Reflective Practice in Nursing E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 530

Veröffentlichungsjahr: 2013

Beschreibung

From reviews of previous editions:

'This excellent book provides useful guidance on the use of reflection in practice.... a helpful addition to any nursing library.’ Primary Health Care

'…an excellent investment in any nurses’ library portfolio.' Journal of Advanced Nursing

'An extremely welcome addition to nursing's literature on thoughtful, knowledgeable practice.' Nursing Times

'This is an excellent practical guide to reflective practice…I would highly recommend this book to all practice teachers and students.' Journal of Practice Nursing

The ability to reflect on practice has become a competency demanded of every healthcare professional in recent years. It can be a daunting prospect- but this practical and accessible text guides the way, using the latest research and evidence to support the development of skills in reflective practice and provides help and advice on how to get started, how to write reflectively and how to continue to use reflective practice in everyday situations.

This fifth edition of Reflective Practice in Nursing is an indispensable guide for students and practitioners alike who wish to learn more about reflective practice, as well as containing essential information for teachers and lecturers.

Leseprobe

Contents

List of Contributors

Preface

Chapter 1: An introduction to reflection

Introduction

Contemporary challenges for reflective nursing practice and education

Explaining the concept of reflection

Contemporary descriptions of reflection

The influence of critical theory

Similarities and differences in explanations of reflection

Some key points about the concept of reflection

Noteworthy concepts for a deeper understanding of reflection

Evidence-based practice and reflection

Reflection for communicating practice knowledge

Empowerment and change

Nurse education and knowledge tensions

Nurse education and reflection

Liberating and using practice experience

Conclusion

Chapter 2: Developing skills for reflective practice

Introduction

The importance of underlying skills

Limitations of a skills-based approach to developing reflective practice

An alternative approach to developing reflective practice

Guidance on using the exercises in this chapter

Self-awareness

Description

Critical analysis

Synthesis

Evaluation

A more wide-ranging approach to developing reflective practice

Attributes of the reflective practitioner

Conclusion

Chapter 3: Writing to learn: writing reflectively

Introduction

Your personal journal

Where does your personal journal fit into your reflective learning?

The purpose of a personal journal

Starting your journal

Blocks to writing

Content

What is reflective writing?

Professional responsibilities

Ethical considerations

Conclusion

Appendix 1 The park: comments on the quality of reflection (Adapted from Moon 2004)

The park (4)

Appendix 2 Gibbs’ reflective cycle (Gibbs 1998, adapted by Tate)

Chapter 4: Reflecting in groups

Introduction

Work-based learning, organisational learning and learning organisations

Groups to support reflection, learning and supervision

Group working: challenges and benefits

Running a group: ground rules and other pragmatic issues

Conclusion: many hands or too many cooks?

Chapter 5: An exploration of the student and mentor journey into reflective practice

Introduction

Changes and pressures on nursing and education – why reflection is increasingly important for students and mentors

The student’s journey into reflection

The mentor’s journey into reflection

Mentor preparation and reflection

Conclusion

Chapter 6: Supervision for supervisors: icing on the cake or a basic ingredient for the development of clinical supervision in nursing?

Introduction

Making connections between reflective practice and clinical supervision

Background to team supervision as the focus for supervision on supervisory practice

Establishing the relationship for supervision on supervision

The use of the telephone as a method of clinical supervision

Using reflection for supervision on (John’s) supervision

Focusing on the supervisory process to identify ‘blind spots’

The use of parallel process

Game playing in supervision

Supervisory preferences and styles

Just like supervision for supervisors: more questions than answers?

Chapter 7: A personal exploration of reflective and clinical expertise

Back to the beginning

Step 1 Return to the experience: finding what is at the heart of your experience

Side-step: the art of finding knowledge in experience

Step 2 Attend to the feelings – finding what is in your heart

Step 3 Re-evaluate the experience – putting my heart and mind into knowing my practice

Concluding reflections

Chapter 8: Assessing and evaluating reflection

Introduction

Definitions

The assessment of reflection

Grading reflection

Issues for students and teaching staff in the assessment of reflection

Evaluating reflection

Conclusion

Chapter 9: Getting started on a journey with reflection

Contemplating the journey

Key suggestions for your journey with reflection

Conclusion

Index

Acknowledgements

Thanks go to our students, Jenny Harlow, Anna Simpson and Anne Wright for their generous contributions to this book.

