Heath H
Homerton School of Health Studies, Cambridge, England.
J Adv Nurs. 1998 May;27(5):1054-9. doi: 10.1046/j.1365-2648.1998.00593.x.
Over the last decade nursing has progressed from a reliance on empirical theory applied to practice to a recognition that experience develops knowledge that can guide the actions of practitioners. Reflection is a means of surfacing experiential knowledge, and students may begin to use reflection as their experience of nursing accumulates. As Carper was a key figure in widening that knowledge accepted as knowing in nursing beyond the empirical, it is both justified and recommended that her work should be incorporated into reflective practice. Johns has integrated Carper's work in his model of guided reflection and this paper briefly examines this combination. The main focus is on two further patterns of knowing: unknowing and sociopolitical knowing. These patterns are examined and the contribution they could make to reflective practice is discussed.
在过去十年中，护理行业已从依赖应用于实践的实证理论发展到认识到经验能产生可指导从业者行动的知识。反思是挖掘经验知识的一种方式，随着护理经验的积累，学生们可能会开始运用反思。由于卡珀是将护理领域中被认可的知识范围拓宽至实证之外的关键人物，将她的著作纳入反思性实践是合理且值得推荐的。约翰斯已将卡珀的著作融入其引导式反思模型，本文将简要探讨这种结合。主要关注点在于另外两种认知模式：无知觉和社会政治认知。本文将审视这些模式，并讨论它们对反思性实践可能做出的贡献。
