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Becoming a Reflective Practitioner / Edition 3

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Overview

"Becoming a Reflective Practitioner is a practical guide to using reflection in everyday clinical practice. It explores the author's own model for structured reflection and includes accounts of everyday practice to guide the reader through the stages of reflective practice in the context of the caring relationship." "The second edition gives greater attention to the idea of 'desirable practice' and further develops particular aspects e.g. assertiveness and conflict management. It adopts a simpler approach to the reflective cycle and includes a new chapter on evaluation of clinical supervision, leadership and quality management." Reflective practice is acknowledged as an effective approach to developing nursing care which evolves as the practitioner develops his or her own practice. This book will therefore be of interest to all nurses involved in developing their clinical practice.
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Editorial Reviews

From the Publisher
"This edition takes into account developments in reflective theory and has more coverage of different approaches, including the use of narrative dialogue and performance, and greater emphasis on the process of writing over the realization of desirable practice. It also has new chapters on ensuring quality and managing conflict." (Book News, December 2009)
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Product Details

  • ISBN-13: 9781405185677
  • Publisher: Wiley
  • Publication date: 7/27/2009
  • Edition description: Older Edition
  • Edition number: 3
  • Pages: 360
  • Product dimensions: 7.30 (w) x 9.50 (h) x 0.70 (d)

Meet the Author

Chris Johns is Professor of Nursing at the University of Bedfordshire

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Table of Contents

Foreword.

Preface.

Acknowledgements.

Part 1 Basic structures.

1 Exploring reflection.

The significance of reflective practices for professional life.

Knowing reflection.

Whole-brain stuff.

A typology of reflective practices.

Setting out my stall.

Bimadisiwin.

Prerequisites of reflection.

Energy work.

Being in place.

Developing voice.

Evaluating reflection.

Conclusion.

2 A reflective framework for clinical practice.

Peter and Sam.

The Burford NDU model: caring in practice.

Vision.

From vision to reality.

A structural view of a reflective framework for clinical practice.

Organisational culture.

The Burford model’s explicit assumptions.

Conclusion.

3 Becoming reflective.

Tom and Joan.

Narrative.

Dialogue.

The first dialogical movement: doodles in my journal.

The second dialogical movement: surfing the reflective spiral.

Dwelling with the text and gaining insight.

Framing perspectives.

Conclusion.

4 The third and fourth dialogical movements.

The third dialogical movement: the dance with Sophia.

The fourth dialogical movement: dialogue with peers and guides.

The nature of guidance.

Conclusion.

5 The fifth and sixth dialogical movements.

Reflection as art.

Being playful, being disciplined.

Autoethnography.

Conclusion.

6 Being available.

Tony.

Being available.

Holding and intending to realise a vision.

The extent to which the practitioner knows the other.

The extent to which the practitioner is concerned for the other.

The extent to which the practitioner can grasp and interpret the clinical

moment and respond with appropriate skilful action (the aesthetic

response).

Poise – the extent to which the practitioner knows and manages self

within relationship.

Conclusion.

7 Creating an environment where being available is possible.

Cathy and the GPs.

Realising our power.

Hank’s complaint.

Horizontal violence.

Support.

Debriefing.

Therapeutic benefits of disclosure.

Conclusion.

8 Therapeutic journalling for patients.

Moira Vass – living with motor neurone disease.

Reflection.

Listening to the patient’s story.

Conclusion.

Part 2 Narratives of being available.

9 Jill Jarvis: reflection on touch and the environment.

Introduction.

Touch (Jill Jarvis).

Environment (Jill Jarvis).

Conclusions.

10 Simon Lee: reflection on caring.

Introduction.

Simon writes.

Involvement.

11 Clare Coward: life begins at 40.

Clare writes.

12 Jim Jones: balancing the wind or a lot of hot air.

Jim writes.

Part 3 Creating the reflective environment.

13 Reflective communication.

Talk.

Confidentiality.

Patient notes.

Narrative.

Reflection.

Conclusion.

14 Ensuring quality.

A narrative of a quality initiative to improve midwifery care to postnatal

women in the community.

Reflection.

Conclusion.

15 Transformational leadership.

Sally writes: a little voice in a big arena.

Susan writes: liberating to care.

Reflection.

Conclusion.

16 Clinical supervision and nurturing the learning organisation.

Bumping heads.

Revealing woozles.

Clinical supervision.

The learning organisation.

Contracting.

Four variables of clinical supervision.

Emancipatory or technical supervision.

Peer-led supervision.

Qualities of the ideal supervisor.

Heron’s six-category intervention analysis.

Modes of supervision.

The nine step model.

Trudy’s story.

Conclusion.Practitioner

17 Reflection as chaos theory.

Lazell writes.

Reflection.

Conclusion.

18 The reflective curriculum.

Running in place.

Teacher identity.

Tripods.

Frozen stories.

Teaching through reflective practice.

Camp-fire teaching.

Trust.

Judging reflective writing.

Disadvantages.

Conclusion.

19 The performance turn.

Introduction.

The performance turn.

Performance texts.

Musical chairs.

RAW.

Notes.

How might performance be judged as valid? First a warning!

Authenticity/speaking your truth.

Conclusion.

Appendix Clinical supervision evaluation tool.

References.

Index.

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