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This paper seeks to present a theoretical framework with the aim of contributing to improved understanding of how reflection can provide a mechanism to integrate research‐based knowledge with the pre‐existing practice‐based knowledge.

The paper begins with an explanation of important concepts: research‐based and practice‐based knowledge, four levels of action and two modes of learning. Two mini cases concerning managers in the public sector in Sweden then provide an illustration of how research‐based knowledge can be utilized to challenge practice‐based knowledge. The concluding discussion addresses some of the challenges involved in achieving reflection in the workplace that utilizes research‐based knowledge.

The reflection programmes had several characteristics that facilitated their implementation: they achieved a balance between the workplace demands on the participating managers and time required for the reflection; the participants were specifically recruited, had full management support and were highly motivated to be part of the reflection groups; the facilitators played key roles in structuring the managers' discussions and linking their experiences to relevant research‐based knowledge.

Methodological limitations of the cases constrain the conclusions to be drawn from these studies. However, it should be emphasized that the case studies were intended primarily as illustrations of how workplace reflection can be used to integrate research‐based and practice‐based knowledge. Obviously, there is a risk of social desirability bias because the interviewer was also involved in developing and implementing the reflection programmes. She also participated as a supervisor in mini case 2.

The literature on reflection has largely focused on reflection in the context of education, training and preparing for work or a profession. The role of workplace reflection and learning for practitioners and managers in work has received far less attention. The emergence of the evidence‐based practice (EBP) agenda has further highlighted the importance of workplace learning and reflection, as practitioners are increasingly expected to critically appraise research studies and integrate new findings into their practice. A more EBP requires reflecting practitioners who are able to synthesize research‐based knowledge with their own practice‐based knowledge acquired through experience. However, the process of integrating research‐based and practice‐based knowledge has not been the focus of much study.

This study aims to systematically review published empirical research on leadership as a determinant for the implementation of evidence-based practice (EBP) and to investigate leadership conceptualization and operationalization in this field.

A systematic review with narrative synthesis was conducted. Relevant electronic bibliographic databases and reference lists of pertinent review articles were searched. To be included, a study had to involve empirical research and refer to both leadership and EBP in health care. Study quality was assessed with a structured instrument based on study design.

A total of 17 studies were included. Leadership was mostly viewed as a modifier for implementation success, acting through leadership support. Yet, there was definitional imprecision as well as conceptual inconsistency, and studies seemed to inadequately address situational and contextual factors. Although referring to an organizational factor, the concept was mostly analysed at the individual or group level.

The concept of leadership in implementation science seems to be not fully developed. It is unclear whether attempts to tap the concept of leadership in available instruments truly capture and measure the full range of the diverse leadership elements at various levels. Research in implementation science would benefit from a better integration of research findings from other disciplinary fields. Once a more mature concept has been established, researchers in implementation science could proceed to further elaborate operationalization and measurement.

Although the relevance of leadership in implementation science has been acknowledged, the conceptual base of leadership in this field has received only limited attention.

This paper aims to explore what opportunities for learning practitioners in rheumatology perceive of in their daily practice, using a typology of workplace learning to categorize these opportunities.

Thirty-six practitioners from different professions in rheumatology were interviewed. Data were analyzed using conventional qualitative content analysis with a directed approach, and were categorized according to a typology of formal and informal learning.

The typology was adjusted to fit the categories resulting from the analysis. Further analysis showed that work processes with learning as a by-product in general, and relationships with other people in the workplace in particular, were perceived as important for learning in the workplace. The use of many recognized learning opportunities was lower. Barriers for learning were a perceived low leadership awareness of learning opportunities and factors relating to workload and the organization of work.

The generalizability of results from all qualitative inquiries is limited by nature, and the issue of transferability to other contexts is for the reader to decide. Further studies will need to confirm the results of the study, as well as the proposed enhancement of the typology with which the results were categorized.

The study highlights the importance of relationships in the workplace for informal learning in rheumatology practice. In the clinical context, locally adapted strategies at organizational and individual levels are needed to maximize opportunities for both professional and interprofessional informal learning, taking the importance of personal relationships into account. The findings also suggest a need for increased continuing professional education in the specialty.

The workplace learning typology that was used in the study showed good applicability to empirical health-care study data, but may need further development. The study confirmed that informal workplace learning is an important part of learning in rheumatology. Further studies are needed to clarify how informal and formal learning in the rheumatology clinic may be supported in workplaces with different characteristics.

