| Summary: | 博士 === 國立成功大學 === 企業管理學系碩博士班 === 92 === 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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