Home About us Contact
|
Home About us Contact | ||
|
|
||
Reflective Practice (reflective + practice)
Selected AbstractsReflective Practice in Nursing Edited by C. Bulman & S. SchutzJOURNAL OF RENAL CARE, Issue 4 2008Melissa Chamney BSc MN RN No abstract is available for this article. [source] Reflective practice in infant mental health training and consultationINFANT MENTAL HEALTH JOURNAL, Issue 6 2009Julie A. Larrieu This article describes models of training in infant mental health that utilize reflective supervision as a fundamental component of the educational and clinical experiences. The design and structure of these programs, offered by two medical centers, are described. Benefits and challenges to the adoption of infant mental health practice by trainees are outlined. Incorporation of reflective supervision in the training is discussed, and clinical examples are provided to illustrate its essential role in the development of the infant mental health clinician. [source] Reflective practice in nursing ethics education: international collaborationJOURNAL OF ADVANCED NURSING, Issue 2 2004Carol J. Leppa PhD RN Background., The Internet provides the opportunity for international comparative study and collaboration when learning about ethics in clinical nursing practice. Aim., This paper aims to discuss Internet links developed between US and UK postregistration nursing students who were reflecting on clinical practice in order to explore how political and organizational structures of the health care system affect ethical decision-making. Discussion., An analysis is presented of the stages in developing an exchange course for students from these countries, which involved various combinations of classroom-based teaching, on-line discussions and international visits by students and teachers during its evolution. The strengths and weaknesses of the different methods are considered, and future developments identified. Conclusion., The Internet collaboration resulted in postregistration nursing students using reflection on practice in the study of ethics in clinical practice and an understanding of how systems structures and procedures affect ethical decision making. Internet-assisted teaching offers opportunities for collaboration, and student participants demonstrate sophisticated critical thinking in ethical decision-making. Issues of access barriers and motivation remain challenges to wider use. [source] Reflective practice and clinical supervision: meticulous rituals of the confessionalJOURNAL OF ADVANCED NURSING, Issue 2 2001Tony Gilbert BA MSc PhD RN PGCE Reflective practice and clinical supervision: meticulous rituals of the confessional Background.,Reflective practice and clinical supervision are progressively asserting hegemony upon nursing practice with claims of emancipation and empowerment. However, this is being achieved in an environment where there is little critical debate about the assumptions on which these practices are based. Aim.,This paper sets out to challenge the basis upon which reflective practice and clinical supervision are promoted within nursing discourse by employing Michel Foucault's (1982) concept of governmentality. Theme.,A broad Foucauldian perspective is used to demonstrate how the technologies of reflective practice and clinical supervision have been accommodated within modern forms of government. These technologies are consistent with the flattened hierarchies and increasing dispersal of practitioners in contemporary health care. In this context reflective practice and clinical supervision can be shown to function in two independent but interrelated ways. First as modes of surveillance disciplining the activity of professionals. Second, as ,confessional' practices that work to produce particular identities , autonomous and self-regulating. [source] Holding hope and hopelessness: therapeutic engagements with the balance of hopeJOURNAL OF FAMILY THERAPY, Issue 3 2007Carmel Flaskas Hope and hopelessness are coexisting and powerful experiences in the human condition. The dynamics of hope and hopelessness within intimate relationships are complex, and individual and family experiences of hope and hopelessness are embedded within historical contexts and wider social processes. This article rests on a relational set of understandings about hope and hopelessness, and offers a dual exploration. It focuses first on the complexities of the patterns of hope and hopelessness within families, and then on the complexities of the therapist's relationship to hope and hopelessness and the family's experience. Orienting to the balance of hope in constellations of hope and hopelessness provides one compass point of therapeutic practice. Reflective practice enables the use of the therapist's involvement in the therapeutic relationship, and helps the therapist to witness the coexistence of hope and hopelessness in a way that nurtures hope and emotionally holds both hope and hopelessness. [source] Carr and Kemmis's ReflectionsJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2001Charles Clark Reflective practice in general, and the views of Carr and Kemmis on ,action research' in particular, have become the settled orthodoxy of much educational thinking, but can they take the load that they are being asked to bear? An analysis of ,reflection' is offered, which reveals what can be achieved by the operation and what cannot. This is then used to assess the coherence of Kemmis's views on the concept,the basis of Carr and Kemmis's widely-cited theoretical proposals, which they use to justify their approach to action research. I then turn to an examination of the adequacy of these proposals