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 JohnOs 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 Olook inO on their thoughts and emotions and Olook outO at the situations they experience to inform how they understand the circumstances they find themselves in. Readers will also benefit from: O Thorough introductions to reflective practice, writing the Self and engaging in the reflective spiral O Comprehensive explorations of how to frame and deepen insights, weave and perform narratives O Practical discussions of how to move towards more poetic form of expression and reflecting through art and storyboard O 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.
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
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