Introduction
Carper’s Patterns of Knowing has become a powerful model for guiding practitioners to develop superior concepts for addressing their patients’ health needs. It supports the role of continuous learning in delivering superior nursing philosophies. This paper uses Carper’s model to describe a specific practice situation in which I felt underprepared.
Practice Situation
The selected situation occurred when I was summoned to work in a team focusing on the health needs of a patient aged 16 years. The child was suffering from depression. The purpose of the established team was to offer evidence-based and holistic care to the patient. Personally, I felt unprepared since I had always embraced the power of a primary nursing care or model. This approach occurs when a specific nurse provides care to a single patient.
Nursing Concern
As described earlier, I used to believe that a patient-nurse relationship was the best model for recording positive results. The presence of different professionals made me uncontrollable and incapable of providing meaningful support to the targeted individual. I also lacked adequate skills that could empower me to function optimally in a team. The rationale behind this argument is that I always prefer a direct conversation or interaction with every patient. I establish positive relationships with individuals in order to record positive results.
Applying Carper’s Patterns of Knowing
Carper’s model presents four areas that practitioners should take seriously. This approach can empower them to develop superior ideas for meeting their patients’ health needs. The first one is that of esthetics. The underlying reason for the above situation was the fact that I had failed to embrace the team nursing model. This experience encouraged me to focus on superior concepts and practices for delivering desirable results.
The personal element examines one’s feelings about a specific situation (Walji-Jivraj & Schwind, 2017). After being part of the established team, I realized that there was a need for me to embrace emerging models and make them part of my philosophy. This was the case since nurses should provide exemplary services to patients facing numerous health challenges. I thought that it was necessary to transform my care delivery models.
The area of ethics examines personal beliefs. My actions during the first session were ineffective. However, I attended every meeting to offer evidence-based ideas or inputs. The personal belief that impacted such actions was the desire to pursue these principles: autonomy, justice, and altruism. Finally, the empirical element revolves around the existence of knowledge to support the identified issue (Walji-Jivraj & Schwind, 2017). Numerous theories of care delivery support the power of team nursing. Consequently, my group transformed the patient’s experiences within a week.
Personal Reflection
Several insights were gained after going throughout the situation. The first one was that I identified the benefits of the team nursing care model. The concept of multidisciplinary teams also emerged since different professionals were involved, including nurses, clinical officers, counselors, relatives, dieticians, and physicians (Hooper, 2016). This intentional reflective practice can add professional knowledge in my future roles as an advanced practice nurse. I will always engage in continuous reflection in an attempt to identify areas that require improvement. I will revisit my philosophy periodically and acquire new competencies for addressing patients’ needs.
Conclusion
The above discussion has indicated that the selected situation transformed my goals and competencies as a caregiver. I realized that nurses could apply different theoretical models in different situations to improve patents’ experiences. I will, therefore, embrace these ideas and make them part of my nursing philosophy. Practitioners should consider the identified model to support more patients.
References
Hooper, V. D. (2016). The Institute of Medicine report on the future of nursing: Where are we 5 years later? Journal of PeriAnesthesia Nursing, 31(5), 367-369. Web.
Walji-Jivraj, N., & Schwind, J. K. (2017). Nurses’ experience of creating an artistic instrument as a form of professional development: An arts-informed narrative inquiry. International Practice Development Journal, 7(1), 1-18. Web.