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Becoming a Reflective Practitioner, 5th Edition

ISBN: 978-1-119-19392-0
376 pages
June 2017, Wiley-Blackwell
Becoming a Reflective Practitioner, 5th Edition (1119193923) cover image

Description

'Christopher Johns is an internationally recognised pioneer of reflective practice in nursing and health care.’Nursing Standard

Becoming a Reflective Practitioner provides a unique insight into reflective practice, exploring the value of using models of reflection, with particular reference to Christopher Johns' own model for structured reflection. Now in its fifth edition, this book has been completely revised and updated to include up-to-date literature and reflective extracts.

Contemporary in approach, this definitive text contains a variety of rich and insightful reflective extracts that support the main issues being raised in each chapter, and challenges practitioners and students to question their own practice. Now with further scenarios and case studies included throughout, these extracts provide the reader with access to the experience of reflective representation helping to explicate the way in which reflective practice can inform the wider notion of professional practice.

With an increase in professional registration requiring reflective evidence, this new edition of Becoming a Reflective Practitioner is an essential guide to all those using reflection in everyday clinical practice.

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Table of Contents

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

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Author Information

CHRISTOPHER JOHNS is a visiting professor at Christ Church Canterbury and University of Bedfordshire. He is also convenor of the International Reflective Practice conferences and Reflective Gatherings.

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