themselves. [source] Reflective practice and its role in mental health nurses' practice development: a year-long studyJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 2 2000I. W. Graham PhD MED MSC BSC RN RMN The study reported in this paper lasted over a year, and identifies a conceptual framework of nursing practice based upon a relationship-building process. It also identifies six characteristics of nursing roles inherent within the practice of mental health nurses on a Nursing Development Unit. The paper presents a structure and process of reflection for nursing practice as illustrated by the work of a group of nurses working in a NDU. The purpose of the study was to help them better understand their work with patients. The findings from the study are used to explore how the nurses described and implemented individualized, patient-focused care. This care was based upon the ability of the nurse to communicate well and to build a relationship with a patient, bound within a context of change. [source] Professional knowledge and the epistemology of reflective practiceNURSING PHILOSOPHY, Issue 1 2010Elizabeth Anne Kinsella PhD Abstract Reflective practice is one of the most popular theories of professional knowledge in the last 20 years and has been widely adopted by nursing, health, and social care professions. The term was coined by Donald Schön in his influential books The Reflective Practitioner, and Educating the Reflective Practitioner, and has garnered the unprecedented attention of theorists and practitioners of professional education and practice. Reflective practice has been integrated into professional preparatory programmes, continuing education programmes, and by the regulatory bodies of a wide range of health and social care professions. Yet, despite its popularity and widespread adoption, a problem frequently raised in the literature concerns the lack of conceptual clarity surrounding the term reflective practice. This paper seeks to respond to this problem by offering an analysis of the epistemology of reflective practice as revealed through a critical examination of philosophical influences within the theory. The aim is to discern philosophical underpinnings of reflective practice in order to advance increasingly coherent interpretations, and to consider the implications for conceptions of professional knowledge in professional life. The paper briefly examines major philosophical underpinnings in reflective practice to explicate central themes that inform the epistemological assumptions of the theory. The study draws on the work of Donald Schön, and on texts from four philosophers: John Dewey, Nelson Goodman, Michael Polanyi, and Gilbert Ryle. Five central epistemological themes in reflective practice are illuminated: (1) a broad critique of technical rationality; (2) professional practice knowledge as artistry; (3) constructivist assumptions in the theory; (4) the significance of tacit knowledge for professional practice knowledge; and (5) overcoming mind body dualism to recognize the knowledge revealed in intelligent action. The paper reveals that the theory of reflective practice is concerned with deep epistemological questions of significance to conceptions of knowledge in health and social care professions. [source] Student perspectives and opinions on their experience at an undergraduate outreach dental teaching centre at Cardiff: a 5-year studyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2010C. D. Lynch Abstract Aim:, Outreach teaching is now regarded as a desirable component of undergraduate dental teaching programmes in the UK. A purpose-built undergraduate dental outreach-training centre was opened in Cardiff in 2002. The aim of this paper is to report student perspectives and opinions on their experience at this unit over a 5-year period. Methods:, Final year dental students at Cardiff University were invited to report their comments on the St David's Primary Care Unit at various times during their placement there. Information was recorded for undergraduate students who commenced final year in 2003, 2004, 2005, 2006 and 2007 (n = 257). Results:, After 1 year, the most common favourable aspects reported by students included the availability of a suitably trained nurse for all procedures (n = 191), ready access to helpful/approachable teaching staff (n = 145), and closeness of learning experience to subsequent practice (n = 122). Many students commented on their growing confidence in their own abilities whilst in the unit. Conclusion:, Overwhelmingly, students reported their enthusiasm for training in an outreach teaching unit, preferring it to traditional dental school environments. Inherent in the comments recorded for each student was a sense of growing confidence in their abilities and development of reflective practice. Further work is needed to identify the impact of this form of dental student training on subsequent practices in Vocational Training and independent clinical careers. [source] The role of reflection in the library and information sector: a systematic reviewHEALTH INFORMATION & LIBRARIES JOURNAL, Issue 3 2007Maria J Grant Objectives:,To systematically review published literature on the role of reflection in the library and information science sector. To identify examples of good practice and to investigate the reported contribution, if any, of reflection by library and information workers as part of their professional practice. Methods:,Free text searches (reflective or reflection* or reflexion*) were conducted for English language papers on the Library and Information Science Abstracts (lisa) bibliographic database in two phases; in March 2004 