Becoming a Reflective Practitioner
4th Edition
Published on 23. May 2013
Book
Paperback/Softback
336 pages
978-0-470-67426-0 (ISBN)
Description
'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
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
Reviews / Votes
Praise for previous editions: "This edition takes into account developments in reflective theory and has more coverage of different approaches, including the use of narrative dialogue and performance, and greater emphasis on the process of writing over the realization of desirable practice. It also has new chapters on ensuring quality and managing conflict." (Book News, December 2009) 'Christopher Johns is an internationally recognised pioneer of reflective practice in nursing and health care. The first edition of this book was an excellent resource and this updated version is equally impressive. This is a superb resource for nurses and all those eager to enhance their knowledge and skills in reflective practice. It is well presented, user-friendly and stimulating.' (Nursing Standard)More details
Other editions
New editions
Christopher Johns
Becoming a Reflective Practitioner
Book
06/2017
5th Edition
Wiley
Unfortunately, price unknown
Article exhausted; check for reprint
Previous edition
Christopher Johns
Becoming a Reflective Practitioner
Book
07/2009
3rd Edition
Wiley-Blackwell
€40.24
Article exhausted; check for reprint
Person
Christopher Johns is Professor of Nursing at the University of Bedfordshire, Bedfordshire, UK, and Director of the PhD School for reflective practice, performance and narrative. He is also convenor of the International Reflective Practice conferences and Reflective Gatherings.
Content
Preface xiii
Acknowledgements xx
1 What is reflective practice? 1
Describing reflection 2
Reflection on experience 2
Mindfulness 3
Prerequisites of reflection 4
Reflexivity 5
Practical wisdom and praxis 5
Contradiction 5
Empowerment 8
Development of voice 9
Silence 9
Received voice 10
The subjective voice 10
The procedural voice 11
The constructed voice 11
Whole brain stuff 12
Knowing reflection 13
Bimadisiwin 14
Critical reflection 14
Transgression 15
Being in place 15
The significance of reflective practices for professional practice 16
Expertise 18
The six dialogical movements 19
The hermeneutic circle 19
Dialogue 20
Evaluating reflection 21
Journal entry 23
Conclusion 23
Notes 24
2 Writing self: the first dialogical movement 25
Mimesis 25
Creative writing 26
Bringing the mind home 27
Dividing the page 28
Commentary 30
Writing rather than telling 30
Tapping the tacit 31
Opening the reflective space through the humanities 32
The therapeutic benefit of writing 33
Notes 34
3 Engaging the reflective spiral: the second dialogical movement 35
Models of reflection 36
Guarding against a prescriptive legacy 36
The model for structured reflection (MSR) 37
What issues are significant to pay attention to? 42
How were others feeling and what made them feel that way? 42
How was I feeling and what made me feel that way? 43
What was I trying to achieve and did I respond effectively? 45
What are the broader consequences of my actions on the patient, others and myself? 46
What knowledge did or might have informed me? 47
To what extent did I act for the best and in tune with my values and beliefs? 47
How does this situation connect with previous experiences? 50
What assumptions govern my practice and what factors influence the way I feel, think and respond within the particular experience? 51
Warshield 53
Stress, anxiety, and coping with work 54
Feeling fluffy-feeling drained scale 54
Water butt theory of stress 56
The risk of burnout 57
The looking forward cues 57
Janet writes 57
How might I respond more effectively given this situation again? 59
What would be the consequences of alternative actions for the patient, others and myself? 60
What factors might stop me from responding differently? 60
How do I NOW feel about this experience? 60
Am I now more able to support myself and others better as a consequence? 61
Conclusion 61
Notes 61
4 Framing insights 62
Single lines 63
Framing insights 64
Carper's fundamental ways of knowing 64
The framing perspectives 65
Developmental framing: the being available template 65
The being available template (BAT) 66
Conclusion 68
Note 68
5 The dance with Sophia: the third dialogical movement 69
The dance with Sophia 70
Dialogue as creative play 71
Mapping 71
Narratives of health illness 71
Michael's wife 72
Michael's wife 72
Passing people by 73
Waiting 74
Loneliness 74
