This article provides an analysis of esthetics, one type of nursing knowledge, in the context of the role of the nurse in family-centered nursing care of hospitalized children. Esthetic knowledge is explained through the analysis of vignettes from a clinical article. The components of the creative and expressive dimensions of esthetic knowledge are illustrated as are processes for assessing creadibility or forming understanding. Finally, implications for nursing practice, education, and knowledge development are presented.
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