for literature dating from 1969 to 2003 and between 2004 and 2006 in January 2006. Thirteen papers met the inclusion criteria and were coded and analysed using thematic analysis. Results:,Two categories of reflection exist: analytical and non-analytical. These focus on events in the recent and distant past. Non-analytical reflective accounts generally adopt a retrospective tone in reporting on multiple events over a number of decades. In contrast, analytical accounts of reflection focused on single events and attempt to understand the relationship between past experiences and how this might impact on future practice. Conclusion:,From the examples of reflective practice identified, greatest personal and professional benefit is reported when time is given to considering the implications of past events on future practice, that is, analytical reflection. [source] Working within the context of relationships: Multidisciplinary, relational, and reflective practice, training, and supervisionINFANT MENTAL HEALTH JOURNAL, Issue 6 2009Deborah J. Weatherston First page of article [source] Making Art, Teaching Art, Learning Art: Exploring the Concept of the Artist TeacherINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2010James Hall The article explores the concept of the artist teacher, drawing upon an overview of relevant literature and two related pieces of research: the first investigated practices within the Artist Teacher Scheme (ATS); the second sought to understand the perceptions of practice-based coursework in an MA Art Education programme at Roehampton University in London. Commonalities and differences between the perceptions and understandings of artist teachers (including masters' students), their tutors and gallery educators were explored. The data for each piece of research were collected through unstructured, open-ended interviews. A significant reflexive and autobiographical dimension for the research was motivated by my own identity as an artist teacher, and by the exploration of reflective practice as a potential framework for realising and sustaining an artist teacher identity and practice. The research concluded that connections between art practice and teaching are complex, diverse, difficult to articulate, challenging to implement and do not easily lend themselves to simple impact measurement. The ATS operates in a context that includes languages, cultures and identities from frameworks in education and art that can be both complementary and oppositional. Artist teachers need to develop skills of negotiation through which they can articulate and continuously reappraise their art practice and, at an appropriate stage, use that practice to inform their teaching. [source] Sustaining critically reflective practitioners: competing with the dominant discourseINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 1 2006Aileen Corley This article argues that discourse analysis can be utilized in conjunction with other forms of analysis to develop a more critical teaching and research agenda for Human Resource Development (HRD); in particular this article suggests that the introduction of a discourse analysis perspective can support and facilitate the development of critically reflective practitioners. The article highlights the tensions inherent within competing definitions of HRD and calls attention to the power of dominant discourse and argues that HRD needs to become more critical, opening up alternative discourses in order to support learning and critically reflective practice. [source] Reflective practice and clinical supervision: meticulous rituals of the confessionalJOURNAL OF ADVANCED NURSING, Issue 2 2001Tony Gilbert BA MSc PhD RN PGCE Reflective practice and clinical supervision: meticulous rituals of the confessional Background.,Reflective practice and clinical supervision are progressively asserting hegemony upon nursing practice with claims of emancipation and empowerment. However, this is being achieved in an environment where there is little critical debate about the assumptions on which these practices are based. Aim.,This paper sets out to challenge the basis upon which reflective practice and clinical supervision are promoted within nursing discourse by employing Michel Foucault's (1982) concept of governmentality. Theme.,A broad Foucauldian perspective is used to demonstrate how the technologies of reflective practice and clinical supervision have been accommodated within modern forms of government. These technologies are consistent with the flattened hierarchies and increasing dispersal of practitioners in contemporary health care. In this context reflective practice and clinical supervision can be shown to function in two independent but interrelated ways. First as modes of surveillance disciplining the activity of professionals. Second, as ,confessional' practices that work to produce particular identities , autonomous and self-regulating. [source] Mothers' grief following the death of a childJOURNAL OF ADVANCED NURSING, Issue 1 2001Hilkka Laakso PhD RN Mothers' grief following the death of a child Aim of the study.,Research has shown that caring for a dying child is among the hardest and more demanding tasks in nursing, because the staff are forced to manage their heavy work with inadequate skills and experience. This article deals with the findings of a recent study, the purpose of which was to analyse the mother's grief and coping with grief following the death of a child under the age of 7 years. Design.,Data were collected from mothers using a survey (n=91) and an interview (n=50). As the topic was very sensitive ethically and emotionally, survey data were collected