<Dd> Knowledge and attitudes derived from personal self - understanding and empathy, including imagining one's self in the patient's position . </Dd> <Dd> Attitudes and knowledge derived from an ethical framework, including an awareness of moral questions and choices . </Dd> <Dd> Awareness of the immediate situation, seated in immediate practical action; including awareness of the patient and their circumstances as uniquely individual, and of the combined wholeness of the situation . (Aesthetic in this sense is used to mean "relating to the here and now", from the Greek αἰσθάνομαι (aisthanomai), meaning "I perceive, feel, sense"; the reference is not to the consideration of beauty, art and taste). </Dd> <P> The emphasis on different ways of knowing is presented as a tool for generating clearer and more complete thinking and learning about experiences, and broader self - integration of classroom education . As such it helped crystallize Johns' (1995) framework for reflective investigation to develop reflective practice . </P>

Carper's patterns of knowing to analyze the situation