Reflective Practice

by Sherwood, Gwen D. , Ph. D. , R. N.; Horton-deutsch, Sara

• ISBN13: 9781935476795
• ISBN10: 1935476793
• Edition: 1st
• Format: Paperback
• Copyright: 2012-06-30
• Publisher: Sigma Theta Tau Intl

Summary

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