An extended epistemology for fostering transformative learning in holistic nursing education and practice.
The transformation from traditional nursing practice to holistic nursing is one that requires recognition of multiple ways of knowing. Transformative learning theory reflects a strong bias toward cognitive epistemology and propositional knowing. This epistemology, labeled here as truncated, rests on an understanding of experience derived from pragmatism. This article describes an extended epistemology derived from the work of John Heron that better reflects the full range of knowing utilized by holistic nurses. This epistemology provides a foundation for innovative approaches for the development of holistic awareness in the training and continuing professional development of nurses. One such approach, collaborative inquiry, is described.
Yorks
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Teachers College, Columbia University, New York, New York, USA.
Sharoff
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D002983:Clinical Competence / Q000592:standards*; D004506:Education, Nursing / Q000379:methods; D007722:Health Knowledge, Attitudes, Practice; D018939:Holistic Nursing / Q000193:education* / Q000592:standards; D006801:Humans; D007400:Interprofessional Relations; D007858:Learning; D024802:Nurse's Role; D009723:Nurse-Patient Relations; D015402:Nursing Education Research; D009742:Nursing Theory; D010687:Philosophy, Nursing; D017009:Professional Autonomy; D013192:Staff Development / Q000379:methods; D014481:United States