Search results

Considers how higher education administrators can utilize student outcomes assessment information in decision making. Defines student outcomes assessment as any institutional action which attempts to determine the degree to which students collectively attain the intended learning outcomes of the institution. Develops a conceptual framework based on Simon’s bounded rationality decision‐making model and Provus’s discrepancy evaluation model. Identifies specific constraints involved in the process of gathering, analysing, reporting and using student outcomes assessment information in decision making at the strategic, managerial and operational levels. Discusses various uses to which student outcomes assessment information can be put, as identified in the literature, such as identification of problems, development of a context for a decision, inducing closure, and promoting or selling a decision. Finally, discusses several factors affecting the utilization of such assessment information and develops implications for administrative practice.

EARLY IN 1962 I was asked by Unesco to serve as consultant for a new library building to be erected in Kuwait, Arabia. A librarian consultant was required, who should be versed in the problems of library planning, and should draw up the programme for the building.

Evidence-based practice is pivotal to effective patient care. However, its translation into practice remains limited. Given the central role of primary care in many healthcare systems, it is important to identify strategies that bolster clinician-capacity to promote evidence-based care. The purpose of this paper is to identify strategies to increase Practice Nurse capacity to promote evidence-based sexual healthcare within general practice.

A survey of 217 Practice Nurses in an Australian state and ten respondent-interviews regarding two resources to promote evidence-based sexual healthcare – namely, a clinical aide and online training.

The perceived impact of both resources was determined by views on relevance and design – particularly for the clinical aide. Resource-use was influenced by role and responsibilities within the workplace, accessibility, and support from patients and colleagues.

This is the first Australian study to reveal strategies to promote evidence-based sexual healthcare among Practice Nurses. The findings provide a platform for future research on knowledge translation processes, particularly among clinicians who might be disengaged from sexual healthcare.

Given the benefits of evidence-based practices, it is important that managers recognize their role, and the role of their services, in promoting these. Without explicit support for evidence-based care and recognition of the Practice Nurse role in such care, knowledge translation is likely to be limited.

Knowledge translation among Practice Nurses can be facilitated by: resources-deemed informative, relevant, and user-friendly, as well as support from patients, colleagues, and their workplace.