You might create a storyline in which Niki did not know she was pregnant, one in which Niki’s mother was overjoyed at the news, one in which Niki’s mother became very frightened, and one in which both individuals immediately revealed that there was incest going on in the home and expressed despair regarding how to stop it. they practiced, and used journaling to explore deeper symbolic and personal meanings of the practices observed.
When you create a storyline, you can develop your ideas in writing (Sorrell, 1994) or conversation. Recognizing the challenges that are inherent in defining the art of nursing, we propose a definition that was derived from an aesthetic inquiry project that began as the result of conversations with practicing nurses who, without exception, recognized meaning in the phrase “the art of nursing.” Conversations and storytelling among nurses focused on their experiences of the art of nursing, the various meanings that they saw in photographs, or in rehearsals or the role-playing of various alternative approaches to nursing practice (Chinn, 1994, 2001; Chinn, Maeve, & Bostick, 1997). However, when viewed through the lens of aesthetics, the story has exquisite value as a frame from which to explore possible meanings and to create visions and possibilities for the future (Maeve, 1994). The meanings that are conveyed and the responses that are evoked are connected to the cultural heritage from which the art form arises. This process can be readily illustrated in the fine arts, where, for example, a musician acquires technical and mechanical skills with an instrument and learns to bring the elements of sound together into a musical performance that generates a response from the listener. class="openlink dropfileslightbox" href="/{{viewerlink}}">Preview Aesthetic knowledge comes from practitioners understanding the look, feel, smell, taste and sound of things. Moreover, although you know you acted artfully, you could never fully explain what you did. The end that participants desire energizes movement toward that end. Individuals, given their unique perceptions and tastes, respond differently to an art object or experience. Aesthetic perception and judgement are not merely cognitive processes, but also involve feelings. You might begin with an anecdotal account of a real experience. Johnson (1994) identified five conceptualizations for the art of nursing: • The ability to grasp meaning during patient encounters, • The ability to establish a meaningful connection with the person being cared for, • The ability to skillfully perform nursing activities, • The ability to rationally determine an appropriate course of nursing action, • The ability to morally conduct one’s nursing practice. The musician performs for a teacher or mentor. The imagined scenarios of one’s new life story gradually begin to take shape as they are formed by the mutual interactions of nurses, family members, and others involved in caring for the person. However, during the process, she is inspired to integrate rhythmic variations that may defy common conventions, and the exact form of the music shifts as it unfolds. Alternatively, you might write a poem or create a drawing that represents the situation. As a preceptor, mentor, or teacher, you might guide your students to rehearse and envision what they might do in a similar setting as a way to help them to cultivate aesthetic knowing. You need JavaScript enabled to view it. Stories that are told in the voice of the person receiving nursing care inspire empathy as well as a deeper understanding of the experience that is the story’s focus. Simply asking clients to describe what their illness means is not enough. Therefore, the empirical study of these experiences requires conceptualization and measurement of aesthetic emotions. A useful analogy for understanding the processes of envisioning and rehearsing in nursing is that of improvisation. Epistemologies shape knowledge acquisition and advancement by providing criteria of true and false knowledge. Oettinger understood that those aspects of humanness that make people alike fall within the realm of empirics, and she cautioned that “alike” is not necessarily the same as “normal.” Oettinger implied that, although humans do generally share things in common (e.g., certain features of anatomy and physiology), they are more alike in their uniqueness. With each nursing interaction, you begin to create with the patient and family a new plot that cannot be fully anticipated in advance. Our definition of the art of nursing assumes a deep and meaningful connection with the other. Rehearsal is either a physical or mental walk-through of the skills required for the performance or display of the art form, ultimately involving the presence of a coach, teacher, or critic. Your eyes immediately go to Niki, who has obviously been crying. Art is both the process of creating an aesthetic object or experience as well as the product that is created. As you begin to explore what it all meant or could mean and how your education and experience informs your reflection of the situation, you create an aesthetic criticism. In the process, the composer places a unique signature on the work that gives it artistic character. In this way, stories provide a vehicle for the rehearsal of possibilities that you might be called upon to actualize in your practice at some point in the future. Aesthetic knowledge comes from practitioners understanding the look, feel, smell, taste and sound of things. The English language is full of beautiful sounding words