Carper認為，實證的（empirics）、倫理的（ethics）、美學的esthetics）、與個人的（personal）四個面向，構成護理知識的整體。過去護理知識的發展偏重於實證面，然而強調隨機與控制情境而發展出來的客觀知識，在臨床的應用性卻無法完全發揮。以行動科學、反思實務、批判理論為根基，批判反思研究法（critical reflective inquiry）藉由敘述、反思、批判與解放三階段的過程，協助臨床工作者探索實務知識的本質與內涵；更可藉由自省與批判能力的提昇，進而產生助於實務工作的行動，是一種改善實務工作與發現實務新知的研究方法。本文說明批判反思研究法及其在護理實務上的應用，期能為護理實務知識的發展與改善，提供研究方法上的另類選擇。

　　　　　Carper has postulated empirics, ethics, esthetics and personal knowing as four fundamental patterns of knowing used in nursing practice. Clinical experiential knowledge is co-created by client and nurse in their relational narrative. Critical reflective inquiry is proposed for post-hoc analysis and facilitation of engaging in critique of practice, and in turn enhancing the quality of nursing care. Critical reflective inquiry based on action science, reflective practice and critical philosophy, involves three phases, namely descriptive, reflective and critical/emancipatory. The clinical application of critical reflective inquiry to public health nursing practice in order to transform routine nursing activities is discussed.