Reflective Practice

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  • Edition: 1st
  • Format: Paperback
  • Copyright: 2012-06-30
  • Publisher: Sigma Theta Tau Intl

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Supplemental Materials

What is included with this book?


The emotional labor of nursing takes a demanding toll as nurses cope with workforce issues, increasingly complex patients, and the human impact of dealing with life, death, loss, and stress on a daily basis. Reflection is a necessary and systematic tool that can help make sense of these issues and events to change future actions and responses, including improving patient outcomes and reducing errors.

Author Biography

Gwen D. Sherwood, PhD, RN, FAAN, is Professor and Associated Dean for Academic, Affairs at the University of North Carolina at Chapel Hill School of Nursing. She is co-investigator for the award-winning Robert Wood Johnson-funded Quality and Safety Education for Nurses (QSEN) project to transform curricula to prepare nurses for working in and leading quality and safety in redesigned health care systems. Sara Horton-Deutsch, PhD, RN, PMHCNS, is Associated Professor and Coordinator of the Graduate Psychiatric/Mental Health Nursing Program at Indiana University School of Nursing. She is an active participant in the Quality and Safety Education for Nurses (QSEN) initiative, contributing to the publications of web-based teaching modules on mindfulness, narrative and reflective pedagogies, and cultural equity and inclusion.

