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From Reviews of the second edition:
'Christopher Johns is an internationally recognised pioneer of reflective practice in nursing and health care. The first edition of this book was an excellent resource and this updated version is equally impressive. This is a superb resource for nurses and all those eager to enhance their knowledge and skills in reflective practice. It is well presented, user-friendly and stimulating.'
Becoming a Reflective Practitioner is a practical guide to using reflection in every day clinical practice. It explores the value of using models of reflection, with particular reference to Christopher Johns' own model for structured reflection.
Becoming a Reflective Practitioner includes accounts of everyday practice to guide the reader through the stages of reflective practice within the context of care, 'desirable practice', and the caring relationship. This third edition reflects significant developments in reflective theory and gives greater attention to different approaches to reflection including the use of narrative dialogue. New chapters are included on ensuring quality and managing conflict. Exemplars are included throughout and further references and reflected reading are included at the end of each chapter.
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.
- A practical guide to developing reflective practice
- Reflects significant developments in reflective theory
- Examines Christopher Johns’ own model for structured reflection
- Centred on care and the caring relationship
- Challenges practitioners to question their practice
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About the Author
Table of ContentsForeword.
Part 1 Basic structures.
1 Exploring reflection.
The significance of reflective practices for professional life.
A typology of reflective practices.
Setting out my stall.
Prerequisites of reflection.
Being in place.
2 A reflective framework for clinical practice.
Peter and Sam.
The Burford NDU model: caring in practice.
From vision to reality.
A structural view of a reflective framework for clinical practice.
The Burford model’s explicit assumptions.
3 Becoming reflective.
Tom and Joan.
The first dialogical movement: doodles in my journal.
The second dialogical movement: surfing the reflective spiral.
Dwelling with the text and gaining insight.
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.
5 The fifth and sixth dialogical movements.
Reflection as art.
Being playful, being disciplined.
6 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
Poise – the extent to which the practitioner knows and manages self
7 Creating an environment where being available is possible.
Cathy and the GPs.
Realising our power.
Therapeutic benefits of disclosure.
8 Therapeutic journalling for patients.
Moira Vass – living with motor neurone disease.
Listening to the patient’s story.
Part 2 Narratives of being available.
9 Jill Jarvis: reflection on touch and the environment.
Touch (Jill Jarvis).
Environment (Jill Jarvis).
10 Simon Lee: reflection on caring.
11 Clare Coward: life begins at 40.
12 Jim Jones: balancing the wind or a lot of hot air.
Part 3 Creating the reflective environment.
13 Reflective communication.
14 Ensuring quality.
A narrative of a quality initiative to improve midwifery care to postnatal
women in the community.
15 Transformational leadership.
Sally writes: a little voice in a big arena.
Susan writes: liberating to care.
16 Clinical supervision and nurturing the learning organisation.
The learning organisation.
Four variables of clinical supervision.
Emancipatory or technical supervision.
Qualities of the ideal supervisor.
Heron’s six-category intervention analysis.
Modes of supervision.
The nine step model.
17 Reflection as chaos theory.
18 The reflective curriculum.
Running in place.
Teaching through reflective practice.
Judging reflective writing.
19 The performance turn.
The performance turn.
How might performance be judged as valid? First a warning!
Authenticity/speaking your truth.
Appendix Clinical supervision evaluation tool.