Research progress on the application of tacit knowledge sharing in nursing teaching behavior
隐性知识共享在护理教学行为中的应用研究进展

摘要

护理教学行为中的隐性知识共享，是指护理教育者在实践中传授给护理学习者的那些看不见、摸不着，却深深植根于经验和直觉中的知识。这种知识往往是通过长期的临床实践和观察领悟得来，不易通过语言、文字等形式明确表达，但却对护理实践起着至关重要的指导作用。隐性知识共享在护理人才培养中占据核心地位，它涵盖了临床护理技能、患者沟通技巧、心理护理策略、应急处理能力等多个层面。有效共享隐性知识，能够帮助护理人员提升临床判断力、决策能力和服务质量，从而更好地满足患者需求和服务临床工作。为了促进隐性知识的有效共享，需要深入分析影响这一过程的各种因素。在此基础上，针对影响隐性知识共享的关键因素，提出一系列具有针对性且可操作的对策建议。

Abstract

Tacit knowledge sharing in nursing teaching behavior refers to the invisible and untouchable knowledge that nursing educators impart to nursing learners in practice, but which is deeply rooted in experience and intuition. This kind of knowledge is often acquired through long-term clinical practice and observation, which is not easy to express clearly through language, writing and other forms, but it plays a vital guiding role in nursing practice. Tacit knowledge sharing occupies a core position in the training of nursing talents, which covers clinical nursing skills, patient communication skills, psychological nursing strategies, emergency handling ability and so on. Effective sharing of tacit knowledge can help nurses improve clinical judgment, decision-making ability and service quality, so as to better meet patient needs and serve clinical work. In order to promote the effective sharing of tacit knowledge, it is necessary to deeply analyze various factors that affect this process. On this basis, according to the key factors affecting tacit knowledge sharing, a series of targeted and actionable countermeasures and suggestions are put forward.