Carter's Way of Knowing - Research Paper Example

? Carter’s Way of Knowing. The theoretical foundations of ways of knowing are grounded in epistemology and ontology that are inherent t understanding this aspect that plays a key role in almost all disciplines and professions. Epistemology refers to what is knowledge and what is believed to be true about the subject that knowledge. This notion is usually related to intellect and rationality, while ontology is the classification or grouping system used to categorize these concepts with relation to the subject or body of knowledge. Ontology and epistemology are both used to describe the thought processes on individual basis depending on their cultural, traditional and social practices on a larger scale. Ways of knowing are most apparent in situations where western notions regarding the attainment of information and knowledge comes into close contact and interaction with indigenous ways of knowing. Differences in the approaches that these two apply makes it possible to discern the significance of ways of knowing and its impacts on what is believed to be true in various societies around the world. This paper seeks to identify and discuss the theoretical basis of the conceptual theoretical framework of Carter’s Way of Knowing. Each discipline has a recognized body of knowledge that is specific to that particular subject and its content with regard to its domain or area of study. In each discipline, there is the aspect of knowing or being informed about the subject matter of interest, and this is what is referred to as conceptual knowledge or having the know-how about a particular discipline. According to Carter (2007), this is what is referred to as active ways of knowing or procedural knowledge that is related to the discipline of interest. Carter (2007) postulates that the notion of disciplinary ways of doing things is linked to the discipline-specific ways of knowing and the concomitant skills of writing within and across disciplines. Carter calls this bridging the outside/in gap and this can be contextualized by analysing relationships in ways of knowing. The relationship among knowing, writing and doing that is veiled by the disciplinary focus on conceptual knowledge (Munhall, 2011). The middle term that links writing and knowing is doing in the disciplines, which makes it challenging to reframe these disciplines as ways of knowing, writing and doing (Bonis, 2009). To achieve this entails finding a means of describing these aspects in convincing terms with regard to the ways of doing that characterize these disciplines. Research studies have indicated that to know and be able to do through the use of outcome based statements, there emerges certain ways of doing that are repeated in general terms across a variety of disciplines. Examples of these outcome-based statements are illustrated in response to academic learning situations that call for problem solving, performance, research, and for empirical inquiry (Munhall, 2011). Evidence from research has also established that despite similarities in ways of knowing across disciplines, there exist significant differences that enable the identification of discipline-specific ways of knowing. This revelation was achieved by analysing the different types of written activities that test participants’ produced as a requirement for the study. Ways of knowing in nursing offers a guidance and direction to holistic ad well rounded research, education and practice for health care givers (Bonis, 2009). According to Munhall (2011), Carter’s ways of knowing can be applied in nursing research from diverse epistemological perspectives that enhance the appropriateness and effectiveness of evidence based practice. Carter’s ways of knowing get their significance when they are applied to hope research with regard to grieved palliative health care givers with the ultimate objective of promoting positive outcomes and health (Meleis, 2011). Bereaved health care givers involved with palliative patients are characterized by having unmet necessities that can be alleviated by exploring hope during grief. In accordance with Carter’s ways of knowing, hope is recognized as a variable in grief resolution. This entails the application of aesthetic knowing guidelines on hope and the ability of personal knowing to provide valuable and useful perspectives in nursing. The embodiment of nursing knowledge enables nurses to understand the nature of knowledge pertaining to their discipline, what this knowledge obligates in them and what it means to know. Nursing is a practice discipline that has various problems associated with both the internal and professional outlook and perceptions regarding the practice by outsiders and patients. Nursing involves processes of dynamic interactions that require advanced and pre-requisite knowledge to enable the competent handling of these processes. Nursing is a practice where the practitioners harbour more knowledge than they communicate to others (Speziale, Streubert & Carpenter, 2011). This necessitates the application of methodologies or techniques that are inherent in ways of knowing in order to be able to put this knowledge and capability into better use. This is achieved through learning from professional training where nurses make meaning of their knowledge, engage and embody what they learn. This enables nursing practitioners to realize and harness the transformative nature of their knowledge, and manifest their knowledge in more meaningful ways that enhance the promotion of health. Ways of knowing improves the reflection of nursing knowledge by enhancing its integration and value (Meleis, 2011). Carter’s way of knowing facilitates the development of patterns of knowing that aid in the formal expression of nursing knowledge. Patterns of knowing also help in informing the public and patients about the contributions