The Banff National Park is the most famous of Canada. The development of the recent years has been considered as to fast and to massive. The author analyses the key factors of success of the park development. He describes the new strategic park policy which takes into account the carrying capacity and the protection of the great nature and landscape.

The purpose of this paper is to compare user perspectives on visits to in‐person and virtual reference services conducted by participants in the Library Visit Study, an ongoing research project.

This paper compares satisfaction rates, identifies staff behaviours that influence user satisfaction, and suggests how both face‐to‐face and virtual reference can be improved. Since 1990, participants in the Library Visit Study have been MLIS students who ask questions at in‐person and virtual reference desks, and report on their experiences. In addition to these accounts, students complete questionnaires on their experiences. Level of satisfaction with the in‐person or virtual transactions, based on the “willingness to return” criterion, are computed. Satisfaction is compared with other factors such as correctness of answers and friendliness of library staff. Underlying problems that influence satisfaction are identified. Findings – Data from 261 in‐person and 85 virtual reference transaction accounts (both e‐mail and chat) show that virtual reference results in lower satisfaction than in‐person reference. Underlying problems that are associated with user dissatisfaction were identified in face‐to‐face reference and carry over to virtual reference, including lack of reference interviews, unmonitored referrals and failure to follow‐up. Research limitations/implications – The number of virtual reference visits is relatively small (85) compared with 261 in‐person visits. Practical implications – The reasons for ongoing failures are examined and solutions that can help improve both face‐to‐face and virtual reference are identified. Education and training of reference staff can be improved by recognition of the behavioural causes of dissatisfaction in users. Originality/value – This paper provides empirical data that compare user perceptions of in‐person and virtual reference.

The paper aims to systematically review research that analyzes satisfaction with electronic reference services, paying particular attention to how user satisfaction is measured. The application and value of evidence‐based methodologies for library and information science (LIS) research are explored.

Database searches identified research concerned with electronic reference. Articles with a variable of user satisfaction were extracted and subjected to a critical appraisal. The remaining research was analyzed for similarities, differences, and consistency.

A wide variety of methods are used to measure user satisfaction. There was almost no overlap in specific questions considered although there were some similarities in methodologies used. The results of this analysis show a lack of standardization in LIS research on this topic.

There may be some bias in the selection of research in that the reviewers were only able to obtain published findings. The lack of consistency in reporting results further limited the articles eligible for review and precluded a meta‐analysis.

By synthesizing the research conducted on this topic, practicing librarians should be able to see patterns in user satisfaction with electronic reference, and become aware of common pitfalls in undertaking user satisfaction assessment. Those conducting or planning LIS research will be able to identify the characteristics of sound research and thorough reporting of results.

Systematic review is an underutilized methodology in LIS research. As evidence‐based librarianship gains traction, it will become a more important tool for LIS researchers. The synthesis and analysis of previous research bring together disparate findings and show patterns and/or differences in providing these services, and brings into focus the lack of consistency in LIS research on this topic.

The purpose of this study is to examine the involvement of communities – geographical or geopolitical units, which identifies culture, interest and ethnicity – in construction health and safety (H&S) and the implications. This stems from the unexamined hence poorly understood roles of many stakeholders in the construction H&S management and regulatory regime in Nigeria.

Interviews with contractors and key informants and a survey of contractors were conducted. Descriptive and inferential statistics and thematic analysis were used.

There is evidences of community interventions: negotiating with contractors on H&S issues; strongly stipulating that H&S measures are adopted and implemented; and enforcing H&S through both violent and non-violent means. These have no legal backing. There is a relationship between the locations of the projects, urban area and rural area, and six community intervention variables. The study also reveals that among the implications of community interventions in H&S are contractors contextualising H&S in these communities and the tension between parties in construction projects. Again, there is a relationship between the location of the projects and six of the implications including the tension between communities and contractors and between contractors and clients.

In adequately addressing construction safety, health and environment issues in Nigeria, geographic location and socio-cultural consideration are pertinent, a point for policymakers, communities and contractors.

The study draws attention to the geographic location and socio-cultural explanations for the differences in the H&S management, performance and attitudes of contractors in Nigeria. This is the first study that examines the involvement of communities in H&S and the implications.