Difference between revisions of "Harms2021"

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|Author(s)=Paulien Harms; Tom Koole; Ninke Stukker; Jaap Tulleken
 
|Author(s)=Paulien Harms; Tom Koole; Ninke Stukker; Jaap Tulleken
 
|Title=Expertise as a domain of epistemics in intensive care shift-handovers
 
|Title=Expertise as a domain of epistemics in intensive care shift-handovers
|Tag(s)=EMCA; Conversation Analysis; Intensive care shift-handovers; Epistemics; Expertise; In press
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|Tag(s)=EMCA; Conversation Analysis; Intensive care shift-handovers; Epistemics; Expertise
 
|Key=Harms2021
 
|Key=Harms2021
 
|Year=2021
 
|Year=2021

Latest revision as of 00:29, 11 November 2021

Harms2021
BibType ARTICLE
Key Harms2021
Author(s) Paulien Harms, Tom Koole, Ninke Stukker, Jaap Tulleken
Title Expertise as a domain of epistemics in intensive care shift-handovers
Editor(s)
Tag(s) EMCA, Conversation Analysis, Intensive care shift-handovers, Epistemics, Expertise
Publisher
Year 2021
Language English
City
Month
Journal Discourse Studies
Volume 23
Number 5
Pages 636-651
URL Link
DOI 10.1177/14614456211016801
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This paper examines how expertise is treated as a separable domain of epistemics by looking at simulated intensive care shift-handovers between resident physicians. In these handovers, medical information about a patient is transferred from an outgoing physician (OP) to an incoming physician (IP). These handovers contain different interactional activities, such as discussing the patient identifiers, giving a clinical impression, and discussing tasks and focus points. We found that with respect to (factual) knowledge about the patient, the OPs display an orientation to a knowledge imbalance, but with respect to (clinical) procedures, reasoning, and activities, they display an orientation to a knowledge balance. We use ‘expertise’ to refer to this latter type of knowledge. ‘Expertise’ differs from, and adds to, how knowledge is often treated in epistemics in that it is concerned with professional competence or ‘knowing how’. In terms of epistemics, the participants in the handovers orient to a steep epistemic or knowledge gradient when it concerns the patient, while simultaneously displaying an orientation to a horizontal expertise gradient.

Notes