Learning Activities

Learning Activity 1
Can you think of any examples of where tacit knowledge has been converted to explicit knowledge to legitimise it? What about social prescribing? Much of the evidence collected on the effects of social prescribing is tacit knowledge, yet it has to be processed and converted to explicit knowledge for the knowledge to be recognised.

Learning Activity 2
Imagine you have been released to attend a training course supported by the Royal College and you meet colleagues at the training day who explain that they have a created a new pathway for dementia patients in A&E and it has seen a 50% reduction in dementia patients in A&E. Your colleagues are midway through the writing up of this work but you want to influence your colleagues about developing the pathway at your hospital.
Explain how you might use the SECI model to convert the tacit knowledge to explicity knowledge.

Learning Activity 3
How might you support carers tacit knowledge to be converted to explicit knowledge to support a more person centred approach for patients.

Learning Outcomes : By the end of this learning unit you will be able to

1. Define what is meant by self care and self management in healthcare
2. Outline the evidence base for self care and self management
3. Explore Nonaka and Tekuchi’s The Knowledge Creation company, as a model of Knowledge Management to support patient self care and self management
4. Outline a set of principles for to support collaborative patient education