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*100  $aJohns, Christopher.
*24510$aBecoming a Reflective Practitioner
*250  $a4
*264 1$aSomerset$bJohn Wiley & Sons, Incorporated$c2013
*264 4$c©2013
*300  $a1 online resource (413 pages)
*336  $atext$btxt$2rdacontent
*337  $acomputer$bc$2rdamedia
*338  $aonline resource$bcr$2rdacarrier
*505 0$aIntro -- Table of Contents -- Title -- Copyright -- Preface -- Acknowledgements -- Chapter 1: What is reflective practice? -- Describing reflection -- Reflection on experience -- Mindfulness -- Prerequisites of reflection -- Reflexivity -- Practical wisdom and praxis -- Contradiction -- Empowerment -- Development of voice -- Silence -- Received voice -- The subjective voice -- The procedural voice -- The constructed voice -- Whole brain stuff -- Knowing reflection -- Bimadisiwin -- Critical reflection -- Transgression -- Being in place -- The significance of reflective practices for professional practice -- Expertise -- The six dialogical movements -- The hermeneutic circle -- Dialogue -- Evaluating reflection -- Journal entry -- Conclusion -- Chapter 2: Writing self: the first dialogical movement -- Mimesis -- Creative writing -- Bringing the mind home -- Dividing the page -- Commentary -- Writing rather than telling -- Tapping the tacit -- Opening the reflective space through the humanities -- The therapeutic benefit of writing -- Chapter 3: Engaging the reflective spiral: the second dialogical movement -- Models of reflection -- Guarding against a prescriptive legacy -- The model for structured reflection (MSR) -- What issues are significant to pay attention to? -- How were others feeling and what made them feel that way? -- How was I feeling and what made me feel that way? -- What was I trying to achieve and did I respond effectively? -- What are the broader consequences of my actions on the patient, others and myself? -- What knowledge did or might have informed me? -- To what extent did I act for the best and in tune with my values and beliefs? -- How does this situation connect with previous experiences? -- What assumptions govern my practice and what factors influence the way I feel, think and respond within the particular experience?
*505  $aWarshield -- Stress, anxiety, and coping with work -- Feeling fluffy-feeling drained scale -- Water butt theory of stress -- The risk of burnout -- The looking forward cues -- Janet writes -- How might I respond more effectively given this situation again? -- What would be the consequences of alternative actions for the patient, others and myself? -- What factors might stop me from responding differently? -- How do I NOW feel about this experience? -- Am I now more able to support myself and others better as a consequence? -- Conclusion -- Chapter 4: Framing insights -- Single lines -- Framing insights -- Carper's fundamental ways of knowing -- The framing perspectives -- Developmental framing: the being available template -- The being available template (BAT) -- Conclusion -- Chapter 5: The dance with Sophia: the third dialogical movement -- The dance with Sophia -- Dialogue as creative play -- Mapping -- Narratives of health illness -- Michael's wife -- Michael's wife -- Passing people by -- Waiting -- Loneliness -- Caring -- Buddhist influence -- Lifting -- As if she might shatter -- Sylvia -- Sylvia -- Lorna -- Conclusion -- Chapter 6: Guiding reflection: the fourth dialogical movement -- Dialogue -- Why reflection needs to be guided -- Co-creation of insights -- The reality wall -- Contracting -- What issues need to be contracted? -- Finding the path -- The nature of guidance -- Remoralisation -- Pulling free -- Conclusion -- Chapter 7: Weaving and performing narrative: the fifth and sixth dialogical movements -- Fifth dialogical movement -- Methodology -- Narrative form -- Creativity -- Fiction -- Coherence -- Sixth dialogical movement -- Change value of narrative -- Conclusion -- Chapter 8: The reflective curriculum -- The community of inquiry -- Collaboration -- Peers -- Potential benefits of a reflective curriculum
*505  $aPotential constraints to the reflective curriculum -- Theory-practice gap -- Imagining the shape of a reflective curriculum -- Guided reflection groups -- Dialogue -- The talking stick -- Skilled guides -- Storytelling -- Art workshops -- Performance -- Jane's rap -- Imagine -- The rub -- Journal entry 1 -- Journal entry 2 -- Honour thy mother -- Journal entry 3 -- Journal entry 4 -- Judging reflective writing -- Programmes -- Conclusion -- Chapter 9: Reflection on touch and the environment -- Touch -- Commentary -- Environment (Jill) -- Conclusion -- Chapter 10: The emotional cost of caring -- Simon writes -- Commentary -- Chapter 11: Life begins at 40 -- Clare writes -- Electrocardiographs (ECGs) -- Insight -- Reflection -- Chapter 12: Balancing the wind or a lot of hot air -- Jim writes -- Mary -- The pain clinic referral -- Mary's family -- Reflection -- Chapter 13: A reflective framework for clinical practice -- The Burford NDU model: caring in practice -- Vision -- Valid vision -- The nature of caring -- Suffering -- Nurturing growth -- Knowing caring -- The internal environment of practice -- Social utility -- From vision to reality -- A structural view of a reflective framework for clinical practice -- A system to ensure the vision is realised within each clinical moment -- Wavelength theory -- The Burford NDU reflective cues -- Tony -- Who is this person? -- What meaning does this health event have for the person? -- How is this person feeling? -- How has this event affected their usual life pattern and roles? -- How do I feel about this person? -- How can I help this person? -- What is important for this person to make his stay in the hospice comfortable? -- What support does this person have in life? -- How does this person view the future? -- Reflection on being available to Tony -- A system to ensure effective communication