that are a delight to hear. {{#if custom_icon}} The final way of knowing identified by Carper (1978) is AESTHETIC Knowing. The process of creating and what is produced must display characteristics that are artistically valid to properly be called “art.” Art is not limited to the fine arts or to what is often labeled as art. Rather, the storyteller purposely exaggerates, fictionalizes, emphasizes, and reshapes the actual experience to enhance listeners’ perceptions of certain meanings that the storyteller intends to convey in the story. We briefly review theoretical foundations and present experimental data related to aesthetic chills. Aesthetic realism, however, is the notion that beauty exists objectively and can be perceived by all who have eyes to see, ears to hear and a heart to feel. In the following sections, the terms aesthetic and artistically valid are used interchangeably. The standards by which something is taken to be appealing or beautiful vary widely in different disciplines and within different contexts and cultures. However, the form is considered beautiful in that it satisfies aesthetic criteria and thus is considered to be artistically valid. As an experienced practitioner, as you move into clinically complex care situations, you comprehend—all at once—what a situation is calling forth, and you respond wholly. document.getElementById('cloak543b01492ed5fb279bfe8b3222366877').innerHTML = ''; pp. This first narrative will become material that you can work with to recreate the storyline with other possible endings. As another example to consider, some degree of postsurgical pain is an expected common human experience after hip replacement. The response that art evokes is very often strong or even transformative, which means that the experience of the art is unforgettable, it leaves a strong impression, or it provides insight into the human condition. From these creative processes, aesthetic criticism can be constructed as a form of knowledge of the artistry of nursing that can be shared with others. Although we acknowledge and encourage these therapeutic uses of artistic processes, this is not the focus that concerns aesthetic knowledge development, and this is different from what we are addressing as “the art of nursing.” Rather, aesthetic knowledge development is directed toward those aspects of knowing that are essential to the “doing” of nursing itself, which is what we consider “the art of nursing.”. {{title}} As you open the door and enter the room, you notice immediately that something is terribly wrong and that the situation is not what you expected it would be. We recommend stories that illuminate some health or illness experience toward which nursing’s art form is directed. Aesthetic qualities can be seen as art in all aspects of nursing practice: from notes written in a chart to theoretic formulations, from a single brief interaction with an individual to sustained interactions with groups and communities, and from an unexpected encounter to a thoughtfully planned design for a system of care. In the example involving Niki, the nurse (i.e., “you”) moved into the encounter having asked and answered the critical questions, “What does this (situation) mean?” and “How is it significant?”; with the nurse practitioner, you made a plan based on your past experiences with similar situations. data-id="{{id}}"> As Johnson (1994, 1996) demonstrated, the idea of the art of nursing has had several different meanings reflected in the nursing literature since the time of Nightingale. The term aesthetic pleasure is often used, it actually refers to that how people experience beauty and gets that appealing through senses. {{ext}}
What you did was act, and you acted in a way that was artful: balanced and, in a sense, beautiful, rather than clumsy or uncertain. On the basis of your experience and background as a nurse, you are able to help the patient and family imagine a new future. Find more ways to say aesthetic, along with related words, antonyms and example phrases at, the world's most trusted free thesaurus. The look on your face and your hesitation registers your surprise at what you see, and, before you can say anything, Niki’s mother angrily declares, “This little slut just told me she’s pregnant.” You immediately move to creatively deal with the situation. You could create a storyline in which you candidly tell Niki and her mother about the results of the pregnancy test; you could then imagine how each of these individuals would react at this point in the unfolding story and how you would handle such a scenario. Aesthetic 1224-1225). For example, nurses learn about the experience of dying by studying theories of death and dying, by reading or hearing stories about dying, and by caring for people who are dying and experiencing their feelings and those of their loved ones. The director (critic, coach, or teacher) gives the actor (nursing student) feedback and guidance that lead the actor into new territory. Learn more. Aesthetics focuses on knowing how to understand and act in relation to those individual differences to create a positive outcome. Rather, the direction of health and well-being is intuitively shaped and formed as it occurs. In the philosophy of aesthetics, beauty is not taken a matter of taste. The response that is evoked is one of interest or mystique. It then follows that the intuitive perception of a right relationship within a nursing encounter depends upon a deep grasp of the meaning embedded in the situation.
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