge, healthcare

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