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Группа авторов. Becoming a Reflective Practitioner
Table of Contents
List of Tables
List of Illustrations
Guide
Pages
Becoming a Reflective Practitioner
PREFACE
Chapters
Part 1
Part 2
References
CHAPTER 1 Envisaging Reflective Practice
Professional Artistry
Reflection
A Brief View of Reflective Theories
Boyd and Fales (1983)
Boud et al. (1985)
Gibbs (1988)
Mezirow (1981)
Balancing the Winds
Spectrum of Reflective Practices
Reflection‐on‐experience
Reflection‐in‐action
The Internal Supervisor
Reflection‐within‐the‐moment
Christopher Johns Conception of Reflective Practice
Creative Tension
Vision
Mandy Reflects on Having a Vision for Practice
Barriers
Tradition
Authority and Power
Embodiment
Empowerment
Finding Voice
The Silent Voice
The Received Voice
The Subjective Voice
The Procedural Voice
The Constructed Voice
Transformation and Reflexivity
An Encouraging Note
Summary
Notes
References
CHAPTER 2 The Six Dialogical Movements
The Hermeneutic Spiral
Dialogue
Six Rules of Dialogue
Developing the Reflective Attitude
Commitment
Curiosity
Intelligence
Bringing the Mind Home
Notes
References
CHAPTER 3 Writing Self; the First Dialogical Movement
Keeping a Reflective Journal
Journal Entry 1
Journal Entry 2
Triggers
Tapping the Tacit
Being Creative
The Value and Therapeutic Benefit of Writing
Summary
Note
References
CHAPTER 4 Engaging the Reflective Spiral: The Second Dialogical Movement
The Model for Structured Reflection
The Reflective Cues
What is Significant to Reflect On?
Why Did I Respond as I Did?
Did I Respond in Tune With My Vision?
Did I Respond Effectively in Terms of Consequences?
Did My Feelings and Attitudes Influence Me?
Did Past Experiences Influence Me?
Did I Respond Ethically for the Best?
Autonomy
Benevolence and Non‐malevolence
Utilitarianism
Confidentiality
The Ethical Demand (Justice, Equality, and Cultural Safety)
Different Perspectives
Ethical Mapping
Anticipatory Reflection
Am I Able to Respond as Envisaged?
Am I Skilful and Knowledgeable Enough to Respond Differently?
Do I Have the Right Attitude?
Am I Powerful Enough to Respond Differently?
Am I Poised Enough to Respond Differently?
How Do I Now Feel About the Situation?
Summary
Notes
References
CHAPTER 5 Framing Insights
Introduction
Single Lines
Framing Insights
Carper’s Fundamental Ways of Knowing (1978)
The Framing Perspectives
Philosophical Framing
Aesthetic Framing
Ethical Framing
Reality Perspective Framing
Role Framing
Theoretical Framing
Reflexive Framing
Parallel Process Framing
Developmental Framing
Being Available Template
Summary
Notes
References
CHAPTER 6 Deepening Insights: The third and fourth Dialogical Movements
Third Dialogical Movement
Theoretical Mapping
Guiding Reflection: The Fourth Dialogical Movement
Why Guidance is Beneficial
Co‐creation of Insights
Revealing Woozles
Planting Seeds
Dialogue
Guidance Attitude
Balance of Challenge and Support
The Challenge/Support Grid
Journal Entry 1
Journal Entry 2
Finding Voice (revisited)
Facing the Reality Wall
Picking Up Issues
Opening Up the Guidance Space
Inputting and Exploring Theory
Finding Your Own Way
Journal Entry 3
Journal Entry – Realising Our Power
Parallel Process Framing
Role Play
Game Playing
Contracting
What Issues Need to be Contracted?
Summary
Notes
References
CHAPTER 7 Weaving and Performing Narrative: The Fifth Dialogical Movement
Introduction
Weaving
‘Life Begins at 40’ Introduction
Life Begins at 40
Deepening Insight
Trigger
Transitional Moments
Show or Tell?
Narrative Form
Giving Voice to Others
Coherence
Summary
Notes
References
CHAPTER 8 Applying the MSR
Bringing the Mind Home
Writing Self
What is Significant to Reflect On?
Why Did I Respond as I Did?
Did I Respond Effectively in Terms of Consequences?
Did My Feelings Influence Me?
Did Past Experiences Influence Me?
Did I Respond Ethically for the Best?
Did I Respond in Tune with My Vision?
Given a Similar Situation, How Could I Respond More Effectively, for the Best and in Tune with My Vision?
What Would Be the Consequences of Alternative Actions for the Patient, Others and Myself?
Am I Able to Respond as Envisaged?
Am I Skilful and Knowledgeable Enough to Respond Differently?
Am I Powerful Enough to Respond Differently?
Do I Have the Right Attitude?
Am I Poised Enough to Respond Differently?
What Tentative Insights Do I Draw?
How Has Extant Theory/Ideas Inform and Deepen My Insights? (Dialogical Level 3)
How has Guidance Deepen My Insights? [Dialogical Movement 4]
What Insights Do I Draw from This Experience?
‘How Do I Now Feel About the Situation’?
