ABSTRACT Oftentimes, when we, in the nursing profession, speak of knowledge development, we focus mostly on the empirical knowing. Although that is a significant component of how we know, we recognize the value of other ways of knowing, including personal, aesthetic, ethical, and emancipatory knowing. These patterns were originated by Carper in the late nineteen-seventies and more recently extended by Chinn and Kramer. As educators in nursing, we are concerned with how best to help students, future nurses, develop their personal and aesthetic knowing in order to more fully engage in relational practice with people in their care, thereby supporting holistic person-centred relational practice. To achieve our teaching-learning purposes, we implement Schwind’s Narrative Reflective Process, which calls on creativity, metaphor, imagination, and reflective dialogue. In this article, we explicate how we use this creative approach in our work with students and offer the possibility of its benefit to other healthcare practitioners. Although we speak from the nursing perspective, we believe this creative reflective approach is transferable to other disciplines and contexts beyond nursing education, where holistic engagement in humane interaction is desired.

中文翻译：

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使用叙事反思过程来增强个人和审美认识，以支持以人为本的整体关系实践

摘要通常，当我们在护理界谈论知识发展时，我们主要侧重于经验知识。尽管这是我们了解知识的重要组成部分，但我们认识到其他认识方法的价值，包括个人，审美，道德和解放性认识。这些模式由Carper于19世纪70年代后期提出，最近由Chinn和Kramer扩展。作为护理方面的教育者，我们关心如何最好地帮助学生，未来的护士发展他们的个人和审美知识，以便更全面地与护理人员进行关系实践，从而支持以人为本的整体关系实践。为了实现教学目的，我们实施了施温德的叙事反思过程，该过程需要创造力，隐喻，想象力，和反思性对话。在本文中，我们将阐述如何在与学生的合作中使用这种创造性的方法，并为其他医疗从业人员提供受益的可能性。尽管我们从护理的角度讲，但我们认为这种创造性的反思方法可以转移到护理教育以外的其他学科和环境中，在这些教育中，需要整体参与人道互动。