Developing the Reflective Healthcare Team
April 2008, Wiley-Blackwell
Developing the Reflective Healthcare Team is structured in three parts which are about new views of reflective practice, improving team working, and the use of the TA2LK facilitative reflective process to develop high performing teams.
Chapter 1: The book's Structure, the central question and some challenges.
Chapter 2: Starting points.
Chapter 3: The Reflective Lens.
Chapter 4: The Team Lens.
Part Two: About Reflection: Learning through its interests and practices.
Chapter 5: Reflecting on Practice.
Chapter 6: An interest in being-human-well: The practices of reflection on the me's-with-we's, on individuals and teams.
Chapter 7: An interest in embracing uncertainty: The practices of reflection as working with fuzziness and the risks involved in service improvement and workplace transformation.
Chapter 8: An interest in the bottom line: The practices of reflection as improving practice and getting results.
Chapter 9: An interest in reflection as the art of asking serious questions.
Part Three: About TEAMS: Being the best we can.
Chapter 10: What is a team?.
Chapter 11: Team learning and team work = Teamability.
Chapter 12: The centrality of values.
Chapter 13: Reflecting on the roles and contributions of the individual vis-à-vis the team.
Chapter 14: Reflecting on knowledge for competent practice.
Chapter 15: Reflecting on the kinds of conversations we have with each other in a team.
Chapter 16: Teams as a forum for asking serious questions.
Part Four: About DEVELOPING REFLECTIVE TEAMS: How to get there.
Chapter 17: How to get there.
Chapter 18: TA2LK and reflective conversations of possibility.
Chapter 19: The 'faces' for TA2LK.
Chapter 20: TA2LK as a facilitated team learning process.
Chapter 21: Cultures of care.
Chapter 22: The Care Zone: developing a team's emotional literacy.
Chapter 23: The Creative Zone: developing a team's ability to think and act differently.
Chapter 24: The Service Improvement Zone: making a difference.
Chapter 25: Evidence of positive change and sustainable improvement.
Chapter 26: Service user initiated team development.
Chapter 27: Why not try this?.
Chapter 28 Developing reflective teams: perception and reality
* Links better team learning with better care
* Illustrates team work from acute trusts, community practice and primary care trusts
* Examines the roles of leadership and facilitation
* Identifies essential features of a reflective healthcare team
* Presents an evidence-based model for developing the reflective team