HEALTH SCIENCE JOURNAL ® VOLUME 5, ISSUE 4 (2011) The Value and Significance of Knowing the Patient for Professional Practice, according to the Carper’s Patterns of Knowing Marianna Mantzorou 1, Dimos Mastrogiannis 2 1. RN, MSc, Lecturer, Department of Nursing Β΄, Technological Educational Institute (TEI) of Athens, Greece 2. RN, MSc, Lecturer, Department of Nursing, Technological Educational Institute (TEI) of Lamia, Greece Abstract Background: Τhe scientific value of man relies upon an extension
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Ways of Knowing Carper’s Ways of Knowing consists of four different patterns. The ways of knowing patterns are empirical, personal, ethical, and aesthetic. This theory help bring all four ways of knowing into patient care and into the nursing process. Empirical knowing is the scientific knowledge or science of nursing. A 69 year old man under my care in the Emergency Room presented with palpitation with slight chest discomfort. After initiating standing orders for chest pain, labs, IV access
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Ways of Knowing Nursing is a very rewording profession which can blossom when incorporated into practice of Carper’s fundamental patterns of thinking. After reading Cotton and Roden article (December 2006 – January 2007), I realized great importance of understanding and implementing four concepts of thinking into daily nursing practice. According to Carper (1978:21-22) empirics, aesthetics, personal and ethical way of knowing in nursing are ‘necessary for achieving mastery in the discipline’.
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Final Review of Fundamental Patterns of Knowing in Nursing Knowing how to act in any given situation is important in a professional nurse. Carper (1978) stated that knowing in the nursing profession are divided into four ways that might be applied to any given situation. The patterns of knowing involve of empiric, esthetics, personal knowledge and ethics (Carper, 1978). This paper explores the relationship between each pattern of knowing, Carper’s conclusions and the impact in the future nursing
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experience and reflect on the process and outcomes. John (1995) used seminal work by Carper (1978) as the basis for his model exploring aesthetics, personal knowing, ethics and empirics and then encouraging the reflective practitioner to explore how this has changed and improved their practice. Carper B (1978) Fundamental patterns of knowing in nursing. Advances in Nursing Science. 1, 1, 13-23. Greater Manchester AHP/HCS Life Long Learning Project Team. Hand out 3 Models of reflection. Available
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so, reinforce our sense of self. Thus the multiple doors of possibility are not always visible: instead, existing knowledge and experience are defended as if the ego itself is threatened. The more we know, the more threatened we become when that knowing is challenged. A certain degree of anxiety and fear is useful for learning (see Joyce 1984; Casement 1985; Freshwater 2000). However, too much fear and anxiety is not conducive to learning. Perhaps we all need mescalin in the morning to heighten our
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Ways of Knowing D. Boone Ways of Knowing What are the four patterns of knowing fundamental to the professional nurse? Unlike many other professions, the nursing profession has many distinct and unique components. Nurses’ knowledge is acquired from many different sources and life experiences. Although hands on clinical skills are necessary, these skills are not usable alone. The ways of knowing is much more than the educational components of a college degree and licensure. Barbara Carper
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the nursing discipline to adopt a concept that will explain the discipline given its presentation in any context. Keywords: art of nursing, science of nursing, concept analysis, knowing, relevant and irrelevant attributes of nursing Nursing: A Concept Analysis The aim of this paper is to analyze the concept of nursing. Concepts represent views of experiences and add to the base
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Community Pharmacy Visit Reflection is important as it allows us as students to look back at a particular event and help us improve for future references. In this piece of writing I will mainly use Gibbs reflective cycle[1] as it allows one to analytically reflect on events. When I first got to the pharmacy it was very busy and the dispensary staff as well as the pharmacist seemed quite calm despite the queue of customers and patients, at first I felt under pressure as I was just only allowed
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Clinical supervision continues to be a term evident in everyday language in nursing and definitions of the term are variable. Definitions suggest it has a broad purpose in nursing and can appear to have a lack of accord and focus. Jones (1999) suggests that clinical supervision offers nurses guidance, support and education and is concerned with quality, safety and protection of clients which reflects the Department of Health ‘Vision for the Future’ (1993) interpretation of clinical supervision
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