Patterns of Knowing as a Foundation for Action-Sensitive Pedagogy

Abstract

Graduate students in the health sciences often juggle full-time careers, demanding programs of study, and family responsibilities. Frustration, a perception of limited caring on the part of role models, and a sense of disengagement, or even despair, are common features of postbaccalaureate study for many of them. Nursing has long recognized the value of multiple perspectives in knowledge development. Previous work involving patterns of knowing not only has advanced the disciplinary knowledge base but has also encouraged innovative applications of the patterns to philosophy, evidence-based practice, and research aimed at reducing health disparities. In an effort to both extend the dialogue about ways of knowing and humanize the experience of graduate education for nursing students, the authors propose six patterns of knowing as a foundation for effective, action-sensitive pedagogy.

What Is Art Good For? The Socio-Epistemic Value of Art

“…Some have suggested that arts-based interventions help physicians become more empathic and culturally-sensitive, which then leads to better patient health outcomes (e.g., Novack et al, 1997 , pp. 502–509), whereas others have focused on the importance of reflection and imagination for developing insight, emotional understanding of patients, or other valuable “patterns of knowing” (e.g., Berragan, 1998 ; Rodenhauser et al, 2004 ; Averill and Clements, 2007 ).…”

Reflection on Photographs: Exploring First-Year Nursing Students' Perceptions of Older Adults

“…Re-visioning nursing pedagogy in this way, along with cultivating a learning climate that values aesthetic and personal knowing in nursing may help overcome any disinterest in choosing a nursing career in the aged care sector. Averill and Clements (2008) support this recommendation by advocating "the need to reenergize and reorganise the learning experience" (p. 387). A maturing emotional competence within first year nursing students acquired in a safe, non-judgemental environment may improve the student's readiness and preparedness for clinical practice and overcome any potential barriers to learning.…”

Theory of Integral Nursing

“…34,35 It is expressed in models and theories and can be integrated into evidence-based practice. Empirical indicators are accessed through the known senses that are subject to direct observation, measurement, and verification.…”

“…34,35 It includes valuing and clarifying situations to create formal moral and ethical behaviors intersecting with legally prescribed duties. It emphasizes respect for the person, the family, and the community that encourages connectedness and relationships that enhance attentiveness, responsiveness, communication, and moral action.…”

“…33,34 This pattern includes informed critique and social justice for the voices of the underserved in all areas of society along with protocols to reduce health disparities. [Note: As all patterns of knowing in a Theory of Integral Nursing are superimposed on Wilber's 4 quadrants in Figure 6, these patterns are primarily positioned as seen; however they may also appear in 1, several, or all quadrants and inform all other quadrants].…”