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Hunter, L.P. (2002) Poetry as an aesthetic expression for nursing: a review Journal of Advanced Nursing 40 ( 92) 141-148 Ixer, G. (1999) There‘s no such thing as reflection British journal of Social Work 29 513-27 Jackson, D., Firtko, A., Edenborough, M. (2007) Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: a literature review Journal of Advanced Nursing 60 (1) 1-9 James, C., Clarke, B. (1994) Reflective practice in nursing: issues and implications for nurse education Nurse Education Today 14 (2) 82-90 James, N. (1989) Emotional labour: Skill and work in the social regulation of feelings The Sociological Review 37 (1) 15-42 Jarvis, P. (1992) Reflective practice and nursing Nurse Education Today 12 174- 181 Jasper, M. (1999) Nurses‘ perceptions of the value of written reflection Nurse Education Today 19 452-463 Jenkins, E. R. (2007). Walking against the wind: a collaborative inquiry with nurses, within practice, into epistemological factors in nurse education. SOLAR. Bristol, University of the West of England. PhD. Jenkins, R. (2002) Pierre Bourdieu London: Routledge Jones, A. (2004) Transference and Countertransference Perspectives in Psychiatric Care 40 (1) 13-19 Jones, A. (1997) Death, poetry, psychotherapy and clinical supervision (the contribution of psychodynamic psychotherapy to palliative care nursing) Journal of Advanced Nursing 25 238-244 Johns, C. (2006) Engaging Reflection in Practice: A narrative approach Oxford: Blackwell Publishing Johns, C. (2000) Becoming a Reflective Practitioner: A reflective and holistic approach to clinical nursing, practice development and clinical supervision Oxford: Blackwell Science Publishing Johns C (1997) Becoming a Reflective Practitioner PhD Thesis. The Open University: Milton, Keynes Johns, C. (1995) Promoting Learning Through Reflection with Carper‘s Fundamental Ways of Knowing in Nursing Journal of Advanced Nursing 22 226- 34 Johns, C. (1994) Guided Reflection In A. Palmer, S. Burns, C. Bulman (Eds) Reflective Practice in Nursing: The Growth of the professional Practitioner oxford: Blackwell Science 297
Johns, C. Freshwater, D. (1998) Transforming Nursing through Reflective Practice Oxford, Blackwell Science Karpman, S. (1968) Fairy tales and script drama analysis Transactional Analysis Bulletin 7(26) 39-43 Kember, D. (2001) Reflective Teaching and Learning in the Health Professions Oxford: Blackwell Science Publishing Kemmis, S. (2001, 2006) Exploring the Relevance of Critical Theory for Action Research: Emancipatory Action Research in the Footsteps of Jugen Habermas In P. Reason, H. Bradbury (Eds) Handbook of Action Research Concise Paperback Edition London: Sage Kenny, A., Carter, L., Martin, S., Williams, S. (2004) Why 4 years when 3 will do? Enhanced knowledge for rural practice Nursing Inquiry 11 (2) 108-116 Killick, J. (2004) It‘s Mine ! It‘s Mine! Writing and Dementia In F.Sampson, (Ed) Creative Writing in Health and Social Care London: Jessica Kingsley Pub Kim, S.H. (1999) Critical reflective inquiry for knowledge development in nursing practice Journal of Advanced Nursing 29(5) 1205-1212 King‘s Fund (2008) Seeing the Person in the Patient: The Point of Care Review Paper London: King‘s Fund Kinsella, E.A. (2007) Embodied Reflection and the Epistemology of Reflective Practice Journal of Philosophy of Education 41 (3) 395-409 Koch, T., Kralik, D. (2006) Participatory Action Research in Healthcare Oxford: Blackwell Pubs Konzal, J.L. (2001) Collaborative inquiry: a means of creating a learning community Early Childhood Research Quarterly 16 95-115 Krishnasamy, M., Plant, H. (1998) Developing nursing research with people International Journal of Nursing Studies 35 79-84 Lather, P. (1991) Getting Smart: Feminist Research and Pedagogy within the Postmodern New York: Routledge Lawler, S. (2004) Rules of engagement: Habitus, power and resistance In L. Adkins and B. Skeggs (Eds) Feminism after Bourdieu Oxford: Blackwell publishing Linklater, J., Kellner, K. (2008) Don‘t just do something…stand there: using action learning to help organisations work with anxiety Action Learning, Research and Practice 5 (2) 167-172 Logan, E. (2002) Springfield: education for adults with learning disabilities British Journal of Learning Disabilities 30 (1) 43-6 298
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Hopkinson, C. (2010) More than a go
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Abstract Reflection-in-action is a
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Special Thanks Special thanks are d
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Conclusion.........................
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List of Appendices Appendix 1 Infor
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stories and metaphor as ways of ref
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mostly learning happened through pl
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other patients on the unit who need
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The next story I present also had a
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help us process the experience. I d
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emotional and difficult events in t
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In the Classroom I won‘t do this
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through an avoidance of the body/mi
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Action and Stories in Developing Pr
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mattered to them and were relevant
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Clarke et al (1996) suggested refle
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and qualitative approaches have bee
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alienated from the thinking and dec
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In collaborative inquiry ‗critica
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enabling organisational patterns ov
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ideas with Bourdieu‘s concepts wh
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process 13 which has been central t
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encompasses Bourdieu‘s complex co
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Gaining Ethical Approval: A Story o
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process. Nevertheless, the committe
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time. Two practitioners joined the
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generation was through sharing prac
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from returning to practice and the
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conversation in order to deepen our
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possibilities and tensions of refle
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and gaps in my knowledge so that my
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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
Page 247 and 248: esponses‘ and ‗what is yours‘
Page 249 and 250: Chapter 8: Invisible Learning: More
Page 251 and 252: 206). I have tried to demonstrate s
Page 253 and 254: I think this misses the point of Bo
Page 255 and 256: came to embody and experience them
Page 257 and 258: change can be orchestrated, sustain
Page 259 and 260: field of feeling unsupported by man
Page 261 and 262: silent subversion, their felt power
Page 263 and 264: I suggest a lack of two-way explici
Page 265 and 266: etween nurses while talking away an
Page 267 and 268: evident may feel physically tired t
Page 269 and 270: Embodying reflexivity mostly uses s
Page 271 and 272: a blanket answer because being over
Page 273 and 274: power) concentrate on time saving,
Page 275 and 276: Many of the training needs and chan
Page 277 and 278: creating an illusion of control and
Page 279 and 280: possible to learn from stories irre
Page 281 and 282: interplay between the two positions
Page 283 and 284: Final Thoughts or Beginnings? Refle
Page 285 and 286: I was further challenged to conside
Page 287 and 288: has value. My hope is that this the
Page 289 and 290: Bleakley, A. (2000b) Writing with I
Page 291 and 292: Clandinin, D.J. Connelly, F.M. (199
Page 293 and 294: de Vault, M.L. (1997) Personal Writ
Page 295 and 296: Ghaye, T., Lillyman, S. (2006) Lear
Page 297: Hodkinson, P., Biesta, G., James, D
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
Page 309 and 310: Appendix 1 Information Sheet for Pa
Page 311 and 312: sense of the research material. You
Page 313 and 314: produced. However, at the end of th
Page 315 and 316: Date.................. I can be con
Page 317 and 318: Appendix 4 Interview Schedule for S
Page 319 and 320: many as I would like due to other w
Page 321 and 322: poems. Claire has used pros (sectio
Page 323 and 324: Appendix 8 Why Reflect X NHS Trust
Page 325: Guidance Notes 1. Description of ex
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