Becoming a Reflective Practitioner

27 CHAPTER 23: Awakenings: Guided Reflection as ‘Reality Shock’ Prologue The First Assignment The Second Assignment My Third Assignment Commentary References

28 CHAPTER 24: Holding Creative Tension In the Beginning Was I not a Philistine! My Leadership Despair Five Smooth Stones Psalm of Victory Four Years On, What is the Condition of My Harp? Detecting the Sheep from the Wolves Wolf: Abandon Your Wicked Ways Taking Off My Armour The Future References

29 CHAPTER 25: The Complexity of Teaching Narrative: PGCE Science at the Beginning of the Academic Year Transforming The New Story Teacher Education Reflections on the Introductory PGCE Science Workshops Understanding the Classroom Environment Narrative: Work with Student Teachers, at the Beginning of the Academic Year Undergraduate Workshop on Water Reflection Summary References

30 CHAPTER 26: Guiding Nursing Students’ Reflection on a Simulated Patient Experience Preparatory Phase‐bring the Mind Home Reflective Phase Anticipatory Phase Insight Phase References

31 APPENDIX 1: Guided Reflection Evaluation ToolIntroduction Guided Reflection Evaluation Tool

32 APPENDIX 2

33 Index

34 End User License Agreement

1 Chapter 1 TABLE 1.1 Barriers to Rational Change (Fay 1987)

2 Chapter 2 TABLE 2.1 The Six Dialogical Movements of Reflective Learning Within the Hermeneu...

3 Chapter 3 TABLE 3.1 Value of Constructing Story

4 Chapter 4 TABLE 4.1 Model for Structured Reflection (18th Edition) TABLE 4.2 Model for Clinical Judgment TABLE 4.3 The Becoming Assertive Action Ladder 8

5 Chapter 5TABLE 5.1 The Being Available Template

6 Chapter 14TABLE 14.1 MSc Leadership in Healthcare Programme

7 Chapter 15TABLE 15.1 Assignment Criteria for Reflective Narratives. a

8 Chapter 16TABLE 16.1 Six Factor Intervention Analysis (Heron 1975)

9 Chapter 19TABLE 19.1 Front Foot Thinking

10 Chapter 20TABLE 20.1 Burford Vision for Clinical Practice (4th edition).TABLE 20.2 The Burford NDU Reflective Cues.

11 Chapter 22TABLE 22.1 Advantages and Disadvantages of the Line Managed Guidance within the ...

1 Chapter 1 FIGURE 1.1 Typology of reflective practices.

2 Chapter 4 FIGURE 4.1 Ethical mapping (adapted from Johns 1999). FIGURE 4.2 The feeling fluffy–feeling drained scale.

3 Chapter 5FIGURE 5.1 Carper’s fundamental pattern of knowing in nursing (1978) (Johns ...FIGURE 5.2 Framing perspectives.

4 Chapter 6FIGURE 6.1 The intent‐emphasis scale (Johns 2001).FIGURE 6.2 Challenge‐support axis.

5 Chapter 7FIGURE 7.1 People in the treatment room.

6 Chapter 13FIGURE 13.1 Thumb print impact.FIGURE 13.2 Nurse Bully and the timid sheep storyboard (from pages 261–268, ...

7 Chapter 14FIGURE 14.1 The basic structure of the reflective curriculum.

8 Chapter 16FIGURE 16.1 Michelle’s application of ‘Ethical mapping’.

9 Chapter 17FIGURE 17.1 Mapping the Thomas and Kilmann conflict mode instrument (1974)....FIGURE 17.2 The becoming assertive action ladder.FIGURE 17.3 Leadership power typology French and Raven (1968).FIGURE 17.4 Feeling drained, feeling fluffy scale applied to Karen’s experie...

10 Chapter 20FIGURE 20.1 The six disciplines of the Learning Organisation.FIGURE 20.2 The three cornerstones of a valid vision.FIGURE 20.3 The Burford NDU: caring in practice model.FIGURE 20.4a Tuning in and flowing with the patient’s wavelength.FIGURE 20.4b Forcing the patient’s wavelength to ‘fit‐in’.

11 Chapter 21FIGURE 21.1 Model for reflective inquiry.

1 Cover Page

2 Title Page

3 Copyright Page

4 Preface

5 Table of Contents

6 Begin Reading

7 APPENDIX 1 Guided Reflection Evaluation Tool

8 APPENDIX 2

9 Index

10 Wiley End User License Agreement

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