Framing learning through reflection within Carper's fundamental ways of knowing in nursing

Abstract

Carper's fundamental ways of knowing have been utilized as a framework for the practitioner to consider what he or she has learnt through reflection on experience. The purpose of this paper is to consider, through an interpretation of Carper's writings and through analysing one practitioner's experience shared in a supervision milieu, whether this use of Carper's work can be reasonably justified on a theoretical and practical level.

Enhancing skills of critical reflection to evidence learning in professional practice

“…Many authors interested in reflective practice, have therefore attempted to outline a structure that will assist in this process. (Gibbs, 1988;Johns, 1995;Kolb, 1984;Ghaye, 2011).…”

Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help

“…Various models of reflection have been identified in the nursing literature. Johns' structured model of self-reflection [29] is considered easy to use as it provides a series of steps that prompt consideration of an event. [29][30][31] This model acknowledges the influence of past experience on the present and enables nurses to probe these experiences on a deeper level.…”

“…[29][30][31] This model acknowledges the influence of past experience on the present and enables nurses to probe these experiences on a deeper level. Reflecting upon the following six questions could help practicing RNs consider ways to improve transition experiences, and their associated conflicts, giving rise to practice changes which enhance teamwork amongst all nurses: [29] 1) How does this situation relate to previous experiences? …”

The value of life story work for staff, people with dementia and family members

“…Several models are available to structure any process of reflection, such as those developed by Johns (1995) and Gibb's (1998). However, the following reflective account uses Driscoll's (2000) …”