first and the mothers were asked to give their consent to taking part in an interview. The study employed both quantitative and qualitative methods. The data were analysed using statistical methods and content analysis. However, only the qualitative part of the study is presented in this article. Findings.,The findings show that nursing staff had skills to support grieving mothers, but that there were many feelings and experiences of grief that remained unidentified by staff. The staff's ability to meet the mothers' individual needs while the child was in hospital and after the child's death was inadequate. The information received from staff was perceived to be insufficient or offensive to mothers. Conclusions.,The development of basic and further education and of various support measures would enable the staff to better cope with their work. Focusing on interactive skills and meeting the patient's individual needs using reflective practice would improve the quality of care. Communication and collaboration between different occupational groups should be promoted, because mothers were dissatisfied with dissemination of information, and ambiguous responsibilities between different occupational groups hampered the acquisition of information. [source] Crosscurrents: against cultural narration in nursingJOURNAL OF ADVANCED NURSING, Issue 2 2000Dawn Freshwater PhD BA RNT RN Crosscurrents: against cultural narration in nursing Nurses, like other groups throughout history, have been described as an oppressed group. Writers who describe nurses as lacking in self-esteem, autonomy, accountability and power support this view in the literature. Indeed the cultural narration of nursing is for nurses to be subordinate. This article explores the emergence of horizontal violence within nursing and suggests that it is a result of unexpressed conflict within an oppressed group. The author aims to raise the awareness of horizontal violence in nursing so that practitioners come to understand how this in itself can be an expression of power. Drawing upon theories of reflective practice, the article examines how the educational system in nursing may have contributed to the felt oppression within the group by colluding with the cultural narrative. The crosscurrents of cultural narration are strong and it is argued here that the nurse needs to feel empowered in order to take action to swim against the tide. The author proposes that a model of transformatory learning based upon critical theory creates the possibility of emancipatory action in nursing, both locally and globally. [source] Reflection, the way to professional development?JOURNAL OF CLINICAL NURSING, Issue 3 2004Christine Gustafsson MA Background., Many studies have focused on reflection and the advantages that can be gained from the practice of reflection among Registered Nurses (RNs) but, what are the implications of the nurses' reflections, what do they reflect about, and how do they deal with their reflections? Aims and objectives., The aim of this study was to describe the RNs' experiences of reflection in relation to nursing care situations, and to understand how RNs use reflection in their daily work. What are the implications of the nursing care situations that the RNs' reflect upon? What consequences did the practice of reflection have in nursing care situations in relation to the RNs professional development? Design and method., The study was carried out with interviews and the phenomenographic method. Interviews were carried out with four RNs. The choice of informants was made with purposive sampling with the aim of finding informants who could bring the kind of knowledge that was necessary for the study. Results., The qualitative differences regarding the RNs' experiences of reflection were categorized as follows: to reflect (to think back , consider, mirroring, to reflect before and reflect after, to use experiences), nursing care situations (ethical considerations, to have courage, to use one's imagination, empathy) and consequences (to meet the unique, empathy, development). Finally, the findings were implicated in the model of professional development. Conclusion., By using reflection as a tool, many advantages can be gained in the development of nursing care. Encouraging RNs to reflect upon nursing situations, in order to promote the nurse's professional development, will imply better nursing care for the patients. The model for professional development implies a simplified representation of the thoughts pertaining to professional nursing development. Relevance to clinical practice., The relevance for clinical practice will be to understand the contents of the RNs reflections, to recognize the advantages of reflective practice and how and when to use such measures. Furthermore, to show how the model for professional development can be used in order to create a framework for evaluating these observations and consequently, for expressing tacit knowledge. [source] Four themes in youth work practiceJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 1 2005Mark Krueger With the purpose of contributing to the research and discussion about youth work as a contextual, interpersonal process of human interaction, it is suggested that youth work is like a modern dance that works best when youth workers are present, in sync with youth development rhythms for trusting and growing and making meaning in an atmosphere that supports their interactions. The article includes a brief definition of youth work, a method of reflective practice, and descriptions of the four themes,presence, rhythmic interaction, meaning making, and atmosphere. © 2005 Wiley Periodicals, Inc. J