Caring 75
Buddhist influence 75
Lifting 75
As if she might shatter 76
Sylvia 76
Sylvia 77
Lorna 79
Conclusion 79
6 Guiding reflection: the fourth dialogical movement 80
Dialogue 80
Why reflection needs to be guided 81
Co-creation of insights 81
The reality wall 82
Contracting 83
What issues need to be contracted? 83
Finding the path 84
The nature of guidance 84
Remoralisation 86
Pulling free 86
Conclusion 87
7 Weaving and performing narrative: the fifth and sixth dialogical movements 88
Fifth dialogical movement 88
Methodology 88
Narrative form 89
Creativity 90
Fiction 91
Coherence 91
Sixth dialogical movement 92
Change value of narrative 93
Conclusion 94
Note 94
8 The reflective curriculum 95
The community of inquiry 96
Collaboration 96
Peers 96
Potential benefits of a reflective curriculum 97
Potential constraints to the reflective curriculum 98
Theory-practice gap 98
Imagining the shape of a reflective curriculum 99
Guided reflection groups 101
Dialogue 102
The talking stick 102
Skilled guides 103
Storytelling 103
Art workshops 104
Performance 104
Jane's rap 104
Imagine 105
The rub 105
Journal entry 1 106
Journal entry 2 107
Honour thy mother 107
Journal entry 3 110
Journal entry 4 111
Judging reflective writing 115
Programmes 115
Conclusion 116
Notes 116
9 Reflection on touch and the environment 117
Touch 117
Commentary 120
Environment (Jill) 121
Conclusion 124
10 The emotional cost of caring 125
Simon writes 125
Commentary 129
Note 130
11 Life begins at 40 131
Clare writes 131
Electrocardiographs (ECGs) 131
Insight 135
Reflection 136
12 Balancing the wind or a lot of hot air 138
Jim writes 138
Mary 139
The pain clinic referral 140
Mary's family 140
Reflection 144
13 A reflective framework for clinical practice 146
The Burford NDU model: caring in practice 146
Vision 146
Valid vision 149
The nature of caring 149
Suffering 150
Nurturing growth 150
Knowing caring 150
The internal environment of practice 152
Social utility 152
From vision to reality 153
A structural view of a refl ective framework for clinical practice 154
A system to ensure the vision is realised within each clinical moment 154
Wavelength theory 156
The Burford NDU reflective cues 157
Tony 158
Who is this person? 159
What meaning does this health event have for the person? 160
How is this person feeling? 160
How has this event affected their usual life pattern and roles? 160
How do I feel about this person? 161
How can I help this person? 161
What is important for this person to make his stay in the hospice comfortable? 162
What support does this person have in life? 162
How does this person view the future? 162
Reflection on being available to Tony 163
A system to ensure effective communication 163
Narrative notes 164
Talk 164
Reflective handover 164
Bedside handover 165
Patient notes 166
Narrative 168
A reflective quality system to ensure effective practice 169
A system to ensure staff are enabled to realise the vision as a lived reality 169
Organisational culture 170
Conclusion 170
Notes 170
14 Reflective leadership 171
A little voice in a big arena 172
Reflection 175
Transformational leadership 178
Power 178
Journal entry - realising our power 179
Journal entry - self-deception 180
Refl ective leadership 181
The learning organisation 182
Vision 184
Vision, what vision? 184
Conclusion 184
Notes 185
15 Teetering on the edge of chaos 186
Lazell writes 187
Newtonian knowing: The machine in parts 187
Complexity learning and knowledge cycles 189
Choice 190
Maps, strange attractors and learning through leadership 192
Conclusions: Where chaos and leadership fuse 193
Commentary 195
Conclusion 196
Notes 196
16 Ensuring quality 197
Reflective approaches 198
Clinical audit 198
Project 199
Model for reflective inquiry (MRI) 199
Debriefing 200
Standards of care 201
Standards group 202
Nutrition 202
Sleep 204
Relatives 204
Confidentiality 206
The value of standards of care 207
Conclusion 209
Note 210
17 Clinical supervision 211
Sustaining practitioners 212
Bumping heads 213
Revealing woozles 213
Four variables of clinical supervision 213
Voluntary or mandatory 214
Group versus individual supervision 214
Single or multi-professional 215
Who should the supervisor be? 215
Peer supervision 217
Contracting 218
Emancipatory or technical supervision 219
John Heron 221
The nine-step model 222
Pragmatics of clinical supervision 223
Karen 224
Trudy 224
Session 1 225
Commentary 226
Session 2 226
Commentary 228
Session 3 228
Commentary 229
Session 4 229
Commentary 231
Session 5 231
Commentary 232
Session 6 232
