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• W10331413 abstract "PERSONAL KNOWING has been identified by Carper as one of patterns of knowing essential to kinds of knowledge that are held to be of most value in discipline of (1, p. 19). Carper emphasizes that patterns are interrelated to form a of knowing. Along with empiric, esthetic, and ethical knowing, personal knowing is a characteristic way of thinking about nursing. Chinn and Kramer elaborate on personal knowing as the fundamental process of becoming a whole, aware self and of knowing other as valued and whole (2, p. 167). Personal knowing is enhanced when reflecting on meaning of self in relationship with others. It is developed through processes of opening and centering and affirmed through response and reflection. Polanyi asserts that all knowing is personal, and that personal knowing includes a tacit and explicit dimension (3). Knowledge held tacitly remains hidden and develops into more explicit awareness as one engages in reflective thinking (4). The teaching-learning process described in this article is based on premise that personal knowing lies tacitly within. The process of reflecting on a personal difficulty can spark an awareness of self in relationship with others. The aim of this learning opportunity is to invite students to develop a deepened awareness of self, through resonating with their lived experience, and to trust insights gained in process. Time-Pressured Busyness One difficulty common to many graduate students in nursing is time-pressured busyness. Indeed, time-pressured busyness is a way of life in today's rapidly changing, increasingly complex environment, where day's events tend to be organized according to schedules, lists, beepers, and buzzers in efforts to cram more activities into available hours. For many graduate students in nursing, passage of time seems shorter and shorter as events increase in number and complexity. Themes in lay literature and public press refer to running out of time, too busy to get anything done, getting control of your time, and fighting for time. Living roles of spouse, parent, worker, and student in a rapidly changing environment requires a continuous repatterning of energy. The experience of time is related to number and complexity of events in one's thoughts (5). It is proposed that time-pressured busyness accelerates rhythm of complexity, puts a drag on living life to its fullest, and interferes with learning and developing personal knowing. Thinking in many directions about all that one must do accelerates time and leads to feeling that one cannot keep up. Trying to catch up exaggerates pressure. Those in accelerated rhythm of busyness lose ability to see bigger picture and often imagine that problems are greater than they actually are, which can interfere with learning. This article describes a three-phase teaching-learning process. First, students are asked to describe their personal stories of time-pressured busyness. In second phase, common elements in students' stories are identified. Lastly, students engage in further reflection on common elements. Finding Common Elements As one aspect of learning in a graduate level course on health promotion, 30 first-year graduate students in full-time family and work situations were asked to write about their experiences of time-pressured busyness. They were asked to respond to following instructions: Choose a situation that occurs during your day in which you experience time-pressured busyness. Focus on time-pressured busyness and describe situation in as much detail as you can. Let your thoughts and feelings flow forth in your written description. Don't worry about sentence structure or grammar. Just let your thoughts and feelings flow forth. The students were told that each story would be read carefully by teacher and then analyzed for common elements. …" @default.
• W10331413 created "2016-06-24" @default.
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• W10331413 date "2001-02-28" @default.
• W10331413 modified "2023-09-23" @default.
• W10331413 title "A reflective teaching-learning process to enhance personal knowing." @default.
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