PDF (PhD Thesis) - UWE Research Repository - University of the ...

More documents

Recommendations

Info

Richardson, L. (1994) Writing: A Method of Inquiry In N. Denzin, Y. Lincoln (Eds) The Handbook of Qualitative Research Thousand Oaks, California: Sage p. 516- 529 Robinson, A. (2004) A personal exploration of the power of poetry in palliative care, love and bereavement International Journal of Palliative Nursing 10 (1) 32-9 Rogers, C. (1980) A Way of Being Boston: Houghton Mifflin Co. Rolfe, G. (2001) Reflective Practice: Where now? Nurse Education in Practice 2 21-29 Rolfe, G. (1997) Beyond expertise: theory, practice, and the reflexive practitioner Journal of Clinical Nursing 6 93-97 Rolfe, G., Gardner, L. (2006) ―Do not ask who I am…‖: confession, emancipation and (self)-management through reflection Journal of Nursing Management 14 593-600 Roy, D. (1999) Why we need poets in palliative care Journal of Palliative Care 15 (3) 3-4 Royal College of Nursing (2008) More Time to Care report www.rcn.org.uk/moretime [accessed 29/5/08] Royal College of Nursing (2004) RCN Clinical Leadership Toolkit London: Scutari Press Royle A. P. (2004) Holy week-Juchtan 2003 Qualitative Inquiry (10) 6 903-906 Russ, J. (1983) How to Suppress Women‟s Writing London: The Women‘s Press Ltd. Salvage, J. (2006) More than a makeover is needed to improve nurse‘s image Journal of Advanced Nursing 54 (3) 259-260 Sampson, F. (2004) Creative Writing in Health and Social Care London: Jessica Kingsley Pub Santry, C. (2009a) NHS Constitution sets managers a challenge Health Services Journal 22 nd January http://www.hsj.co.uk/comment/blogs/the-workforcewatchdog/nhs-constitution-sets-managers-a-challenge/1970681.article [accessed 17/4/09] Santry, C. (2009 b) The HSJ Anti-bullying Hotline Health Services Journal 8 th May http://www.hsj.co.uk/comment/blogs/the-workforce-watchdog/the-hsj-antibullying-hotline/5001280.blog [accessed 9/5/09] Schon, D. (1987) Educating the Reflective Practitioner San Fransisco : Jossey Bass Schon, D. (1983) The Reflective Practitioner New York Basic: Books 303
Searle, R., Sheehan, D. (2008) Innovative reflection on nursing practice: introducing the art of reflective poetry into the curriculum of a graduate nurse program Focus on Health Professional Education: A Multi-disciplinary Journal 10 (1) 71-75 Seidman, S. (1998) Contested Knowledge: Social theory in the Postmodern Era (2 nd Edn) Oxford: Blackwell publishing Senge, P. (1999) The Dance of Change: The challenges of sustaining momentum in the learning organisation London:Nicholas Brealey Senge, P. (1990) The Fifth Discipline: The art and practice of the learning organisation London: Century Business Sellman, D. (2005) Towards an understanding of nursing as a response to human vulnerability Nursing Philosophy 6 2-10 Shaw, P. (2002) Changing Conversations in Organisations: A complexity approach to change Abingdon: Routledge Sims, D. (2005) You Bastard: A narrative exploration of the experience of indignation within organizations Organization Studies Online First 20 th Sept. dol:1177/0170840605054625 www.egosnet.org/os p1-16 Sims, D., Fineman, S., Gabriel, Y. (1993) Organizing and Organizations: An Introduction London: Sage Sluder, H. (1990) The write way: using poetry for self disclosure Journal of Psychosocial Nursing and Mental Health Services 28 (7) 26-28 Shapiro, J. (2004) Can poetry be data? Families, Systems and Health 22 (2) 171- 77 Shapiro, J., Rucker, L. (2003) Can poetry make better doctors? Teaching the humanities and arts to medical students and residents at the University of California, Irvine, College of Medicine Academic Medicine 78 (10) 953-957 Skeggs, B. (2004) Exchange, value and affect: Bourdieu and ―the self‖ In L. Adkins and B. Skeggs (Eds) Feminism after Bourdieu Oxford: Blackwell publishing Smith, A. (1998) Learning about reflection Journal of Advanced Nursing 24 (4) 891-898 Smith, P. (1991) The nursing process: raising the profile of emotional care in nurse training Journal of Advanced Nursing 16 74-81 Smith A., Jack, K. (2005) Reflective Practice: a meaningful task for students Nursing Standard 19 (26) 33-37 Snow, C., Willard, D. (1989) I‟m Dying to Take Care of You: Nurses and Codependence Breaking the Cycles Redmond, Washington: Professional Counsellor Books 304
