Description
BECOMING A REFLECTIVE PRACTITIONER
In the newly revised sixth edition of Becoming a Reflective Practitioner, expert researcher and nurse Christopher Johns delivers a rich and incisive resource on reflective practice in healthcare that offers readers a diverse and expansive range of contributions. It explores the value of using models of reflection, with a focus on John’s own model of structured reflection, to inform and enhance the practice of professional nursing.
This book is an essential guide for everyone using reflection in everyday clinical practice or required to demonstrate reflection for professional registration. Students will acquire new insights into how they interact with their colleagues and their environment, and how those things shape their own behaviours, both positively and negatively. Readers will learn to “look in” on their thoughts and emotions and “look out” at the situations they experience to inform how they understand the circumstances they find themselves in.
Readers will also benefit from:
- Thorough introductions to reflective practice, writing the Self and engaging in the reflective spiral
- Comprehensive explorations of how to frame and deepen insights, weave and perform narratives
- Practical discussions of how to move towards more poetic form of expression and reflecting through art and storyboard
- In-depth examinations of the reflective curriculum, touch and the environment and reflective teaching as ethical practice
Perfect for nurses in clinical practice, conducting research or developing their practice, the latest edition of Becoming a Reflective Practitioner is also an indispensable resource for mentors and clinical supervisors, post-registration nursing and healthcare students and other healthcare practitioners.
Table of Contents
Preface vii
1 Envisaging Reflective Practice 1
2 The Six Dialogical Movements 20
3 Writing Self; the First Dialogical Movement 26
4 Engaging the Reflective Spiral: The Second Dialogical Movement 36
5 Framing Insights 52
6 Deepening Insights: The third and fourth Dialogical Movements 59
7 Weaving and Performing Narrative: The Fifth Dialogical Movement 77
8 Applying the MSR 90
9 ‘Reflections on Not Giving a Therapy’: Weaving Narrative Through Prose Poetry 98
10 The Sixth Dialogical Movement: Dialogue with ‘Passing people by’ Performance Narrative 110
11 Performance Narrative as Play Musical Chairs 122
12 ‘People are Not Numbers to Crunch’: A Performance Narrative and StoryBoard 133
13 Narrative Art and Storyboard 143
14 The Reflective Curriculum 151
15 Grading Reflective Assignments 167
16 Guiding First Year Nursing Students 177
17 Guiding Third Year Nursing Students 188
18 Guiding Trudy 199
19 Becoming a Leader: A Little Voice in a Big Arena 207
20 The Learning Organization Exemplified by the Burford NDU Model 215
21 A System to Enable Practitioners to Live and Ensure Quality 233
22 A System to Enable Practitioners to Develop Personal Mastery Towards Realising Their Vision of Practice 245
23 Awakenings: Guided Reflection as ‘Reality Shock’ 259
24 Holding Creative Tension 267
25 The Complexity of Teaching 277
26 Guiding Nursing Students’ Reflection on a Simulated Patient Experience 288
Appendix 01 294
Appendix 02 298
Index 299
