- Compare and contrast the main attributes of personal and aesthetic knowledge development. In your response, describe how both types of knowledge development are important for making advancements in nursing practice. The ability to identify and process nursing knowledge is influential in provider patient relational and greatly affects treatment of care. With this week’s lesson two important concerts we focused on were personal and aesthetic knowledge. Personal knowledge is the concept of being whole and aware of self and the value and wholeness of others (Chinn & Kramer, 2018). This allows one to be and express who they are. This allows both the provider and the patient to elevate on high levels of energy which will promote healing (Schwind, 2020). The concept of aesthetic knowledge is described as one’s way of making sense of a situation with one another revealing meanings of connections (Schwind, 2020). When comparing personal and aesthetic knowledge, personal knowledge is the most challenging to master and to teach, because one does not know about self, one simply strives to know self (Chinn and Kramer, 2018), whereas, aesthetic knowing is focused on deeper meanings of reality and expressed expressed in practice in transformative acts that reveal the meaning and the significance of the experience (Chinn and Kramer, 2018). 2. Identify how personal knowing leads to personal shifts in aesthetic knowing. In your response, discuss how asking the critical questions, “What does this mean?” and “How is it significant?” can be used to cultivate aesthetic knowing. Personal knowledge leads to personal shifts in aesthetic knowledge by first creating a relationship with provider and patient. This then requires deep reflection on behalf of the provider to perceive the needs of the patient to successfully assess, evaluate, and treat the needs of the patient (Chinn & Kramer, 2018). When asking the questions, “what does this mean?” and “how is this significant?” when treating a patient, it allows the provider to not only self-reflect but to also perceive how a situation impacts a patient.
’t have to include all tasks on the mathematical critical path. (Lientz and Rea, 2001) Disadvantages It is unlikely whether the project planners can forecast all the different activities that will take place during the project whilst at the beginning of a project (Andersen, 2006). As well as their costs and what the duration will be. (Dvir, et al, 2003) This becomes even more challenging when these activities are dependent on the outcomes of earlier tasks. (Dvir, et al, 2003) When creating a project plan, planners must make important decision early in the project, even though not much is known about the future of the project. Many of these decisions are taken unconsciously and over time optimal solutions will arise. However, the planner chooses early solution rather than the optimal solutions (Andersen, 1996) For reasons such as this, Anderson proposed a replacement of the standard planning approach with milestone planning. (Andersen, 2006) This leads to the second weakness of project planning which is complex plans can become extremely difficult to alter. For a project to be completed successfully, the project plan must be updated regularly (Clarke, 1999) However, for extremely detailed projects, when different aspects of the project change, the whole plan will have to be updated to react to the change. This is even when the outcome and objective isn’t affected. This creates a time-consuming and ineffective process of updating the project plans and causes the plan to be abandoned (Clarke, 1999) Another issue is although a project plan is a main contributor to the success of a project, if estimates within the plan are inappropriate, a project plan could cause the project to be a failure. According to Kerzner, the failure of a project is largely due to ineffective scheduling, planning and estimating (Kerzner, 2017) A main issue is people within the project creating inappropriate estimates when being asked for rough estimates and how long certain activities will take. However, these rough estimates become the target time put in place in a committed plan. (Maylor,2010) This estimates can also be based off inappropriate data. People either create estimates based on previous experience or don’t check whether the data was a good representation of the reality of carrying out the tasks. Also, the estimates could be used out of context as the estimate of time for a task stays the same despite major changes being made as to where and how the task should be carried out (Maylor, 2010) An example of this can be seen in the motor vehicle industry. Released in 1959, the Ford Edsel had spent 10 years and $250 million on planning. The new car was to focus on the medium-priced market however, before the year of release was over, sales had fallen by a third as the company had spent too long on planning whilst opportunity for mid-priced vehicles had gone. (Rothman, 2014) This shows clear inappropriate time estimated based on inappropriate data and having extremely long milestones as according to Lientz and Rea (2001) a common problem with schedules is that milestones are too late. Lastly, descriptions of activities within a plan tend to be vague, such as ‘implemen>GET ANSWER