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Enhancing esthetic knowledge: a teaching strategy.

¹School of Nursing, West Virginia University, Morgantown.

ANS. Advances in Nursing Science

|March 1, 1992

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This teaching strategy helps graduate nursing students understand caring presence by reflecting on experiences. Students develop aesthetic knowing through representation, interpretation, and envisioning nursing practice.

Area of Science:

Nursing Education
Aesthetic Knowing
Qualitative Research

Background:

Caring presence is a core concept in nursing practice.
Enhancing students' understanding of tacit and explicit meanings of caring is crucial.
Aesthetic knowing is an important dimension of nursing expertise.

Purpose of the Study:

To describe a teaching strategy for enhancing graduate students' aesthetic knowing.
To explore the lived experience of a caring presence in nursing.
To facilitate the unfolding of explicit and tacit meanings associated with caring presence.

Main Methods:

A reflective teaching strategy was implemented with graduate nursing students.
Students engaged in representing, interpreting, and envisioning the lived experience of caring presence.

Related Experiment Videos

Discussion and writing were used to facilitate reflection.

Main Results:

The teaching strategy facilitated the development of aesthetic knowing in nursing.
Students' understanding of the explicit and tacit meanings of caring presence deepened.
Representation, interpretation, and envisioning were key processes in developing aesthetic knowing.

Conclusions:

The described teaching strategy is effective in enhancing aesthetic knowing in nursing students.
Reflective practices are vital for uncovering the nuanced meanings of caring presence.
Aesthetic knowing is integral to expert nursing practice and requires cultivation.