Becoming a Reflective Practitioner

Notes on Contributors xiii
Preface xvii
About the Companion Website xxiii
1 Imagining Reflective Practice 1
Christopher Johns
Reflective Practice 2
Reflexivity 6
A Brief View of Reflective Theories 8
Prerequisites of Reflection 11
The Significance of Reflective Practices for Professional Practice 12
The six Dialogical Movements 16
2 Writing Self 21
Christopher Johns
Bringing the Mind Home 21
Writing Self: The First Dialogical Movement 22
Writing Rather than Telling 25
Tapping the Tacit 29
Opening the Reflective Space through the Humanities 30
The Value and Therapeutic Benefit of Writing 30
3 Engaging the Reflective Spiral: The Second Dialogical Movement 35
Christopher Johns
Models of Reflection 36
The Model for Structured Reflection [MSR] 36
Preparatory and Descriptive Phases 38
Was I Effective in Terms of Consequences for Others and Myself? 40
What Factors Influenced my Response? 40
How Was I Feeling/poise 41
How Were Others Feeling? 43
Conforming to Normal Practice 43
How Does this Situation Connect with Previous Experiences? 43
Values and Attitude 44
The Ethical Demand 44
Deeper Psyche Factors 45
Ethics - Doing What was Right 45
The ethical Map Trail 46
Stress and Anxiety 49
The Need to be in Control 52
Knowledge to Act in a Particular Way? 53
Anticipatory Reflection 53
What Would be the Consequences of Alternative Actions for the Patient,
Others and Myself? 55
What Factors Might Stop me from Responding Differently? 55
'How Do I Now Feel About the Situation'? 56
4 Framing Insights 59
Christopher Johns
Single Lines 59
Framing Insights 60
Carper's Fundamental Ways of Knowing 61
The Being Available Template 64
5 Deepening Insights (The Third And Fourth Dialogical Movements) 69
Christopher Johns
Third Dialogical Movement 69
Finding Voice 70
Guiding Reflection: The Fourth Dialogical Movement 71
Guidance 74
Co-creation of Insights 74
Dialogue 75
The Reality Wall 77
Power 78
Finding Your Own Way 79
The Guidance Process 79
Inputting Theory 80
Balance of Challenge and Support 80
Six Category Intervention Analysis 81
Energy Work 83
Pulling Free 84
Contracting 84
The Learning Environment 85
A Quiet Eddy 85vii
6 Weaving and Performing Narrative: The Fifth and Sixth Dialogical Movements 95
Christopher Johns
Introduction 95
Passing People By 95
Methodology and Plot 101
Narrative Form 102
Creativity 103
Empathic Poems 103
Coherence 105
The Sixth Dialogical Movement 107
Performance Narrative 108
Curriculum Potential 110
7 Moving Towards a More Poetic Form of Expression 113
Christopher Johns
Introduction 113
Veronica 113
Linda 115
8 Reflection Through Art and Storyboard 119
Otter Rose-Johns and Christopher Johns
'Tuning' Exercises 121
Storyboard 122
9 The Reflective Curriculum 127
Christopher Johns
Introduction 127
Journal Entry 128
Imagine 129
One Month Later 137
Art and Performance Workshops 137
Journal Entry 2 138
Journal Entry 3 138
Journal Entry 4 139
Journal Entry 5 140
Journal Entry 6 140
Journal Entry 7 141Contents
10 A Teaching Dilemma Journal Entry 145
Christopher Johns
The Actual Session 147
Three Months Later 148
11 Life Begins at 40 151
Christopher Johns
Introduction 151
Deepening Insight 159
Grading 160
12 Reflection on Touch and the Environment 163
Christopher Johns and Jill Jarvis
Introduction 163
Touch 163
Environment 166
Commentary 169
13 'Opening My Mind': The Ripples of Story 173
Margaret Graham
Introduction 173
Illustration of Learning 173
Sharing the Story 174
Reflection 177
Ripples Continue 179
Rippling Outwards 181
14 Guiding First-year Nursing Students in Guided Reflection 183
Christopher Johns
Introduction 183
Michelle's Experience 183
Lucy's Reflection 188ix
15 Guiding Third-Year Nursing Students in Guided Reflection 193
Christopher Johns
Introduction 193
Karen 193
Next Session 196
Practice Supervision 199
Next Session 199
16 A Tale of Two Teachers 205
Christopher Johns
Introduction 205
17 Teaching Teachers about Teaching 213
Adenike Akinbde
Narrative: PGCE Science at the Beginning of the Academic Year 1 213
Teacher Education 216
Narrative: Work with Student Teachers, Beginning of Autumn term 218
Narrative: PGCE Science at the Beginning of the Academic Year 2 218
Chaos Theory 219
Narrative: PGCE Science at the Beginning of the Academic Year 3 220
18 Reflective Teaching as Ethical Practice 223
Adenike Akinbode
Excruciatingly Busy 224
Reflection 226
The Session on Water 227
Reflection 228
Managing Behaviour 230
Reflection 231
Summary 231
19 A Reflective Framework for Clinical Practice 233
Christopher Johns
The Burford NDU Model: Caring in Practice 233
Vision 234
The Internal Environment of Practice 238
A System to Ensure the Vision is Realised Within Each Clinical Moment 238
Narrative Notes 245
A Reflective System to Live Quality 248
A System to Ensure Staff are Enabled to Realise the Vision as a Lived Reality 250
Organisational Culture 252
20 The Standards Group 259
Christopher Johns
Standards of Care 259
Standards Group 262
Triggers for Standards 263
Confidentiality 265
The Value of Standards of Care 267
21 Trudy 269
Christopher Johns
Session 1 269
Session 2 270
Session 3 272
Session 4 273
Session 5 274
Session 6 275
22 Reflective Leadership 279
Gerald Remy
In the Beginning 279
Five Smooth Stones 283
Four Years On: What is the Condition of My Harp? 285
Distinguishing the Sheep from the Wolves 286
The Future 288
23 'People are not Numbers to Crunch' 291
Christopher Johns
Introduction 291
The Story of Three Blind Mice and the Movie Star 292
24 Smoking Kills 301
Christopher Johns and Otter Rose-Johns
Some thoughts on narrative performance 301
Smoking kills 301
Context 302
Part 1 303
Part 2 303
Part 3 304
Part 4 307
Part 5 308
Part 6 308
Part 7 Max's song 309
Part 8 310
Part 9 311
Part 10 312
Denouement 313
Part 11 314
25 Anthea: An Inquiry into Dignity 317
Christopher Johns and Otter Rose-Johns
Introduction 317
Cast 318
Part 1 318
Appendices 333
Index 343