Paper 1
Discussion Board Question 1: What is the pattern of knowing and how is this pattern applicable to your chosen area of advanced practice nursing? Briefly describe one of the patterns of knowing from Carper’s (1978) patterns of knowing (ic., empirics, esthetics, personal knowledge, or ethics) or Chinn & Kramer’s (2018) additional pattern of knowing (i.c., emancipatory knowing). Within the description, define the pattern. Then, discuss at least one way that the pattern on which you are writing this paper applies to your chosen advanced practice nursing role (e.g., family muse practitioner role or psychiatric mental health nurse practitioner role) and/or will impact your practice in this role. ‘This paper requires a minimum of one primary reference and the primary reference(s) must at least include Carper (1978) if you are writing on one of the four patterns first identified by Carper as a pattern of knowing in nursing or Chinn & Kramer (2018) if you are writing on the emancipatory pattern of knowing as identified as a pattern of knowing in nursing by Chinn & Kramer
Note: Sign up for the pattern of knowing on which you plan to write Paper 1, in your group’s Wiki, before beginning preparation for and/or writing Paper 1. Only one student per group can write Paper 1 on any one of the patterns of knowing (sign-up is on a first-come basis). Failure to sign up for a pattern and to write on the pattern for which you signed up will result in 0 points being earned for the paper if another student signed up for the pattern first and writes their paper on that pattern.
Paper 1
The collection of information that supports nursing practice contains patterns, forms, and structures that represent typical ways of thinking about phenomena and act as scopes of expectations. Empirics are the first fundamental pattern of knowing in nursing which is ultimately geared towards creating theoretical and abstract explanations.
Empirics: The Science of Nursing: – The foundation of empirics is the idea that knowledge can be obtained via the use of the physical senses, especially sight, touch, and hearing. A competent action based on competent information, including theory, is how scientific competence, or empiric knowing, is expressed in practice (Barrett & Carper, 2021, p.1). While conscious problem-solving and logical reasoning are required for scientific competence, most of the underpinning empiric knowledge that underpins scientific competence stays inadvertently hidden from awareness. The majority of theory creation and research activities focus on finding and producing explanations that can be utilized to organize and categorize knowledge systematically and that can be controlled by factual data.
In the current stage, specific activities or developmental tasks are thought to be causally significant or essential circumstances for an individual’s appropriate development, developmental models frequently display a more generic style of explanation. A new perspective for this pattern of knowing(Empirics) is that it is essential to depict health as more than only the absence of disease since this allows us to think of health as a dynamic process or phenomenon that evolves and varies depending on the situation rather than as a binary either/or situation. As a consequence, it is now conceivable to ask questions that were before completely unanswerable due to the conceptual shift.
Nursing science, or the systematic organization of empirical facts into theoretical explanations of the phenomena of health and illness, is necessary for providing care for another person. However, creative imagination also plays a role in the scientific discovery process, as well as in the development of the capacity to foresee the outcomes of alternative moral decisions. Thus, nursing relies on a scientific understanding of human behavior in wellness and illness as well as aesthetic assessment of important human experiences.
Reference
Barrett, E. A. M., & Carper, B. A. (2021). Nursing’s Fundamental Patterns of Knowing. Knowledge Development in Nursing E-Book: Theory and Process, 1.
