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A discourse on the nature of dental hygiene knowledge and knowing
Author(s) -
Cobban SJ,
Edgington EM,
Myrick F,
Keenan L
Publication year - 2009
Publication title -
international journal of dental hygiene
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.674
H-Index - 38
eISSN - 1601-5037
pISSN - 1601-5029
DOI - 10.1111/j.1601-5037.2008.00315.x
Subject(s) - dental hygiene , context (archaeology) , epistemology , medicine , scope (computer science) , oral hygiene , nursing , sociology , dentistry , computer science , philosophy , paleontology , biology , programming language
Objective: Historically, dental hygiene has adopted theory and research from other health disciplines, without adequately modifying these concepts to reflect the unique dental hygiene practice context, leaving dental hygiene’s research and theory base underdeveloped. Dental hygiene has yet to articulate its epistemological assumptions – the nature, scope and object of dental hygiene knowledge – or to fully describe the patterns of knowing that are brought to practice. Methods: This paper uses a method of inquiry from philosophy to begin the discourse about dental hygiene ways of knowing. In nursing, Carper identified four fundamental patterns of knowing: empirics or the science of nursing; aesthetics or the art of nursing; personal knowledge and ethical or moral knowledge. These patterns were used to explore this concept within dental hygiene. Results: There is more to the nature of dental hygiene knowledge and knowing than rote application of technique‐related or research‐based information in practice, including judgements about when and how to use different types of information that are used. Currently, empirical forms of knowledge seem to be disproportionately valued, yet evidence was found for all of Carper’s four patterns of knowing. Conclusions: Carper’s work on patterns of knowing in nursing provided a useful framework to initiate the discourse on ways of knowing in dental hygiene. These results are submitted for others to challenge, refine and extend, for continuing the discussion. Dental hygiene leaders and scholars need to engage in discourse about extending the epistemological assumptions to reflect reality.