Comm Psychol 33: 21,29, 2005. [source] Using systemic reflective practice to treat couples and families with alcohol problemsJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 7 2010B. FLYNN rgn rmn dip cpn dip acc ma Accessible summary ,,Alcohol services in the UK generally treat clients from an individual medical and psychiatric perspective. Carers, partners, children and other family members are infrequently actively involved in the clients' care process. ,,A reflective family-based approach was introduced in an attempt to improve treatment engagement with drinkers with relatives. Favourable findings from several self-reporting research and evaluation studies are provided and analysed. ,,The use of this intervention was found to be effective in facilitating change in drinking and relationships. Family members when involved in the care management proved to be influential in the behaviour change process. ,,Family group reflecting interventions should be used more extensively and involvement of partners and family members in care programmes should be promoted. Implications for the extended use of the intervention both in addiction settings and wider health and social care practice are discussed. Abstract In the UK, an adult with a drinking problem is generally treated from an individual perspective with minimal involvement of carers and relatives. In response to this gap in service provision, a systemic reflecting intervention was introduced to assist couples and families experiencing alcohol-related difficulties. The article documents the background and development of this initiative. Findings from evaluation and clinical outcome studies are reviewed and demonstrate how the use of the approach proved to be effective in facilitating positive change both in drinking and family behaviour. In conclusion, the paper explores the implications of how systemic reflective practice with family groups may be extended and be usefully used in wider addiction, diverse mental and general health-care settings. [source] Social media: a new frontier in reflective practiceMEDICAL EDUCATION, Issue 8 2010Andrew D Brown No abstract is available for this article. [source] Conducting the symphony: a qualitative study of facilitation in problem-based learning tutorialsMEDICAL EDUCATION, Issue 4 2009Tracey Papinczak Context, Tutors in problem-based learning (PBL) tutorials have a complex role to play in facilitating students' learning. This includes providing support for students' acquisition of content knowledge and skills in critical thinking, coaching of group processes and modelling of reflective practice. Few studies which investigate the key role of tutors in the PBL tutorial process are qualitative in design. Methods, This study explores the nature and technique of facilitation provided by PBL tutors from the students' viewpoint. Data were obtained from written responses to an open-ended question asking students about the effectiveness of their PBL tutor(s) and from in-depth interviews carried out with two randomly selected students. Results, Three main themes arose from the inductive analysis of qualitative data: (i) role confusion by tutors; (ii) tutor management of sensitive issues, and (iii) facilitation ,style'. The theme of tutors' facilitation style was dominant and three sub-categories were apparent. These were: (i) managing the learning in PBL tutorials; (ii) facilitating group processes, and (iii) guiding group discussion. Conclusions, Findings highlight the need for tutors to regularly review the PBL tutorial processes and group dynamics within the tutorial setting. These findings have implications for tutor training and programmes of ongoing professional development for PBL facilitators. [source] Community family medicine teachers' perceptions of their teaching roleMEDICAL EDUCATION, Issue 3 2001Karen V Mann Objectives Our study explored community preceptors' perceptions of their teaching role, to better understand effective ambulatory and community-based teaching. Methods Bandura's social cognitive theory and Schön's notion of reflective practice guided conceptual development of an interview exploring preceptors' views of their role, teaching goals, teaching techniques, student assessment practices, factors affecting teaching and learning, and balance of patient and student needs. Preceptors reflected also on a significant personal teaching experience. A total of 17 highly student-rated preceptors participated. A trained interviewer conducted each interview; all were transcribed and subjected to content analysis. Results Preceptors (male, 14; female, 3) described learner-centred approaches, setting goals jointly with the student. Demonstration, guided practice, observation and feedback were integral to the experience. Preceptors saw student comfort in the environment as key to effective learning; they attempted to maximize students' learning and breadth of experience. They wanted students to understand content, ,know-how' and ,being a family physician'. Patients remained the primary responsibility, but learners' needs were viewed as compatible with that responsibility. Many preceptors perceived a professional responsibility as ,role models'. Conclusions Preceptors recognized the dynamic environment in which they taught students, and they described strategies which demonstrated how they adapted their teaching to meet the needs of the learner in that environment. These teachers combined learner-centred approaches with sound educational practices, broad learning experiences, attention to student learning and concern for development of professional expertise and judgement. These findings may assist