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Patterns of Knowing - Essay Example

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Patterns of Knowing Date Patterns of Knowing Nursing involves elaborate processes of dynamic interactions, which are critical in defining efficiency during dispensation of services within a healthcare setting. Knowing illustrates a means through which one perceives the world in order to understand self and others…
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Patterns of Knowing Patterns of Knowing Nursing involves elaborate processes of dynamic interactions, which are critical in defining efficiency during dispensation of services within a healthcare setting. Knowing illustrates a means through which one perceives the world in order to understand self and others. In this regard, knowledge refers to knowing that is expressed in a form that can be shared and communicated effectively to others. The fundamental patterns of knowing according to Carper’s theory are empirics, aesthetics, personal and ethical knowledge, which when integrated play a critical role in improving communication (Andrist, Nicholas and Volf, 2006). This works to facilitate efficiency in the profession. The understanding of various patterns of knowing has served as the basis of improving the nursing practice in terms of patient care in clinical, community, cultural and administrative settings. This paper seeks to highlight the fundamental patterns of knowing exemplified in a hands-on experience. In the nursing practice, many are the times when unique occurrences present themselves demanding the application of all aspects to salvage situation. A patient recuperating under my care was involved in an incident, which created a stir within the institution. He had been recently diagnosed with a brain tumor of meningioma origin, which was an enormous source of stress and strain to the patient as well as his family. The patient suffered impaired judgment, reasoning and intelligence owing to the tumor. The patient also lacked coordination of his motor skills and required assistance. As a result, his mental status was compromised to a variable extent and thus required adequate monitoring. Before his surgery, the patient caused commotion as he yelled demanding that a man present himself to inherit his wife as he believed he was dying. He tossed equipment in his room as voiced his demands. Attempts to calm him down initially bore no fruits and medical personnel within the ward came over and presented varying options for a solution. An individual among the medical personnel suggested the psych ward while another indicated transfer to a mental facility. The patient had to be sedated and monitored, and offered counseling when lucid as preparation for his surgery. All the while, I was trying my best to reestablish connection with my patient by reassuring him of a positive future after his full recovery. At the same time, I tried explaining to others the existing condition of by sensitively indicating the diagnosis to explain the reasoning behind the patient’s actions. Taking all proceedings into account, I lacked the understanding of how the qualified medical personnel sort drastic measures to eliminate the problem at hand as opposed to understanding it. Analyzing the unfortunate incident, three fundamental aspects of knowing emerge, which include aesthetic, ethical and personal knowing. Aesthetic knowledge illustrates the nurse’s ability to provide appropriate nursing care by considering the uniqueness of the condition in each patient. In this regard, creative and practical styles of care that are founded on compassion and empathy are emphasized (Carper, n.d.). As such, the aesthetic pattern was highlighted when I put myself in the patient’s shoes since I understood his condition. This aspect was in motion as I explained the patient’s diagnosis to other personnel from his point of view. Similarly, the relationship between the patient and his healthcare provider is demonstrated in the above situation, which is illustrative of personal knowing. Personal knowing strives to encourage the development of a professional relationship between patients and medical personnel. Although regarded as most essential to the understanding the meaning of well-being, personal knowledge is considered as the most difficult to master and teach (Cody, 2006). Ethical knowing demonstrates the knowledge of various philosophical positions with regard to moral actions in clinical nursing. The moral conduct of nurses is governed by their key of obligation to offer healthcare services to the people and respect to human life (Mantzorou and Mastrogiannis, 2011). To this effect, the nurse acts as the advocate for the patients under his/her care as illustrated in the above situation. As I explained the patient’s condition to the others, I sought their understanding on the need to resolve the situation amicably without judging the patient. In conclusion, it is essential to acquire all aspects of knowledge and integrate them in daily activities in order to improve the provision of services particularly in healthcare. Patterns of knowing were illustrated in Carper’s theory whose aim was to express nursing knowledge by conveying nursing contributions in healthcare. In addition, the theory seeks to provide a professional and discipline identity through effective nursing practice. In order for knowledge to serve as the rationale for nursing practice, its components adopt patterns and structures that are essential in understanding nursing concepts. This is a key component in ensuring effective communication and as a result enhances efficiency within the healthcare facility. References Cody, W. (2006). Philosophical and Theoretical Perspective for Advanced Nursing Practice. Jones and Barlett Learning, Massachusetts. Print. Andrist, L, Nicholas P. and Volf, K. (2006). A History of Nursing Ideas. Jones and Barlett Learning, Massachusetts. Print. Mantzorou, M. and Mastrogiannis, D. (2011). The Value and Significance of Knowing the Patient for Professional Practice, according to the Carper’s Patterns of Knowing. Health Science Journal.Vol. 5 :4. Retrieved from. Carper, B. (n.d.) Fundamental Patterns of Knowing in Nursing. Retrieved from. Read More
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