Table of Contents

The Transformation of Nursing Education Through Reflective Practicep. 1
Turning Vision Into Action: Reflection to Build a Spirit of Inquiryp. 3
A New Vision for Educationp. 4
Reflection to Engage Learners in Learning Experiencesp. 6
Reflection to Engage Learners in Practicep. 9
Self-Directed Learning: The Key to Transformative Learningp. 13
Critical Reflection: The Key to Transformative Learning Leading to Transformationp. 15
Final Reflectionsp. 17
Referencesp. 17
Reflection and Mindful Practice: A Means to Quality and Safetyp. 21
Reflective Practice and Emotional Intelligencep. 23
Quality and Safety: Moving From the Political to the Personalp. 24
Models of Reflective Practice That Influence Practicep. 24
Creative Tension Related to Quality and Safetyp. 26
The Time and Space to Reflectp. 27
An Exemplar for Teaching Quality and Safety Using Reflective Practicep. 28
Learning Through Reflection: Common Themes in Reflection Papersp. 32
Learner Responses to Reflection Papersp. 36
Final Reflectionsp. 37
Referencesp. 38
Reflection and Mindful Practicep. 41
Creating Space for Reflection: The Importance of Presence in the Teaching-Learning Processp. 43
The Power of Spacep. 44
Obstacles Obscuring Spacep. 45
Becoming Reacquainted With Space-Encountering Potentialp. 49
Mindfulness-Awarenessp. 50
Communities of Learningp. 51
Space and Authentic Presencep. 53
Space and Intentionality-The Choice to Reflectp. 55
Applying Intentionality to Nursing Educationp. 56
Final Reflectionsp. 58
Referencesp. 59
The Mindful Educatorp. 63
Mindfulnessp. 65
A Mindful Educatorp. 66
Mindful Teachingp. 71
Exemplar of Mindful Teachingp. 74
Final Reflectionsp. 75
Referencesp. 75
Mindful Learnersp. 79
Backgroundp. 80
The Need for Introducing Mindful Practices Into Learningp. 81
Supporting the Development of Self-Awareness and Self-Carep. 85
Nurturing Relationshipsp. 87
Creating Space for Reflection in the Classroomp. 91
Creating Space for Reflection in Clinical Settings: Debriefing for Meaningful Learningp. 92
Final Reflectionsp. 95
Referencesp. 96
Supporting Reflective Learning: in Didactic and Clinical Practice Contextsp. 101
Learning Through Reflection and Reflection on Learning: Pedagogies in Actionp. 103
Learning Through Reflection: Theoretical Philosophy Perspectivesp. 105
Learning Through Reflection: Theoretical Nursing Perspectivesp. 109
Reflective Learning Assessments: Exemplars of Reflective Pedagogies in Actionp. 112
Reflective Learning Through Role-Playp. 112
Aesthetic Knowing Through Visual Thinking Strategies (VTS)p. 115
Narrative-Based Practice: Telling the Patient's Storyp. 124
Final Reflectionp. 131
Referencesp. 131
Narrative Pedagogy: Co-creating Engaging Learning Experiences With Studentsp. 135
Narrative Pedagogyp. 136
The Concernful Practices of Schooling Learning Teachingp. 138
Getting Started With Narrative Pedagogyp. 140
Using Narrative Pedagogyp. 142
Attending to Students' Learningp. 144
Final Reflectionsp. 146
Referencesp. 146
Integrating Reflection in Simulation: Structure, Content, and Processes
Simulation as an Instructional Strategy in Nursing Education and Practicep. 150
Simulation and Reflection: Making Sense of the Experiencep. 153
Presimulation: Reflection-Before-Actionp. 154
Intrasimulation: Reflection-in-Actionp. 158
Postsimulation: Reflection-on-Actionp. 159
Reflection Beyond the Simulationp. 164
Final Reflectionsp. 165
Referencesp. 165
Reflection in Classroom and Clinical Contexts: Assessment and Evaluationp. 169
Reflection, Learning, and Assessment: Building Partnerships Between Educators and Learnersp. 170
Partnerships to Create a Reflective Learning Environmentp. 171
Reflection and Evaluation in Classroom Settingsp. 174
Creating Opportunities for Reflection in Clinical Learningp. 180
Allowing Reflection to Inform Evaluationp. 181
Assessing Reflective Workp. 182
A Reflective Approach to Course Evaluationsp. 184
Final Reflectionsp. 185
Referencesp. 185
Deepening the Foundations of Professional Practice Through Reflectionp. 187
Attention to Self as Nurse: Making Sense of Practicep. 189
Making Sense of Practicep. 191
Developing Competence and Confidence to Think Like a Nursep. 191
Developing Clinical Judgment to Move Toward Expert Practicep. 193
Development to Make Sense of Practice: Managing the Context of Practicep. 195
Attending to Self as Nursep. 196
Developing Self-Awareness and Mindful Practicep. 196
Developing Transformational Leadership: Relating to Othersp. 197
Bringing It Together: Professional Development Strategiesp. 199
Reflective Narrativesp. 199
Guiding and Coaching: Developing Inquiryp. 206
Final Reflectionsp. 206
Referencesp. 207
Toward Changing the Culture of Faculty Evaluation: Gathering and Sustainingp. 211
Issues With Current Approaches to Peer Evaluationp. 212
The Shulman Table of Learningp. 215
Adding Appreciative Approachesp. 220
Enacting SE∼PEp. 222
Exemplar #1: Online Course: Design Conference Determines Processp. 222
Exemplar #2: Graduate Clinical Course: Design Conference and Observation of Online Teachingp. 224
Exemplar #3: Undergraduate Capstone Course Illustrates an Ideas Conferencep. 225
The Ideas Conference and Reportsp. 226
Final Reflectionsp. 226
Referencesp. 227
Reflective Ways of Working Together: Using Liberating Structuresp. 229
Beyond Tradition: Complexity Science
Advancing Organizational Relationshipsp. 230
Liberating Structures to Change the Way We Interactp. 232
Liberating Structures: Reflecting in Action and on Actionp. 236
What/So What/Now Whatp. 236
Using Liberating Structures in a School of Nursingp. 237
Story: Using a Conversation Café to Move From Small Talk to BIG Talkp. 237
Story: Clearness Committees to Enable Discernmentp. 239
1-2-4-All: A Way to Get Startedp. 241
TRIZ: Turning It Upside Downp. 243
Final Reflectionsp. 244
Referencesp. 244
Future Directions in Reflective Practice: Adding an Integral Lensp. 245
An Introduction to Integral Philosophy and Theory: Implications for Quality and Safetyp. 247
Learning at the Integral Edge: What Is Integral?p. 248
Experience Through an Integral Lens: Four Dimensions of Awarenessp. 249
An Integral Circle of Awarenessp. 255
Evolving Quality and Safety Science Through an Integral Lensp. 256
Quality, Safety, and Integral Methodological Pluralism: Eight Zones of Inquiryp. 257
Enacting Integral Educationp. 261
Final Reflectionsp. 261
Referencesp. 262
Reflecting as a Team: Issues to Consider in Interprofessional Practicep. 265
Transformational Learningp. 266
An Integral Approach to Transformation of Interprofessional Practicep. 266
The Nature and Definition of Interprofessionalityp. 271
The Demand of Interprofessionalityp. 272
The Nature of Group Life: Implications for Interprofessionalityp. 273
Interprofessional Practice, Team Reflection, and the Development of a Self-Authoring Mindp. 278
Final Reflectionsp. 280
Referencesp. 281
Creating the Future of Nursing Through Appreciation, Influence, and Control (AIC)p. 283
Appreciation, Influence, and Control: Philosophy, Theory, Model, and Processp. 284
Transforming the Future of Nursing Education: An Exemplarp. 289
Getting Started: Application of the AIC Modelp. 297
Final Reflectionsp. 298
References and Resourcesp. 298
Appendicesp. 301
For Further Reflection: Useful Websitesp. 303
The Transformation of Education Through Reflective Practicep. 304
Reflection and Mindful Practicep. 304
Supporting Reflective Learning and Developmentp. 305
Deepening the Foundation of Professional Practice Through Reflectionp. 306
Future Directions in Reflective Practicep. 306
QSEN Prelicensure Competencies, Nursing Outlook, May-June 2007, and www.QSEN.orgp. 307
Graduate/Advanced Practice Nursing Competenciesp. 319
Indexp. 333
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