College of Nursing and Health Sciences, University of Vermont, Burlington (Blaine Brown); Department of Physiological and Technological Nursing, Augusta University College of Nursing, Augusta, Georgia (Dr Dillard-Wright); Connell School of Nursing Boston College, Chestnut Hill, Massachusetts (Hopkins-Walsh); College of Nursing, The University of Arizona, Tucson (Littzen); School of Nursing, The University of Portland, Olympia, Washington (Littzen); and School of Nursing, University of Connecticut, Storrs (Vo).
ANS Adv Nurs Sci. 2022;45(1):3-21. doi: 10.1097/ANS.0000000000000387.
The crucible of the COVIDicene distills critical issues for nursing knowledge as we navigate our dystopian present while unpacking our oppressive past and reimagining a radical future. Using Barbara Carper's patterns of knowing as a jumping-off point, the authors instigate provocations around traditional disciplinary theorizing for how to value, ground, develop, and position knowledge as nurses. The pandemic has presented nurses with opportunities to shift toward creating a more inclusive and just epistemology. Moving forward, we propose an unfettering of the patterns of knowing, centering emancipatory knowing, ultimately resulting in liberating the patterns from siloization, cocreating justice for praxis.
新冠疫情时代的严峻考验对护理知识提出了关键性问题，我们在探索这个反乌托邦式的当下的同时，也在剖析压抑的过去，并重新构想激进的未来。本文以芭芭拉·卡珀（Barbara Carper）的认知模式为起点，围绕着传统学科理论化的问题提出了一些挑衅性的观点，即如何为护士赋予、奠定、发展和定位知识的价值。这场大流行使护士有机会转向创造一个更具包容性和公正性的认识论。展望未来，我们建议打破认知模式的束缚，以解放模式为中心，最终实现解放模式的去孤立化，共同创造实践的正义。