Dedication

This book is dedicated to our sadly missed, dear friend and colleague Bev Gillings-Grayson (1959–2009) who contributed to the second edition of this book.

This edition first published 2013 © 2013 by John Wiley & Sons, Ltd

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Library of Congress Cataloging-in-Publication Data

Reflective practice in nursing / edited by Chris Bulman, Sue Schutz. – 5th ed. p. ; cm. Includes bibliographical references and index.

ISBN 978-0-470-65810-9 (pbk. : alk. paper)I. Bulman, Chris. II. Schutz, Sue. [DNLM: 1. Nursing. 2. Education, Nursing.3. Learning. 4. Nursing Process. 5. Philosophy, Nursing. 6. Thinking. WY 16] 610.73–dc23

2012032716

A catalogue record for this book is available from the British Library.

Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.

Cover image: iStock image 19247374Cover design by Sophie Ford www.hisandhersdesign.co.uk

List of Contributors

Sue Atkins MSc, RN, RM, Dip Nursing, Dip Nursing Ed, Senior Lecturer, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UKChris Bulman PhD, MSc, BSc (Hons), RN, RNT, PGCEA, Senior Lecturer, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UKBernadetteCarter PhD, PGCE, BSc, RSCN, SRN, Professor of Children’s Nursing, Families, Children and Life Transitions Research Group, Department of Nursing, University of Central Lancashire, Preston, UKPaul Cassedy RMN, RNT, MA Counselling Practice, Health Lecturer, School of Nursing, University of Nottingham, Nottingham, UKJohn Driscoll BSc (Hons) Nursing, DPSN, Cert Ed (FE), RGN, RMN, Freelance CPD Consultant and Coach, Norfolk, UKSue Duke PhD, MSc, BSc, PGDE, RN, RNT, Consultant Practitioner in Cancer and Palliative Care, Senior Lecturer, Faculty of Health Sciences, University of Southampton, Southampton, UKCharlotte Maddison MSc, BA (Hons), RGN, PGCE, Senior Lecturer, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UKSue Schutz MSc, RGN, Cert Ed (FE), Senior Lecturer, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford; Part-time PhD Student, University of Southampton, Southampton, UKPam Sharp MSc, PG Dip, RGN, Senior Lecturer, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UKSylvina Tate MSc, PGDE, BSc (Hons), Dip Nursing (London), RGN, ENB 998, BTech Certificates Massage and Aromatherapy, Dru Yoga Teachers Diploma, Reiki II Practitioner Certificate, Life Coach, formerly Principal Lecturer, School of Life Sciences, University of Westminster, London, UK

Preface

Welcome to the fifth edition of Reflective Practice in Nursing. This new edition responds to the interest in reflective practice amongst nurses and offers a motivating and accessible text about reflection. Fundamentally, this book does not assume any previous knowledge about reflection and aims to be useful to those wanting to learn about what it has to offer them. Past editions of Reflective Practice in Nursing have appealed to a wide variety of readers – undergraduate and postgraduate students, practitioners from a range of backgrounds and experience, plus teachers, managers, mentors and professionals from other disciplines. This past success has motivated us to produce this latest publication.

The fifth edition has much new to offer. The extensively updated first chapter introduces you to reflection in relation to the current issues that affect nursing. The chapter considers some philosophical underpinnings, plus some of the ‘dangers’ of reflection and the role reflection can play in the evidence-based practice movement. It looks at other key issues including communicating practice knowledge, empowerment and change, knowledge tensions and the relevance of reflection to nurse ­education and practice. The chapter on skills for reflection has also been updated and includes a valuable exploration of the attributes of the reflective practitioner.