faculty development in family medicine, and other disciplines, in providing effective ambulatory care teaching. [source] Toward a Socioliterate Approach to Second Language Teacher EducationMODERN LANGUAGE JOURNAL, Issue 3 2002John S. Hedgcock This article proposes that effective language teacher preparation should facilitate candidates' access to the shared knowledge, discursive practices, and instructional processes of language teaching (LT) as an inherently disparate discipline. Whereas the reflective orientation widely embraced in North American teacher education programs should be preserved, reflective practice should be promoted within a socioliterate framework. The author explores the position that teacher education must be grounded partly (though not exclusively) in what is commonly called "theory," but that this theoretical dimension should be developed by systematically examining socioeducational practices. A genre,based, sociorhetorical approach to LT discourse, it is argued, can build candidates' awareness of knowledge,construction practices, enhance their declarative knowledge, and develop their professional skills. By modeling analytic and reflective processes that focus on disciplinary knowledge, teacher education can help LT candidates to shape their own professional literacies, enabling them to participate meaningfully in the profession's many conversations. [source] The deconstructing angel: nursing, reflection and evidence-based practiceNURSING INQUIRY, Issue 2 2005Gary Rolfe The deconstructing angel: nursing, reflection and evidence-based practice This paper explores Jacques Derrida's strategy of deconstruction as a way of understanding and critiquing nursing theory and practice. Deconstruction has its origins in philosophy, but I argue that it is useful and relevant as a way of challenging the dominant paradigm of any discipline, including nursing. Because deconstruction is notoriously difficult to define, I offer a number of examples of deconstruction in action. In particular, I focus on three critiques of reflective practice by the meta-narrative of evidence-based practice (EBP) and attempt to show how those critiques can be directed back at EBP itself. I conclude with the observation that EBP is open to many of the criticisms that it directs at other discourses, including problems of a lack of empirical evidence, of distortions due to memory, and of falsification of the ,facts'. [source] Professional knowledge and the epistemology of reflective practiceNURSING PHILOSOPHY, Issue 1 2010Elizabeth Anne Kinsella PhD Abstract Reflective practice is one of the most popular theories of professional knowledge in the last 20 years and has been widely adopted by nursing, health, and social care professions. The term was coined by Donald Schön in his influential books The Reflective Practitioner, and Educating the Reflective Practitioner, and has garnered the unprecedented attention of theorists and practitioners of professional education and practice. Reflective practice has been integrated into professional preparatory programmes, continuing education programmes, and by the regulatory bodies of a wide range of health and social care professions. Yet, despite its popularity and widespread adoption, a problem frequently raised in the literature concerns the lack of conceptual clarity surrounding the term reflective practice. This paper seeks to respond to this problem by offering an analysis of the epistemology of reflective practice as revealed through a critical examination of philosophical influences within the theory. The aim is to discern philosophical underpinnings of reflective practice in order to advance increasingly coherent interpretations, and to consider the implications for conceptions of professional knowledge in professional life. The paper briefly examines major philosophical underpinnings in reflective practice to explicate central themes that inform the epistemological assumptions of the theory. The study draws on the work of Donald Schön, and on texts from four philosophers: John Dewey, Nelson Goodman, Michael Polanyi, and Gilbert Ryle. Five central epistemological themes in reflective practice are illuminated: (1) a broad critique of technical rationality; (2) professional practice knowledge as artistry; (3) constructivist assumptions in the theory; (4) the significance of tacit knowledge for professional practice knowledge; and (5) overcoming mind body dualism to recognize the knowledge revealed in intelligent action. The paper reveals that the theory of reflective practice is concerned with deep epistemological questions of significance to conceptions of knowledge in health and social care professions. [source] The Ethics of Reflective Research in Single Case Study InquiryPERSPECTIVES IN PSYCHIATRIC CARE, Issue 4 2007Gary Winship PhD TOPIC.,Recent developments in policy change in the governance of research ethics in the UK are reviewed and discussed regarding how the changes in informed consent impacts on single case study research. CONCLUSIONS.,Changes in the ethics of health research (particularly in the UK) and informed patient consent have potentially negative implications for case study research where overregulated research guidance may impinge on patient treatment. PRACTICE IMPLICATIONS.,The psychotherapy milieu is a highly protective environment where case study research design has, historically, been effectively applied without compromising clients' interests and treatment. A distinction between "prospective" and "reflective" psychotherapy research is proposed that offers an ethical foothold, protecting patients and allowing scope for practitioners to continue to