Commentary 234
A quiet eddy 234
Notes 234
18 Tales of clinical supervision 235
Michelle 235
Commentary 237
Cathy and the GPs 238
Exploring perspectives 240
Hank's complaint 248
Horizontal violence 251
Conclusion 252
Notes 252
19 Therapeutic journalling for patients 253
Moira Vass 253
My refl ection 253
Therapeutic benefit 257
Facilitating therapeutic writing 258
Conclusion 259
20 Nurse bully and the timid sheep: an adventure in storyboard 260
Conclusion 269
21 Reflective prose poetry 270
Notes 279
22 Through a glass darkly 280
Introduction 280
Performance design 280
Giving voice 280
Through a glass darkly preamble 281
Through a glass darkly 282
The first gate 283
The second gate 284
The third gate 285
The fourth gate 286
The fifth gate 287
The sixth gate 288
Notes 290
Appendix Clinical supervision evaluation tool 293
References 297
Index 311
Acknowledgements xx
1 What is reflective practice? 1
Describing reflection 2
Reflection on experience 2
Mindfulness 3
Prerequisites of reflection 4
Reflexivity 5
Practical wisdom and praxis 5
Contradiction 5
Empowerment 8
Development of voice 9
Silence 9
Received voice 10
The subjective voice 10
The procedural voice 11
The constructed voice 11
Whole brain stuff 12
Knowing reflection 13
Bimadisiwin 14
Critical reflection 14
Transgression 15
Being in place 15
The significance of reflective practices for professional practice 16
Expertise 18
The six dialogical movements 19
The hermeneutic circle 19
Dialogue 20
Evaluating reflection 21
Journal entry 23
Conclusion 23
Notes 24
2 Writing self: the first dialogical movement 25
Mimesis 25
Creative writing 26
Bringing the mind home 27
Dividing the page 28
Commentary 30
Writing rather than telling 30
Tapping the tacit 31
Opening the reflective space through the humanities 32
The therapeutic benefit of writing 33
Notes 34
3 Engaging the reflective spiral: the second dialogical movement 35
Models of reflection 36
Guarding against a prescriptive legacy 36
The model for structured reflection (MSR) 37
What issues are significant to pay attention to? 42
How were others feeling and what made them feel that way? 42
How was I feeling and what made me feel that way? 43
What was I trying to achieve and did I respond effectively? 45
What are the broader consequences of my actions on the patient, others and myself? 46
What knowledge did or might have informed me? 47
To what extent did I act for the best and in tune with my values and beliefs? 47
How does this situation connect with previous experiences? 50
What assumptions govern my practice and what factors influence the way I feel, think and respond within the particular experience? 51
Warshield 53
Stress, anxiety, and coping with work 54
Feeling fluffy-feeling drained scale 54
Water butt theory of stress 56
The risk of burnout 57
The looking forward cues 57
Janet writes 57
How might I respond more effectively given this situation again? 59
What would be the consequences of alternative actions for the patient, others and myself? 60
What factors might stop me from responding differently? 60
How do I NOW feel about this experience? 60
Am I now more able to support myself and others better as a consequence? 61
Conclusion 61
Notes 61
4 Framing insights 62
Single lines 63
Framing insights 64
Carper's fundamental ways of knowing 64
The framing perspectives 65
Developmental framing: the being available template 65
The being available template (BAT) 66
Conclusion 68
Note 68
5 The dance with Sophia: the third dialogical movement 69
The dance with Sophia 70
Dialogue as creative play 71
Mapping 71
Narratives of health illness 71
Michael's wife 72
Michael's wife 72
Passing people by 73
Waiting 74
Loneliness 74
Caring 75
Buddhist influence 75
Lifting 75
As if she might shatter 76
Sylvia 76
Sylvia 77
Lorna 79
Conclusion 79
6 Guiding reflection: the fourth dialogical movement 80
Dialogue 80
Why reflection needs to be guided 81
Co-creation of insights 81
The reality wall 82
Contracting 83
What issues need to be contracted? 83
Finding the path 84
The nature of guidance 84
Remoralisation 86
Pulling free 86
Conclusion 87
7 Weaving and performing narrative: the fifth and sixth dialogical movements 88
Fifth dialogical movement 88
Methodology 88
Narrative form 89
Creativity 90
Fiction 91
Coherence 91
Sixth dialogical movement 92
Change value of narrative 93
Conclusion 94
Note 94
8 The reflective curriculum 95
The community of inquiry 96
Collaboration 96
Peers 96
Potential benefits of a reflective curriculum 97
Potential constraints to the reflective curriculum 98
