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The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared. Nursing knowledge is classified in a variety of ways, one of which is Carper’s Patterns of Knowing (Carper, 1978). Carper’s framework offers a lens through which the nurse can reflect upon insights acquired through empirical, ethical, personal, and aesthetic knowledge (Carper, 1978). Through intentional reflection using Carper’s Patterns of Knowing, nurses can process experiential learning and knowledge acquired through practice. The purpose of this assignment is to reflect upon a specific practice situation and better understand the professional knowledge and insights obtained through that experience. Must be 300-350 words Once you are down with the initial post complete a 1-2 paragraph reflection Write 1-2 paragraphs reflecting on ways of knowing and the use of metaparadigm in the NP role. Then save the reflection as a Word Document f

or submission later in the course. In week 8, you will submit all reflections as a single document. This reflection is worth 5 points and the final reflection document in week 8 is worth 15 points. You will need to post your reflection here before you are able to see other students’ posts. Asselin, M. E. (2011). Reflective narrative: A tool for learning through practice. (1), 2-6. londonessays.com Boden, C. J., Cook, D., Lasker-Scott, T., Moore, S., & Shelton, D. (2006). Five perspectives on reflective journaling (1-4), 11-15.??londonessays.com Coleman, D., & Willis, D. S. (2015). Reflective writing: The student nurse’s perspective on reflective writing and poetry writing. , (7), 906-911. londonessays.com Kennison, M. (2012). Developing reflective writing as effective pedagogy. , (5), 306-311. londonessays.com McEwen, M., & Wills, E. (2014). (4th ed.). Lippincott, Williams & Wilkins. Meleis, A. (2012) (5th ed.). Lippincott Williams & Wilkins Melnyk, B. M., & Fineout-Overholt, E. (2011) (2nd ed.). Lippincott, Williams & Wilkins. Polifroni, E. C. (2015). Philosophy of science: An introduction. In J. B. Butts & K. L. Rich (Ed.), (2nd ed.) (pp. 3-18). Jones & Bartlett Learning. Parker, M. E., & Smith, M. C. (2015). (4th ed.). F. A. Davis Company. Reed, P. G., & Crawford Shearer, N. B. (2012). (6th ed.). Wolters Kluwer. Shearer, J. E. (2015). Critique of nursing as caring theory: Aesthetic knowing and caring in online learning. , (2), 45-49. londonessays.com Walker, L. O., & Avant, K. C. (2011). (5th ed.). Pearson