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題名:個人知識移轉影響因素之探討--以護理知識為例
作者:蔡玲瓏 引用關係
作者(外文):Ling-Long Tsai
校院名稱:國立成功大學
系所名稱:企業管理學系碩博士班
指導教授:蔡明田
學位類別:博士
出版日期:2004
主題關鍵詞:知識移轉移轉方式先備知識移轉績效transfer methodstransfer performanceprior knowledgeknowledge transfer
原始連結:連回原系統網址new window
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  過去對於知識移轉的研究,大多以組織為研究對象,探討組織與組織間的知識移轉,較少個人層面的探討。大部分知識管理領域相關學者認為知識移轉是知識接受者經由與知識提供者間的互動,透過各種工具或方法來達到知識移轉的目的。而組織間的知識移轉也來自於人與人之間的互動。個人知識移轉的成效,也會影響到組織知識移轉的成效,因而與個人知識移轉相關的移轉方式與影響因素需深入探討。另外,個人在學習之前擁有的知識,亦會對知識移轉造成影響。
  本研究目的在了解個人知識移轉的模式,以護理知識的移轉作為探討的對象,探討個人知識移轉採用的方法及知識移轉的影響因素。其次,個人知識移轉方式及知識移轉影響因素對知識移轉績效的影響程度,亦是本研究之重點。最後,則探討先備知識對知識移轉影響因素到知識移轉績效產生的干擾效果。本研究發現在護理知識移轉過程所使用的個人知識移轉方式有:1.互動教導2.情境3.想像4.經驗。而個人知識影響因素則有:1.護生的影響因素2.學校老師的教學3.臨床老師的教學4.醫院護理人員的態度5.課程的設計。在知識移轉方式方面,「互動教學」、「想像」、「經驗」等方式均能有效提昇護理知識移轉績效,「情境」則能提昇部分護理知識之移轉績效。在知識移轉影響因素方面,「護生的影響因素」、「臨床老師的教學」及「醫院護理人員的態度」均能增進十一種護理知識移轉績效,「學校老師的教學」雖能促進移轉績效,但其影響較小。而「課程的設計」對大多數的護理知識均有負項的影響,顯示教學與實作各自獨立,存在理論與實作落差的現象。在先備知識的干擾作用方面,研究結果顯示,高先備知識群較低先備知識群更能透過知識移轉影響因素來達到提昇護理知識移轉績效的目的。
  In the past, studies of knowledge transfer generally focused upon organizations – including the discussion of knowledge transfer between organizations. The studies seldom focused upon individual level. Most researchers regard knowledge transfer as the interaction between knowledge acceptors and knowledge contributors, through various tools or ways to achieve transformation. However, knowledge transfer between organizations also comes from inter-personal interaction. The performance of individual knowledge transfer would affect organizational knowledge transfer performance. Therefore, further discussion is needed in the areas related to transferring methods and influencing factors. Meanwhile, knowledge gained previous to learning would also affect the performance of knowledge transfer.
  The aim of this study is to understand the model of individual knowledge transfer. We explore the transformation of nursing knowledge, and try to find out the knowledge transfer methods which individuals adopt as well as the influencing factors of individual knowledge transfer. We also seek to discover the degree of knowledge transfer performance affected by individual knowledge transfer methods and related influencing factors. Finally, we discuss the moderating effect of prior knowledge to knowledge transfer performance.
  The study discovers four methods of individual knowledge transfer used by the nursing knowledge transferring process: (1) interactive instruction, (2) context, (3) imagination, and (4) experience. The significant factors of individual knowledge transfer include: (1) the influencing factors of nursing students, (2) nursing school instruction, (3) clinical setting instruction, (4) the attitudes of hospital nurses, and (5) the design of the curriculum. The results show that “interactive instruction,” “imagination” and “experience” could improve the performance of nursing knowledge transfer.
  “Clinical setting instruction” and “the attitudes of hospital’s nurses” could improve each area of nursing knowledge transformation the most significantly. “Nursing school instruction” could also improve knowledge transfer performance, but with lesser effect. “The design of curriculum” shows no correlation with knowledge transfer performance. When teaching and practice run independently, there exists the phenomenon of “theory-practice gap.” The results also indicate that the higher prior knowledge group could improve the performance of nursing knowledge transfer through knowledge transfer influencing factors better than lower prior knowledge individuals.
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鄧運林(民81),「自我導向學習對成人學生學習行為、學業成績影響之實驗研究」,國立政治大學教育研究所博士論文。new window

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