In healthcare, Carper's fundamental ways of knowing is a typology that attempts to classify the different sources from which knowledge and beliefs in professional practice (originally specifically nursing) can be or have been derived. It was proposed by Barbara A. Carper, a professor at the College of Nursing at Texas Woman's University, in 1978.[1][2]
The typology identifies four fundamental "patterns of knowing":
Empirical
Factual knowledge from science, or other external sources, that can be empirically verified.
Personal
Knowledge and attitudes derived from personal self-understanding and empathy, including imagining one's self in the patient's position.
Ethical
Attitudes and knowledge derived from an ethical framework, including an awareness of moral questions and choices.
Aesthetic
Awareness of the immediate situation, seated in immediate practical action; including awareness of the patient and their circumstances as uniquely individual, and of the combined wholeness of the situation. (Aesthetic in this sense is used to mean "relating to the here and now", from the Greek αἰσθάνομαι (aisthanomai), meaning "I perceive, feel, sense";[3] the reference is not to the consideration of beauty, art and taste).
The emphasis on different ways of knowing is presented as a tool for generating clearer and more complete thinking and learning about experiences, and broader self-integration of classroom education. As such it helped crystallize Johns' (1995) framework for reflective investigation to develop reflective practice.[4]
The typology has been seen as leading a reaction against over-emphasis on just empirically derived knowledge, so called "scientific nursing", by emphasising that attitudes and actions that are perhaps more personal and more intuitive are centrally important too, and equally fit for discussion.[5][6]
Referencesedit
^Carper Barbara A (1978). "Fundamental Patterns of Knowing in Nursing". Advances in Nursing Science. 1 (1): 13–24. doi:10.1097/00012272-197810000-00004. PMID 110216. S2CID 36893665.
^Melanie Jasper (2003), Beginning reflective practice. Nelson Thornes, ISBN0-7487-7117-4; pp. 93–95
^Johns, C (1995). "Framing learning through reflection within Carper's fundamental ways of knowing in nursing". Journal of Advanced Nursing. 22 (2): 226–34. doi:10.1046/j.1365-2648.1995.22020226.x. PMID 7593941.
^Heath Helen (1998). "Reflection and patterns of knowing in nursing" (PDF). Journal of Advanced Nursing. 27 (5): 1054–1089. doi:10.1046/j.1365-2648.1998.00593.x. PMID 9637334.
^McKenna H, Cutliffe J, McKenna P (1999). "Evidence-based practice: demolishing some myths" (PDF). Nursing Standard. 14 (16): 39–42. doi:10.7748/ns2000.01.14.16.39.c2738. PMID 11209438.{{cite journal}}: CS1 maint: multiple names: authors list (link)
January 01, 1970
carper, fundamental, ways, knowing, healthcare, typology, that, attempts, classify, different, sources, from, which, knowledge, beliefs, professional, practice, originally, specifically, nursing, have, been, derived, proposed, barbara, carper, professor, colle. In healthcare Carper s fundamental ways of knowing is a typology that attempts to classify the different sources from which knowledge and beliefs in professional practice originally specifically nursing can be or have been derived It was proposed by Barbara A Carper a professor at the College of Nursing at Texas Woman s University in 1978 1 2 The typology identifies four fundamental patterns of knowing Empirical Factual knowledge from science or other external sources that can be empirically verified Personal Knowledge and attitudes derived from personal self understanding and empathy including imagining one s self in the patient s position Ethical Attitudes and knowledge derived from an ethical framework including an awareness of moral questions and choices Aesthetic Awareness of the immediate situation seated in immediate practical action including awareness of the patient and their circumstances as uniquely individual and of the combined wholeness of the situation Aesthetic in this sense is used to mean relating to the here and now from the Greek aἰs8anomai aisthanomai meaning I perceive feel sense 3 the reference is not to the consideration of beauty art and taste The emphasis on different ways of knowing is presented as a tool for generating clearer and more complete thinking and learning about experiences and broader self integration of classroom education As such it helped crystallize Johns 1995 framework for reflective investigation to develop reflective practice 4 The typology has been seen as leading a reaction against over emphasis on just empirically derived knowledge so called scientific nursing by emphasising that attitudes and actions that are perhaps more personal and more intuitive are centrally important too and equally fit for discussion 5 6 References edit Carper Barbara A 1978 Fundamental Patterns of Knowing in Nursing Advances in Nursing Science 1 1 13 24 doi 10 1097 00012272 197810000 00004 PMID 110216 S2CID 36893665 Melanie Jasper 2003 Beginning reflective practice Nelson Thornes ISBN 0 7487 7117 4 pp 93 95 Aesthetic Online Etymology Dictionary Johns C 1995 Framing learning through reflection within Carper s fundamental ways of knowing in nursing Journal of Advanced Nursing 22 2 226 34 doi 10 1046 j 1365 2648 1995 22020226 x PMID 7593941 Heath Helen 1998 Reflection and patterns of knowing in nursing PDF Journal of Advanced Nursing 27 5 1054 1089 doi 10 1046 j 1365 2648 1998 00593 x PMID 9637334 McKenna H Cutliffe J McKenna P 1999 Evidence based practice demolishing some myths PDF Nursing Standard 14 16 39 42 doi 10 7748 ns2000 01 14 16 39 c2738 PMID 11209438 a href Template Cite journal html title Template Cite journal cite journal a CS1 maint multiple names authors list link Retrieved from https en wikipedia org w index php title Carper 27s fundamental ways of knowing amp oldid 1157504385, wikipedia, wiki, book, books, library,