Notes
References
CHAPTER 9 ‘Reflections on Not Giving a Therapy’: Weaving Narrative Through Prose Poetry
Reflections on Not Giving a Therapy
Alfie Boundary
Naomi
Dora Franke
Mrs Wells
Belinda
George Keeler
Frank Seymour
Bernard Barker
Rita Pike
Summary
References
CHAPTER 10 The Sixth Dialogical Movement: Dialogue with ‘Passing people by’ Performance Narrative
Narrative Performance
Introduction to the Performance Narrative ‘Passing People By’
Activity
Notes
References
CHAPTER 11 Performance Narrative as Play: Musical Chairs
Introduction to Musical Chairs1
Performing Musical Chairs. Act 1
Act 2
Act 4
Act 5
Act 6
Act 7
Act 8
Act 9
Act 10
Audience Response
Notes
References
CHAPTER 12 ‘People are Not Numbers to Crunch’: A Performance Narrative and Story Board
Introduction
People are Not Numbers to Crunch
Beady Eye
Enter the First Blind Mouse
Enter the Second Blind Mouse
Enter the Movie Star
Enter the Theatre Staff
Enter the Third Blind Mouse
Ray Returns
People are Not Numbers to Crunch
Ensuing Dialogue
Notes
References
CHAPTER 13 Narrative Art and Storyboard
Narrative Art Workshops
Storyboard
‘People are Not Numbers to Crunch’ Storyboard
Notes
References
CHAPTER 14 The Reflective Curriculum
Radical Shift
Journal Entry 1
Roots
Format of the Reflective Curriculum
Professional Identity
Clinical Practice
Clinical Skills
Theory
Responsibility for Learning
Clinical Credibility
Potential Constraints to the Reflective Curriculum. Students
Teachers
Teacher Development
Tale of Two Teachers
John
Janet
Post‐registration Education
MSc Leadership in Healthcare
Evaluation
Summary
Notes
References
CHAPTER 15 Grading Reflective Assignments
Journal Entry
Reflection on Touch and the Environment
Environment
Commentary
Activity
Notes
References
CHAPTER 16 Guiding First Year NursingStudents
Introduction
Guiding Reflection with First Year Nursing Students
Michelle’s Experience
Lucy’s Reflection
Summary
Notes
References
CHAPTER 17 Guiding Third Year Nursing Students
Introduction
Karen’s Experience
Next Session
Next Session
Summary
Notes
References
CHAPTER 18 Guiding Trudy
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Skill Box
Summary
Notes
References
CHAPTER 19 Becoming a Leader: A Little Voice in a Big Arena
Introduction
A Little Voice in a Big Arena
Drawing Insight
Commentary
Notes
References
CHAPTER 20 The Learning Organization Exemplified by the Burford NDU Model
The Learning Organisation
Vision
Personal Mastery
Mental Models
Team Learning
Systems Thinking
Leadership
Reflective Journal Entry
The Burford Nursing Development Unit (NDU): Caring in Practice Model
Vision for Clinical Practice
The Three Cornerstones of a Valid Vision
The Nature of Caring
The Internal Environment of Practice
Social Utility
A System of Working with Patients in Tune with the Hospital’s Person‐centred Vision
The Nine Reflective Cues
Tony
Applying the Reflective Cues. Who is This Person?
What Meaning Does This Health Event Have for the Person?
How is This Person Feeling?
How Do I Feel About This Person?
How has This Event Affected Their Usual Life Pattern and Roles?
How Can I Help This Person?
What is Important for This Person to Make Their Stay in the Hospice Comfortable?
What Support Does This Person Have in Life?
How Does This Person View the Future?
A System to Ensure Effective Communication
Narrative Notes
Bedside Handover
De‐briefing
Summary
Notes
References
CHAPTER 21 A System to Enable Practitioners to Live and Ensure Quality
Clinical Audit
It Works Like This
Standards of Care
Triggers for Standards
What is a Standard of Care?
Box 21.1 | Patients enjoy a nutritious meal scan sheet
Box 21.2 | Monitoring sleep
Confidentiality
Box 21.3 | Confidentiality scan sheet
Constructing a Standard of Care Concerned with Communication with Relatives
Relatives Feel Informed and Involved in Care
Box 21.4 | Standard statement – ‘Relatives feel informed and involved in care’
The Value of Standards of Care
Box 21.5 | Checklist for writing standards
Box 21.6 | Key points in developing a standard of care
NOTES
References
CHAPTER 22 A System to Enable Practitioners to Develop Personal Mastery Towards Realising Their Vision of Practice
Bumping Heads
Susan Writes3. Liberating to Care
Sarah
Commentary
Contracting – The Bottom Line
Variables of Clinical Supervision/Guided Reflection
Who Should the Guide/Supervisor Be?
Peer Guidance
Voluntary or Mandatory
Group versus Individual Supervision
Single or Multi‐professional
Summary
Notes
References
CHAPTER 23 Awakenings: Guided Reflection as ‘Reality Shock’
Prologue
The First Assignment
The Second Assignment
My Third Assignment
Commentary
Notes
References
CHAPTER 24 Holding Creative Tension
In the Beginning
Was I not a Philistine!
My Leadership Despair
Five Smooth Stones
Psalm of Victory
Four Years On, What is the Condition of My Harp?
Detecting the Sheep from the Wolves
Wolf: Abandon Your Wicked Ways
Taking Off My Armour
The Future
References
CHAPTER 25 The Complexity of Teaching
Narrative: PGCE Science at the Beginning of the Academic Year. The Old Story
Transforming
The New Story
Teacher Education
Reflections on the Introductory PGCE Science Workshops
Understanding the Classroom Environment
Narrative: Work with Student Teachers, at the Beginning of the Academic Year
Undergraduate Workshop on Water
Reflection
Summary
Notes
References
CHAPTER 26 Guiding Nursing Students’ Reflection on a Simulated Patient Experience
Preparatory Phase‐bring the Mind Home
Reflective Phase
Anticipatory Phase
Insight Phase
References
APPENDIX 1 Guided Reflection Evaluation Tool. Introduction
Guided Reflection Evaluation Tool
APPENDIX 2
Reference
INDEX. A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
Y
Z
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