Can you share an example of how the Nurse Practitioner can apply Carper’s Patterns of Knowing to achieve a high-quality supportive role transition for new graduate NPs?
Can you share an example of how the Nurse Practitioner can apply Carper’s Patterns of Knowing to achieve a high-quality supportive role transition for new graduate NPs?
The practice of nursing is guided by the fundamentals of practice as well as the individual’s knowledge of the patient’s presenting condition. Sources of this knowledge can be diverse with Professor Barbara Carper proposing Carper’s fundamental ways of knowing in 1978 to explain the different sources of knowledge applicable to nursing practice (Rafii et al., 2021). In this classification, she highlights four fundamental sources empirical, ethical, personal, and aesthetic. Whereas empirical knowledge is based on facts derived from scientific studies such as proposed evidence-based practice, personal knowledge is based on an individual’s attitudes and experience, ethical knowledge is guided by ethical frameworks of practice, and esthetic knowledge analyses a patient holistically as a unique individual including the circumstances of presentation (Thorne, 2020). The application of these patterns in practice helps a nurse to perform their nursing role effectively. This discussion highlights how the application of these patterns helps a new graduate Nurse Practitioner in transitioning effectively into practice.
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When newly graduated nurses begin their practice, they are often guided by the knowledge obtained from years of classwork studies. Their approach to patients is usually mostly limited to how the patient’s condition was lectured upon and to an extent how they witnessed the patient being managed during their practicum sessions. They also seek to manage according to the ethos and ethics of nursing practice (Reebals et al., 2021). Their role in practice is even more limited by the limits of their qualification. However, with continuous years of study, the empirical knowledge is reinforced by experience and they gain personal knowledge that influences how they approach specific patient conditions as they approach. For instance, they may soon learn that Lasix is more acceptable when administered in the morning hours to prevent night awakening by patients for urination if it were administered in the evening. With the advancement of such personal, empirical, and ethical knowledge, the nurses may then ultimately approach the patient wholesomely considering their specific characteristics and other underlying conditions that may limit the application of a treatment plan as compared to another (Thorne, 2020). This is the basis of esthetic knowledge that enables the nurses to perform a more supportive role in healthcare management teams.
References
Rafii, F., Nasrabadi, A., & Tehrani, F. (2021). How Nurses Apply Patterns of Knowing in Clinical Practice: A Grounded Theory Study. Ethiopian Journal Of Health Sciences, 31(1). https://doi.org/10.4314/ejhs.v31i1.16
Reebals, C., Wood, T., & Markaki, A. (2021). Transition to Practice for New Nurse Graduates: Barriers and Mitigating Strategies. Western Journal Of Nursing Research, 44(4), 416-429. https://doi.org/10.1177/0193945921997925
Thorne, S. (2020). Rethinking Carper’s knowing for 21st-century nursing. Nursing Philosophy, 21(4). https://doi.org/10.1111/nup.12307
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Can you share an example of how the Nurse Practitioner can apply Carper’s Patterns of Knowing to achieve a high-quality supportive role transition for new graduate NPs?
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