*505  $aNarrative notes -- Talk -- Reflective handover -- Bedside handover -- Patient notes -- Narrative -- A reflective quality system to ensure effective practice -- A system to ensure staff are enabled to realise the vision as a lived reality -- Organisational culture -- Conclusion -- Chapter 14: Reflective leadership -- A little voice in a big arena -- Reflection -- Transformational leadership -- Power -- Journal entry - realising our power -- Journal entry - self-deception -- Reflective leadership -- The learning organisation -- Vision -- Vision, what vision? -- Conclusion -- Chapter 15: Teetering on the edge of chaos -- Lazell writes -- Newtonian knowing: The machine in parts -- Complexity learning and knowledge cycles -- Choice -- Maps, strange attractors and learning through leadership -- Conclusions: Where chaos and leadership fuse -- Commentary -- Conclusion -- Chapter 16: Ensuring quality -- Reflective approaches -- Clinical audit -- Project -- Model for reflective inquiry (MRI) -- Debriefing -- Standards of care -- Standards group -- Nutrition -- Sleep -- Relatives -- Confidentiality -- The value of standards of care -- Conclusion -- Chapter 17: Clinical supervision -- Sustaining practitioners -- Bumping heads -- Revealing woozles -- Four variables of clinical supervision -- Voluntary or mandatory -- Group versus individual supervision -- Single or multi-professional -- Who should the supervisor be? -- Peer supervision -- Contracting -- Emancipatory or technical supervision -- John Heron -- The nine-step model -- Pragmatics of clinical supervision -- Karen -- Trudy -- Session 1 -- Commentary -- Session 2 -- Commentary -- Session 3 -- Commentary -- Session 4 -- Commentary -- Session 5 -- Commentary -- Session 6 -- Commentary -- A quiet eddy -- Chapter 18: Tales of clinical supervision -- Michelle -- Commentary -- Cathy and the GPs
*505  $aExploring perspectives -- Hank's complaint -- Horizontal violence -- Conclusion -- Chapter 19: Therapeutic journalling for patients -- Moira Vass -- My reflection -- Therapeutic benefit -- Facilitating therapeutic writing -- Conclusion -- Chapter 20: Nurse bully and the timid sheep: an adventure in storyboard -- Conclusion -- Chapter 21: Reflective prose poetry -- Chapter 22: Through a glass darkly -- Introduction -- Performance design -- Giving voice -- Through a glass darkly preamble -- Through a glass darkly -- The first gate -- The second gate -- The third gate -- The fourth gate -- The fifth gate -- The sixth gate -- Appendix: Clinical supervision evaluation tool -- References -- Index -- End User License Agreement
*520  $a'Christopher Johns is an internationally recognised pioneer of reflective practice in nursing and health care' (Nursing Standard) Becoming a Reflective Practitioner provides a unique insight into reflective practice, exploring the value of using models of reflection, with particular reference to Christopher Johns' own model for structured reflection. Now in its fourth edition, this book has been completely revised and updated to include up-to-date literature and reflective extracts. Contemporary in approach, this definitive text contains a variety of rich and insightful reflective extracts that support the main issues being raised in each chapter, and challenges practitioners and students to question their own practice. Now with further scenarios and case studies included throughout, these extracts provide the reader with access to the experience of reflective representation helping to explicate the way in which reflective practice can inform the wider notion of professional practice. The fourth edition of Becoming a Reflective Practitioner should be essential reading to everybody using reflection in everyday clinical practice.   Special Features New, fully updated edition of a seminal text in the field Includes an additional chapter looking at existing studies on reflective practice Scenarios and case studies provided throughout A practical guide to using reflection in everyday clinical practice.
*588  $aDescription based on publisher supplied metadata and other sources.
*588  $aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
*650 0$aNursing -- Philosophy.
*650 0$aHolistic nursing.
*655 0$aElectronic books.
*77608$iPrint version:$aJohns, Christopher$tBecoming a Reflective Practitioner$dSomerset : John Wiley & Sons, Incorporated,c2013$z9780470674260
*797  $aProQuest (Firm)
*85640$uhttps://ebookcentral.proquest.com/lib/vgregion/detail.action?docID=1165233
^