Читать книгу Preparing for Professional Practice in Health and Social Care - Группа авторов - Страница 25

1 Boud, D. and Walker, D. (1990). Making the most of experience. Studies in Continuing Education 12 (2): 67–80.

2 Fish, D. and Coles, C. (eds.) (1998). Developing Professional Judgment in Healthcare: Learning through the Critical Appreciation of Practice. Edinburgh: Butterworth-Heinemann.

3 Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit (FEU).

4 HCPC. (2013a). Standards of proficiency for dieticians. Available from: https://www.hcpc-uk.org/standards/standards-of-proficiency/dietitians (accessed 20 January 2022).

5 HCPC. (2013b). Standards of proficiency for chiropodists/podiatrists. Available from: https://www.hcpc-uk.org/standards/standards-of-proficiency/chiropodists-podiatrists (accessed 20 January 2022).

6 HCPC. (2014). Standards of proficiency for paramedics. Available from: https://www.hcpc-uk.org/standards/standards-of-proficiency/paramedics (accessed 20 January 2022).

7 HCPC. (2018). Standards of proficiency for occupational therapists. Available from: https://www.hcpc-uk.org/standards/standards-of-proficiency/occupational-therapists (accessed 20 January 2022).

8 Higgs, J., Richardson, B., and Dahlgren, M. (eds.) (2004). Developing Practice Knowledge for Health Professionals. London: Butterworth-Heinemann.

9 Higgs, J. and Titchen, A. (1995). The nature, generation and verification of knowledge. Physiotherapy 81 (9): 521–530.

10 Hoffman, T., Bennett, S., and Del Mar, C. (2013). Evidence-based Practice across the Health Professions, 2e. Sydney: Elsevier Australia.

11 Jasper, M. (2013). Beginning Reflective Practice. Andover: Cengage Learning.

12 Johns, C. (1995). Framing learning through reflection within Carper’s fundamental ways of knowing in nursing. Journal of Advanced Nursing 22 (2): 226–234.

13 Johns, C. (2017). Becoming a Reflective Practitioner, 5e. Chichester: Wiley Blackwell.

14 Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.

15 Rolfe, G., Freshwater, D., and Jasper, M. (2001). Critical Reflection for Nursing and the Helping Professions: A User’s Guide. Bristol: Macmillan.

16 Rycroft-Malone, J., Seers, K., Titchen, A., Harvey, G., Kitson, A., and McCormack, B. (2004). What counts as evidence in evidence-based practice? Journal of Advanced Nursing 47 (1): 81–90.

17 Sackett, D.L., Rosenberg, W.M., Gray, J.A., Haynes, R.B., and Richardson, W.S. (1996). Evidence based medicine: What it is and what it isn’t. British Medical Journal 312 (7023): 71–72.

18 Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.

19 Schön, D.A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.

20 Stonehouse, D. (2015). Reflective practice: Ensuring quality care. British Journal of Healthcare Management 21 (5): 237–240.

21 Taylor, M.J., McNicholas, C., Nicolay, C., Darzi, A., Bell, D., and Reed, J.E. (2014). Systematic review of the application of the plan–do–study–act method to improve quality in healthcare. BMJ Quality and Safety 23 (4): 290–298.

22 Thomson, O.P., Petty, N.J., and Moore, A.P. (2014). A qualitative grounded theory study of the conceptions of clinical practice in osteopathy – A continuum from technical rationality to professional artistry. Manual Therapy 19 (1): 37–43.

23 Tracy, S.J. (2010). Qualitative Quality: Eight ‘Big-Tent’ Criteria for Excellent Qualitative Research. Qualitative Inquiry 16 (10): 837–851.

24 van Mook, W.N., de Grave, W.S., Wass, V., O’Sullivan, H., Zwaveling, J.H., Schuwirth, L.W., and van der Vleuten, C.P. (2009). Professionalism: Evolution of the concept. European Journal of Internal Medicine European Federation of Internal Medicine 20 (4): e81–e84. doi: 10.1016/j.ejim.2008.10.005.

25 Walpola, R. and Lucas, C. (2021). Reflective practice: The essential competency for health systems and healthcare practitioners during the COVID-19 pandemic. Reflective Practice 22 (2): 143–146.