- Page 1 and 2: Hopkinson, C. (2010) More than a go
- Page 3 and 4: Abstract Reflection-in-action is a
- Page 5 and 6: Special Thanks Special thanks are d
- Page 7 and 8: Conclusion.........................
- Page 9 and 10: List of Appendices Appendix 1 Infor
- Page 11 and 12: stories and metaphor as ways of ref
- Page 13: mostly learning happened through pl
- Page 17 and 18: The next story I present also had a
- Page 19 and 20: help us process the experience. I d
- Page 21 and 22: emotional and difficult events in t
- Page 23 and 24: In the Classroom I won‘t do this
- Page 25 and 26: through an avoidance of the body/mi
- Page 27 and 28: Action and Stories in Developing Pr
- Page 29 and 30: mattered to them and were relevant
- Page 31 and 32: Clarke et al (1996) suggested refle
- Page 33 and 34: and qualitative approaches have bee
- Page 35 and 36: alienated from the thinking and dec
- Page 37 and 38: In collaborative inquiry ‗critica
- Page 39 and 40: enabling organisational patterns ov
- Page 41 and 42: ideas with Bourdieu‘s concepts wh
- Page 43 and 44: process 13 which has been central t
- Page 45 and 46: encompasses Bourdieu‘s complex co
- Page 47 and 48: Gaining Ethical Approval: A Story o
- Page 49 and 50: process. Nevertheless, the committe
- Page 51 and 52: time. Two practitioners joined the
- Page 53 and 54: generation was through sharing prac
- Page 55 and 56: from returning to practice and the
- Page 57 and 58: conversation in order to deepen our
- Page 59 and 60: possibilities and tensions of refle
- Page 61 and 62: and gaps in my knowledge so that my
- Page 63 and 64: esearcher (and reader) cannot under
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Strand 2: Emerging Processes As par
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searching and reading published lit
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Chapter 3: A Poetic Inquiry Every p
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What Does the Healthcare Literature
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There are several themes emerging f
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Having searched the poetry literatu
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objectivity and functionality throu
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Qualitative Inquiry journal in thei
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―defamiliarize‖; science freque
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that I puzzled over what the powerf
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I wish I could take this in my stri
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A few days later there was a discus
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Moving towards Co-Inquiry through S
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‗The Wounded Nurse‘ created a d
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off for mandatory training sessions
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experiential exercise, a lecturer w
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Just a Pair of Hands I get my hands
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potentially stifles the spontaneity
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layered and provide new insights ov
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Surprisingly I did not anticipate a
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illusionary as the Douglas Adams qu
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Reflecting through Diary Writing To
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comfortable, positive and relaxed.
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For Jordon, unless she had a perfor
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used time in a contradictory way; s
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Alex found being so busy was isolat
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go and find the area is actually ok
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Does a Busy Environment Affect Refl
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Jane: Well staff won‟t…once upo
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About a year later, in March 2006,
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I started to wonder if the busy syn
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My argument is, that if ‗being bu
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aspects of nursing may hold more so
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was also prevalent and was a way th
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Photograph from Davies (1980 p. 7-8
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Nightingale was a woman of action a
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and romantic/feminine appeared most
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woman‘. I see this as a gender an
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The kettle‘s boiled Milk and suga
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Whinging Women? Gossip, whinge, nag
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whinge? That‟s interesting, it‟
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Breaking News: You need to stop wri
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The story above highlights the loss
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experience with the ethics committe
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This made me wonder about the compl
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She thought it helped nurses reliev
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I realised through the creative wri
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emotions can become exaggerated in
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she ‗likes‘ all her patients th
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my patient, you answer it‖; somet
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sibling derives. Therefore in medie
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Susan had also received a phone-cal
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So what does Susan learn? To keep h
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Silence and/or Reflection Inaction?
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the usual place for this form of ca
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Conclusion This chapter has questio
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game. This embodied habitus keeps n
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Minnie 45 captured the difficulties
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can transform and widen one‘s per
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drawn to this question. In the last
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Perhaps this was due to nurses not
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combination, or purely a matter of
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mistrust of hierarchy and are not p
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Recently I discovered in Native Ame
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I think I can veer between feeling
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At times you feel you don‟t have
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to gain more resources and to flag
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The rabbit twitches it‘s whiskers
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She talked about the freeze on post
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context in which the person may be
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imagine staff will feel personally
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We discussed how this process would
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exposing the imaginary boundaries a
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unlikely to encourage political or
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Chapter 7: Embodying Reflexivity: D
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cultural and systemic tensions alre
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Rising above the Wall: Getting Angr
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does not permit this kind of action
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At the bottom of the power station
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when the staff nurse who I imagine
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So when I lost it, on the ward, I m
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change it? Thus getting angry could
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y creating a dialogue. Similarly, S
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I‟ve always focused more on pract
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Careful Talk: Naming Emotions and D
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I‟m getting a lot of confidence i
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pavement”. This image came to rep
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Shocking He was chatting Then dead
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to come into work on her day off to
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for incompetence? In describing vul
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They don‟t see that they have got
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esponses‘ and ‗what is yours‘
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Chapter 8: Invisible Learning: More
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206). I have tried to demonstrate s
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I think this misses the point of Bo
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came to embody and experience them
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change can be orchestrated, sustain
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field of feeling unsupported by man
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silent subversion, their felt power
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I suggest a lack of two-way explici
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etween nurses while talking away an
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evident may feel physically tired t
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Embodying reflexivity mostly uses s
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a blanket answer because being over
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power) concentrate on time saving,
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Many of the training needs and chan
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creating an illusion of control and
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possible to learn from stories irre
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interplay between the two positions
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Final Thoughts or Beginnings? Refle
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I was further challenged to conside
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has value. My hope is that this the
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Bleakley, A. (2000b) Writing with I
- Page 291 and 292:
Clandinin, D.J. Connelly, F.M. (199
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de Vault, M.L. (1997) Personal Writ
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Ghaye, T., Lillyman, S. (2006) Lear
- Page 297 and 298:
Hodkinson, P., Biesta, G., James, D
- Page 299 and 300:
Johns, C. Freshwater, D. (1998) Tra
- Page 301 and 302:
Midgley, M. (1996) Utopias, Dolphin
- Page 303 and 304:
Powell, J. (1989) The reflective pr
- Page 305 and 306:
Searle, R., Sheehan, D. (2008) Inno
- Page 307 and 308:
Tripp, D. (1998) Critical Incidents
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Appendix 1 Information Sheet for Pa
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sense of the research material. You
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produced. However, at the end of th
- Page 315 and 316:
Date.................. I can be con
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Appendix 4 Interview Schedule for S
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many as I would like due to other w
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poems. Claire has used pros (sectio
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Appendix 8 Why Reflect X NHS Trust
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Guidance Notes 1. Description of ex