Lived-knowledge: A concept analysis




Mwangi, Caroline
Allen, Deidra
Van Sell, Sharon

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Graphy Publications


An individual’s thought processes and decision making are guided by the information learned from the time of birth until death. The various experiences and education received throughout a lifetime along with genetic predisposition contribute to the development of a person’s knowledge. The knowledge acquired from different sources throughout the lifespan merge to create an individual’s lived-knowledge. Lived-knowledge plays an important role in establishing the attitudes, decision making, values, beliefs, and other thought processes that make an individual unique. Consequently, lived-knowledge not only influences the personal life of an individual, but it also affects the person’s professional practice as well. For example, the success of the advanced practice nurse (APN) is dependent on the effectiveness of clinical skills and decision making developed from formal education. Additionally, APNs must incorporate past experiences as a means to building a positive rapport and identifying with their patients, making, lived-knowledge crucial to the development and success of APN practice. A concept analysis of lived knowledge utilizing Walker and Avant’s eight step methodology was conducted to clarify the meaning of the concept lived-experience in the context of the APN.


Article originally published in International Journal of Nursing & Clinical Practices, 5(1). English. Published Online 2018.


Advanced practice nurse, Experiences, Knowledge, Lived, Lived-knowledge


This is the publisher’s version of an article that is available at Recommended citation: Mwangi, C., Allen, D., & Sell, S. (2018). Lived-knowledge: A concept analysis. International Journal of Nursing & Clinical Practices, 5(1). This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.