A new chapter on writing reflectively offers some inspiring and uplifting guidance and introduces the idea of reflective writing as a method of deep, self-directed learning. An extensively updated chapter on group reflection offers plenty of advice and tips for practitioners and educa­tionalists, as well as a lively critique of the current literature. The chapter on the student’s and mentor’s journey into reflection focuses on pre-­registration students and the preparation and support of mentors. The chapter deliberates some of the contemporary issues that affect nurses’ and mentors’ capacities to develop and use reflection. The chapter illustrates how the development and use of reflection is valuable to nurses’ and mentors’ personal development and the ongoing achievement of thoughtful and excellent professional practice.

The chapter focusing on clinical supervision in nursing is another ­exciting new addition to this book. It draws on the experiences and knowledge of two highly experienced supervisors and considers the issues around supervision for supervisors. A new chapter on a personal exploration of reflection and clinical expertise adds to those contributed by Sue Duke to past editions of this book and offers some controversial and essential ‘food for thought’ concerning being a reflective practitioner in nursing today. The chapter on assessing and evaluating reflection remains and has been added to and updated. This is a challenging area for debate but remains one that we feel needs to be raised, if practice knowledge is to be valued in the same way as theoretical knowledge. Finally, the last chapter gives an extensively revised guide to getting started with reflection, drawing on other areas of the book and giving more tips, cautions, helpful frameworks and new examples to help you to begin your journey with reflection.

In essence, our aim is to make you curious about reflection, in a spirit that gets you thinking about the issues involved and challenges you to look at your view of the world. Essentially, we hope it will be useful to all those involved and interested in developing, using and exploring reflective practice.

Chris Bulman and Sue Schutz2012

Chapter 1

An introduction to reflection

Chris Bulman

Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UK

Introduction

Every contributor to this book is motivated by an interest in reflection. Within this fifth edition, we have presented experience, research and ­theory in order to help you get a better grasp of reflection, especially if you are considering it for the first time. This probably means that you are a student but you could equally be a supervisor, mentor or senior nurse furthering your understanding of reflection, or a nurse teacher interested in reflective education. Whilst this is a book that clearly advocates reflection, we are also aware of the difficulties and criticisms associated with it. Thus we offer a book that will give you some help with whatever journey you are taking with reflection, but will also get you thinking critically about the issues involved.

Contemporary challenges for reflective nursing practice and education

There is no doubt that reflection continues to be of interest to nurses and to influence nursing practice and education around the world. It remains a concept that I and fellow authors are committed to. We believe that being reflective is essential for effective and person-centred professional practice. Significantly, current financial concerns and pressures are ­affecting health services across many countries. This has had an impact on nursing education and frontline clinical services. It has unquestionably influenced the amount of time, energy and support that nurses have to constructively consider and learn from their practice. All this has affected learning opportunities, such as provision of clinical supervision for ­practitioners, time for informally reflecting with colleagues, and ­defending the relevance of reflective education for the development of clinical judgement, alongside the juggernaut which is evidence-based practice education. (I’ll return to this later in the chapter.) With these current ­challenges in mind, we believe it is even more vital to continue to write about reflection as a positive way to learn from experience – warts and all!

Explaining the concept of reflection

Starting with Aristotle

Getting to grips with an explanation of reflection is a sensible place to start. The concept of reflection is not as new as you might imagine. At the outset, I will underline the influence of the Ancient Greek philosopher Aristotle and his notion of practical wisdom/judgement or phronesis. Aristotle emphasised the importance of reflecting in the ‘real world’ and developing experience of it. He emphasised the requirement to pay attention to emotions and imagination in order to develop our perception of the world, so that emotion and imagination are not relegated to unwanted self-indulgent urges or corrupting influences that get in the way of ‘good’ rational thinking, but rather are a responsive and elective part of our thinking. In this way, Aristotle believed it was possible to develop real practical insight, responsiveness and understanding (Nussbaum 1990). So you can begin to see how this might be related to the development of practical knowledge, considering how we feel, as well as think, about practice, and finding a way of communicating this sort of knowledge to others.

Dewey

The educationalist and philosopher John Dewey has been extremely influ­ential in contemporary discussion about the concept of reflection. Dewey developed his ideas on thinking and learning and focused on the concept of thinking reflectively. He defined reflection as: