The phrase "a lack of shared understanding" is correct and usable in written English.
It can be used to describe a situation where people do not have a common comprehension or agreement on a topic.
Example: "The project's failure was largely due to a lack of shared understanding among team members regarding the objectives."
Alternatives: "a deficiency in mutual understanding" or "an absence of common understanding."
There has been a lack of shared understanding of how good housing makes for better health.
There may be a lack of shared understanding about what is meant by "health inequalities".
The new categories that are thereby introduced – like "complex" or "wicked" – suffer, however, by a lack of shared understanding.
There was also an example of a lack of shared understanding of the goals and purposes of a telecare system, where staff and patients interpreted system functionalities differently, leading to communicative misunderstandings [ 67].
This appears to reflect a lack of shared understanding on methodological details, such as how more 'meaningful' data categories and measures might best be developed to improve causal understanding or the targeting of interventions.
Drawing on the literature, we suggest that these tensions can arise from a lack of shared understanding of the goals of the evaluation; confusion about roles, relationships and responsibilities; data burdens; issues of data flows and confidentiality; the discomforts of being studied and the impact of disappointing or otherwise unwelcome results.
Lack of shared understanding regarding these practices is present within ICU teams [ 13, 14, 18, 20].
This lack of shared understanding regarding concepts central to safe care stands in stark contrast to creating a National Health Service (NHS) in which safety is front and centre.
Lack of shared understanding of purpose and effective procedures for referral have been identified as key problems in integration of primary care practitioners in emergency departments [ 14, 15].
This lack of shared understanding of what constitutes HPC across RHAs can also be observed in discrepancies in funding allocations and service prioritization.
Some of the lack of shared understanding between key stakeholders about APs suggests the need to create a forum that facilitates 'joined-up' thinking between employers, clinicians, educators and the commissioners of education programmes.
