Being Reflective and Reflexive

INDIVIDUAL

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     INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

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GROUP

"Benner suggested five levels of practice, from the rule-bound novice or beginner who nurses literally 'by the book', following non-contextualised rule-governed procedures, to the expert who: 'with an enormous background of experience, now has an intuitive grasp of each situation and zeroes in on the accurate region of the problem without wasteful consideration of a large range of unfruitful, alternative diagnoses and solutions.'" (Benner 1984) p.22. "A moral agent is any being who is capable of thinking, deciding, and acting in accordance with moral standards and rules. A moral agent may not always fulfill the requirements of a moral standard or rule; that is, he need not be morally perfect. But he must have the capacity to judge himself on the basis of such criterion and to use it as a guide to his choice and conduct." (Taylor 1975, p.6).

"When the practitioner reflects in action in  a case he perceives as unique, paying attention to the phenomena and surfacing his intuitive understanding of them, his experience is at once exploratory, move testing, and hypothesis testing. The three functions are fulfilled by the very same actions. And from this fact follows the distinctive character of experimenting in practice." (Schon 1987). p.27. "When someone reflects-in-action, he becomes a researcher in the practice context. He is not dependent on the categories of established theory and technique, but constructs a new theory of the unique case . . . because his experimenting is a kind of action, implementation is built into his inquiry."  (Schon 1983) p.28.

Transforming Nursing Through Reflective Practice

"This approach approach represents a new call for the: '.. integration of reason and emotion, the personal and the political, the public and the private. In moral theory ... this is part of a general effort to reverse the segregation of intellectual inquiry from personal experience in moral deliberation.'" (Lauritzen 1996,p.6) p.37. "Greene (1998) noted: 'To become [different] is not simply to will oneself to change. There is the question of being able to accomplish what one chooses to do. It is not only a matter of the capacity to choose; it is a matter of the power to act to attain one's purposes. We shall be concerned with intelligent choosing and, yes, humane choosing, as we shall be with the kinds of conditions necessary for empowering persons to act on what they choose." (p.3) p.52.

Johns, C. and Freshwater, D. (eds). (1998). Transforming Nursing Through Reflective Practice. London: Blackwell Science. [1st edition.]

Chapter 2 Rolfe. Reflective and Reflexive Nursing Practice. pp.21-31.

Chapter 3 Ferrell. Customary vs Reflective Morality. pp.32-42.

Chapter 5 Johns and Hardy. Voice as a Metaphor for Transformation. pp.51-61.

Extended Call for Special Issue Editor/Editorial Team Members – COVID-19

Short extension! Apply to guest edit a Special COVID-19 issue of the International Journal of Practice-based Learning in Health and Social Care to be published in 2021.

We are extending the deadline to encourage wider participation in this interprofessional and international opportunity. We are keen to invite expressions of interest from our readers, authors, reviewers and wider network across the specialisms, whether experienced past editors or individuals who might view this as a personal development opportunity.

The guest editor may be an individual, group of two or three co-editors, or a collaboration mentored by members of the current editorial team.

We anticipate that the issue will contain articles on how practice-based learning has adapted to meet the challenges of COVID-19, and the changes that have had to be made to pedagogies that will endure. We will also consider reflective submissions, or interesting stories, about the changes experienced and encourage potential authors to contact us.

You can contact Helen Buchanan helen.buchanan AT uct.ac.za Lindy McAllister lindy.mcallister AT sydney.edu.au or Editor-in-Chief Lynn Clouder l.clouder AT coventry.ac.uk to share ideas informally.

Expressions of interest must be received by 12th August 2020.  

Please distribute this call to your colleagues.

Focus on Theory - wither the website (gulp)

"A subtler effect of ego is one that doesn't threaten reputation so much as how you prioritize what is important. The threat is based on a sense that your opinion, approach, and perspective are the only ones with merit. While arrogance is one outcome of these elements, a much subtler risk that can bubble to the surface is becoming too focused on theory.

...
Unfortunately, some folks have something of a love affair with theory. Many of these people write extensive blog entries, give very generic (though well-meaning) presentations, and often seem to think that their primary role is to impart knowledge to others and sound as wildly academic as possible. But there is no secret ingredient in growing community. What makes a great community leader is experience: trying new ideas and concepts and learning from the successes and mistakes." p.17.

Bacon, J. 2012. The Art of Community, Building the New Age of Participation (2nd ed.)  CA, O'Reilly. (1st edition)

@jonobacon

What does professionalism mean to you? c/o NMC - #IND2017

Dear Peter

We are writing today to wish you a happy International Nurses’ Day – a chance to celebrate the exceptional professional contributions of nurses across the world.

The professionalism of nurses and midwives has always been essential to good care. We all know professionalism when we see it – but there’s never been a single definition for what it means in nursing and midwifery.

So we wanted to use the opportunity of International Nurses’ Day to tell you about a new tool we have developed, Enabling professionalism in nursing and midwifery practice, which defines professionalism in nursing and midwifery for the first time.

We hope it will help you to explain and strengthen your own professional contribution as a nurse or midwife, as well as being a tool you can use to reflect on your practice when you revalidate.

We have each shared what professionalism means to us, and we would love to hear your stories too. Share your views on what professionalism means to you through this form or through the NMC’s Twitter account @NMCnews using #professionalism.

Best wishes, and happy International Nurses’ Day.

Jane Cummings, Chief Nursing Officer, England

Charlotte McArdle, Chief Nursing Officer, Northern Ireland 

Fiona McQueen, Chief Nursing Officer, Scotland

Jackie Smith, Chief Executive and Registrar, Nursing and Midwifery Council

Jean White, Chief Nursing Officer, Wales

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I will investigate this tool and reflect - post about it in the near future as appropriate.

To nurses and carers the world over Very Best Wishes for #IND2017.

Please look after yourselves too!!*

*The 1st rule of 1st aid.

Student's intellectual and ethical development (Gyurko, 2011)

I need to trace out a theoretical basis for Hodges' model. The paper in this post provides a piece of the jig-saw. Hodges' model is a conceptual framework that can act as a starting grid for the ongoing intellectual, ethical and professional development of all students.

In a post to follow I have also found some insights to underpin the objective and subjective within Hodges' model...

individual
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INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
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group

relativism	duality
multiplicity	commitment

Perry identifies themes or stages of experience, which cluster around nine positions that are classified into four broad categories: duality, multiplicity, relativism, and commitment (Billings et al., 1998). Duality views the world dichotomously as good–bad, right–wrong, or black–white. Those who make meaning from a dichotomous point of view do so with the belief that right answers exist for everything. With regard to learning, in this stage students simply seek the right answer. With multiplicity, students learn to honor “diverse views when the answers are not yet known” (Evans et al., 1998, p. 131). As students advance toward relativism, they begin to recognize that right and wrong and good and bad are not enough to deal with the situations of real life. In this stage, students learn how to look at specific situations in an abstract view and weigh information by problem solving (Evans et al., 1998). Finally, the movement to commitment occurs when “ethical development,” involving choices, decisions, and affirmations, is incorporated in one's lifestyle (Evans et al., 1998, p.133). (p.508)

Gyurko, C. (2011) A synthesis of Vroom's model with other social theories: An application to nursing education. Nurse Education Today, 31(5), 506-510. doi:10.1016/j.nedt.2010.08.010