of nursing to health care along with creating expert and effective nursing practice. Carter’s fundamental patterns of knowing that are applicable in nursing include ethics, empirics, personal knowing and aesthetics. Ethics constitute the component of moral knowledge in nursing that directs and guides how nurses conduct themselves in their practice (Newham et al, 2013). According to Meleis (2011), nurses are required to exercise and competently manifest their ethical ways off knowing by exhibiting their experiential knowledge of social values. Ways of knowing with regard to ethics entail nurses focusing on matters of obligation in terms of having the knowhow on what ought to be done. Ethical ways of knowing impart the appropriate notions and beliefs about right or wrong and due responsibility in nursing practice (Bonis, 2009). Ethical ways of knowing enforce ethical codes of nursing, and equip nursing practitioners with the necessary skills and knowledge required to effectively confront and resolve conflicting interests, principles, values and norms. Ethical knowing in nursing is derived from nursing ethical codes and professional standards that stipulate the required code of conduct. Ethical knowing from other disciplines and philosophies like social justice, duty, deontology and consequentialism can be used as a source of ethical knowing in nursing. Personal knowing is another aspect of Carter’s ways of knowing that can be applied in nursing to promote the practice and health care service provision by these practitioners. Personal knowing in the nursing profession promotes self-acceptance that is grounded in confidence and self-knowledge (Meleis, 2011). The dynamic nature of interactions involved in nursing can be turned into an advantage by using these opportunities to grow and enhance self-awareness in nurses. Bereaved health care givers concerned with palliative patients can use personal knowing to engage in the therapeutic use of self in practice. This enhances self-feelings and prejudices being experienced by the patient, which helps in assuring the patient of appropriate care and treatment. This involves the application of scientific competence, experience, insight, ethical /moral practice of personal knowing (Speziale, Streubert & Carpenter, 2011). Combining the integration of personal knowing with professional responsibilities accentuates the achievement of these goals. Personal knowing encourages individual openness to experience and reflection by nurses that is informed by responses by those that they interact with in their professional obligations and duties. Aesthetic knowing is made up of actual nursing competencies that are expressed through interaction, actions, narrative, bearing, conduct and attitudes towards nursing practice. Aesthetic knowing is exhibited by nursing practitioners who know how and what to do without conscious deliberation. Aesthetic knowing incorporates deep appreciation for the meaning of a situation, and involves a nurses’ ability to move beyond the surface of a situation (Munhall, 2011). Through the application of these ways of knowing, transformative acts of nursing are accrued, which bring together all aspects and elements of a nursing practices and situations to create a meaningful whole or entity. The ability to incorporate aesthetic knowing in nursing practice helps in perceiving the nature of a clinical situation and the effective interpretation of this information (Speziale, Streubert & Carpenter, 2011). Aesthetic knowledge enables nurses to respond to clinical situations with skilled action, which involves the use of a nurse’s intuition and empathy. Empirics is a notion that is based on the scientific knowledge of nursing that construes the accessibility of knowing through physical senses including, hearing, touching and seeing (Meleis, 2011). Empirics are a pattern of knowing that appeals to conventional or traditional notions and ideas of science. Expression of this pattern of knowing in nursing practice is through scientific competence through actions grounded in scientific knowledge, formal description, logical reasoning and conscious problem solving. Empirical knowing is characterized by positivist science that can be used to systematically organise nursing knowledge into general theories and laws. Conventional sources of empirical knowing include theory and research (Speziale, Streubert & Carpenter, 2011). It is arguably permissible to conclude that ways of knowing have the potential to positively impact and improve nursing practices and the overall quality of health care service provision. The incorporation of Carter’s ways of knowing in nursing practice in a manner that will ensure the accrual of envisaged results and benefits requires proper planning and implementation. This is especially crucial when developing curriculum content and training criterion for nursing practice. The proper incorporation of relevant ways of knowing into nursing practice enhances the achievement of transformative qualities of knowing, which works towards improving competence in nursing practice and the health care service industry. References Bonis, S. A. (2009). Knowing in nursing: a concept analysis. Journal of advanced nursing, 65(6), 1328-1341. Carter, M. (2007). Ways of knowing, doing, and writing in the disciplines.College composition and communication, 385-418. Meleis, A. I. (2011). Theoretical nursing: development and progress. London: Lippincott Williams & Wilkins. Munhall, P. L. (2011). Epistemology in nursing. Nursing Research, 69. Newham, R., Curzio, J., Carr, G., & Terry, L. (2013). Contemporary nursing wisdom in the UK and ethical knowing: difficulties in conceptualising the ethics of nursing. Nursing Philosophy. Speziale, H. S., Streubert, H. J. S., & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative. 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