Theory-practice gap 98
Imagining the shape of a reflective curriculum 99
Guided reflection groups 101
Dialogue 102
The talking stick 102
Skilled guides 103
Storytelling 103
Art workshops 104
Performance 104
Jane's rap 104
Imagine 105
The rub 105
Journal entry 1 106
Journal entry 2 107
Honour thy mother 107
Journal entry 3 110
Journal entry 4 111
Judging reflective writing 115
Programmes 115
Conclusion 116
Notes 116
9 Reflection on touch and the environment 117
Touch 117
Commentary 120
Environment (Jill) 121
Conclusion 124
10 The emotional cost of caring 125
Simon writes 125
Commentary 129
Note 130
11 Life begins at 40 131
Clare writes 131
Electrocardiographs (ECGs) 131
Insight 135
Reflection 136
12 Balancing the wind or a lot of hot air 138
Jim writes 138
Mary 139
The pain clinic referral 140
Mary's family 140
Reflection 144
13 A reflective framework for clinical practice 146
The Burford NDU model: caring in practice 146
Vision 146
Valid vision 149
The nature of caring 149
Suffering 150
Nurturing growth 150
Knowing caring 150
The internal environment of practice 152
Social utility 152
From vision to reality 153
A structural view of a refl ective framework for clinical practice 154
A system to ensure the vision is realised within each clinical moment 154
Wavelength theory 156
The Burford NDU reflective cues 157
Tony 158
Who is this person? 159
What meaning does this health event have for the person? 160
How is this person feeling? 160
How has this event affected their usual life pattern and roles? 160
How do I feel about this person? 161
How can I help this person? 161
What is important for this person to make his stay in the hospice comfortable? 162
What support does this person have in life? 162
How does this person view the future? 162
Reflection on being available to Tony 163
A system to ensure effective communication 163
Narrative notes 164
Talk 164
Reflective handover 164
Bedside handover 165
Patient notes 166
Narrative 168
A reflective quality system to ensure effective practice 169
A system to ensure staff are enabled to realise the vision as a lived reality 169
Organisational culture 170
Conclusion 170
Notes 170
14 Reflective leadership 171
A little voice in a big arena 172
Reflection 175
Transformational leadership 178
Power 178
Journal entry - realising our power 179
Journal entry - self-deception 180
Refl ective leadership 181
The learning organisation 182
Vision 184
Vision, what vision? 184
Conclusion 184
Notes 185
15 Teetering on the edge of chaos 186
Lazell writes 187
Newtonian knowing: The machine in parts 187
Complexity learning and knowledge cycles 189
Choice 190
Maps, strange attractors and learning through leadership 192
Conclusions: Where chaos and leadership fuse 193
Commentary 195
Conclusion 196
Notes 196
16 Ensuring quality 197
Reflective approaches 198
Clinical audit 198
Project 199
Model for reflective inquiry (MRI) 199
Debriefing 200
Standards of care 201
Standards group 202
Nutrition 202
Sleep 204
Relatives 204
Confidentiality 206
The value of standards of care 207
Conclusion 209
Note 210
17 Clinical supervision 211
Sustaining practitioners 212
Bumping heads 213
Revealing woozles 213
Four variables of clinical supervision 213
Voluntary or mandatory 214
Group versus individual supervision 214
Single or multi-professional 215
Who should the supervisor be? 215
Peer supervision 217
Contracting 218
Emancipatory or technical supervision 219
John Heron 221
The nine-step model 222
Pragmatics of clinical supervision 223
Karen 224
Trudy 224
Session 1 225
Commentary 226
Session 2 226
Commentary 228
Session 3 228
Commentary 229
Session 4 229
Commentary 231
Session 5 231
Commentary 232
Session 6 232
Commentary 234
A quiet eddy 234
Notes 234
18 Tales of clinical supervision 235
Michelle 235
Commentary 237
Cathy and the GPs 238
Exploring perspectives 240
Hank's complaint 248
Horizontal violence 251
Conclusion 252
Notes 252
19 Therapeutic journalling for patients 253
Moira Vass 253
My refl ection 253
Therapeutic benefit 257
Facilitating therapeutic writing 258
Conclusion 259
20 Nurse bully and the timid sheep: an adventure in storyboard 260
Conclusion 269
21 Reflective prose poetry 270
Notes 279
22 Through a glass darkly 280
Introduction 280
Performance design 280
Giving voice 280
Through a glass darkly preamble 281
Through a glass darkly 282
The first gate 283
The second gate 284
The third gate 285
The fourth gate 286
The fifth gate 287
The sixth gate 288
Notes 290
Appendix Clinical supervision evaluation tool 293
References 297
Index 311