advance knowledge from their reflective practice. [source] Librarians's reflective practice in electronic reserves: An exploration of sources of copyright knowledge and professional developmentPROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2007Jomkwan Polparsi he research question of this study was what formal and informal sources librarians use in dealing with electronic reserves and in developing their copyright knowledge. The exploration of the sources of copyright knowledge was expected to drive issues and challenges in library practice to emerge, and to influence the design of further in-depth study. The study employs a qualitative, naturalistic data collection methodology and an inductive data analysis methodology. The study applies Schon's reflection theory as a sensitizing theoretical framework to help understand the processes of librarians' decision about electronic reserves. To date, three librarians have been interviewed. In interviews, librarians thought aloud critical incidents of electronic reserves requests and the sources of copyright knowledge they use. Qualitative analysis was carried out through in-depth analysis of interview transcripts and follow-up interviews for clarification and confirmations of the findings. The analysis aimed at formal and informal sources that librarians use and on evidence of reflection-on-action. The findings point to both formal and informal sources, and suggest that the sources represent social and institutional cues that undermine practice and decision making. Issues emerged are that librarians and stakeholders debate over copyright fair use guidelines and standards in electronic reserves, and over different meanings of fair use. To better understand library practice, it is important to explore social and institutional cues embedded in the real world. [source] A reflective learning framework to evaluate CME effects on practice reflectionTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2010Kit H. Leung PhD Researcher Abstract Introduction: The importance of reflective practice is recognized by the adoption of a reflective learning model in continuing medical education (CME), but little is known about how to evaluate reflective learning in CME. Reflective learning seldom is defined in terms of specific cognitive processes or observable performances. Competency-based evaluation rarely is used for evaluating CME effects. To bridge this gap, reflective learning was defined operationally in a reflective learning framework (RLF). The operationalization supports observations, documentation, and evaluation of reflective learning performances in CME, and in clinical practice. In this study, the RLF was refined and validated as physician performance was evaluated in a CME e-learning activity. Methods: Qualitative multiple-case study wherein 473 practicing family physicians commented on research-based synopses after reading and rating them as an on-line CME learning activity. These comments formed 2029 cases from which cognitive tasks were extracted as defined by the RLF with the use of a thematic analysis. Frequencies of cognitive tasks were compared in a cross-case analysis. Results: Four RLF cognitive processes and 12 tasks were supported. Reflective learning was defined as 4 interrelated cognitive processes: Interpretation, Validation, Generalization, and Change, which were specified by 3 observable cognitive tasks, respectively. These 12 tasks and related characteristics were described in an RLF codebook for future use. Discussion: Reflective learning performances of family physicians were evaluated. The RLF and its codebook can be used for integrating reflective learning into CME curricula and for developing competency-based assessment. Future research on potential uses of the RLF should involve participation of CME stakeholders. [source] The importance of and an approach to comprehensive reflective practiceBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2010Gary Walsh No abstract is available for this article. [source] Relationship-based practice and reflective practice: holistic approaches to contemporary child care social workCHILD & FAMILY SOCIAL WORK, Issue 2 2005Gillian Ruch ABSTRACT The renewed interest in relationship-based practice can be understood in the child care social work context as a response to the call to re-focus practice in this field. Relationship-based practice challenges the prevailing trends which emphasize reductionist understandings of human behaviour and narrowly conceived bureaucratic responses to complex problems. In so doing practitioners engaged in relationship-based practice need to be able to cope with the uniqueness of each individual's circumstances and the diverse knowledge sources required to make sense of complex, unpredictable problems. This paper argues that if relationship-based practice is to become an established and effective approach to practice, practitioners need to develop their reflective capabilities. An outline of contemporary understandings of relationship-based and reflective practice is offered and findings from doctoral research drawn on to identify how reflective practice complements relationship-based practice. The product of this complementary relationship is enhanced understandings across four aspects of practice: the client, the professional self, the organizational context and the knowledges informing practice. The paper concludes by acknowledging the inextricably interconnected nature of relationship-based and reflective practice and emphasizes the importance of practitioners being afforded opportunities to practise in relational and reflective ways. [source] | |||||||||||||||||||