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 and 14:
mostly learning happened through pl
Page 15 and 16:
other patients on the unit who need
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
Page 65 and 66:
Strand 2: Emerging Processes As par
Page 67 and 68:
searching and reading published lit
Page 69 and 70:
Chapter 3: A Poetic Inquiry Every p
Page 71 and 72:
What Does the Healthcare Literature
Page 73 and 74:
There are several themes emerging f
Page 75 and 76:
Having searched the poetry literatu
Page 77 and 78:
objectivity and functionality throu
Page 79 and 80:
Qualitative Inquiry journal in thei
Page 81 and 82:
―defamiliarize‖; science freque
Page 83 and 84:
that I puzzled over what the powerf
Page 85 and 86:
I wish I could take this in my stri
Page 87 and 88:
A few days later there was a discus
Page 89 and 90:
Moving towards Co-Inquiry through S
Page 91 and 92:
‗The Wounded Nurse‘ created a d
Page 93 and 94:
off for mandatory training sessions
Page 95 and 96:
experiential exercise, a lecturer w
Page 97 and 98:
Just a Pair of Hands I get my hands
Page 99 and 100:
potentially stifles the spontaneity
Page 101 and 102:
layered and provide new insights ov
Page 103 and 104:
Surprisingly I did not anticipate a
Page 105 and 106:
illusionary as the Douglas Adams qu
Page 107 and 108:
Reflecting through Diary Writing To
Page 109 and 110:
comfortable, positive and relaxed.
Page 111 and 112:
For Jordon, unless she had a perfor
Page 113 and 114:
used time in a contradictory way; s
Page 115 and 116:
Alex found being so busy was isolat
Page 117 and 118:
go and find the area is actually ok
Page 119 and 120:
Does a Busy Environment Affect Refl
Page 121 and 122:
Jane: Well staff won‟t…once upo
Page 123 and 124:
About a year later, in March 2006,
Page 125 and 126:
I started to wonder if the busy syn
Page 127 and 128:
My argument is, that if ‗being bu
Page 129 and 130:
aspects of nursing may hold more so
Page 131 and 132:
was also prevalent and was a way th
Page 133 and 134:
Photograph from Davies (1980 p. 7-8
Page 135 and 136:
Nightingale was a woman of action a
Page 137 and 138:
and romantic/feminine appeared most
Page 139 and 140:
woman‘. I see this as a gender an
Page 141 and 142:
The kettle‘s boiled Milk and suga
Page 143 and 144:
Whinging Women? Gossip, whinge, nag
Page 145 and 146:
whinge? That‟s interesting, it‟
Page 147 and 148:
Breaking News: You need to stop wri
Page 149 and 150:
The story above highlights the loss
Page 151 and 152:
experience with the ethics committe
Page 153 and 154:
This made me wonder about the compl
Page 155 and 156:
She thought it helped nurses reliev
Page 157 and 158:
I realised through the creative wri
Page 159 and 160:
emotions can become exaggerated in
Page 161 and 162:
she ‗likes‘ all her patients th
Page 163 and 164:
my patient, you answer it‖; somet
Page 165 and 166:
sibling derives. Therefore in medie
Page 167 and 168:
Susan had also received a phone-cal
Page 169 and 170:
So what does Susan learn? To keep h
Page 171 and 172:
Silence and/or Reflection Inaction?
Page 173 and 174:
the usual place for this form of ca
Page 175 and 176:
Conclusion This chapter has questio
Page 177 and 178:
game. This embodied habitus keeps n
Page 179 and 180:
Minnie 45 captured the difficulties
Page 181 and 182:
can transform and widen one‘s per
Page 183 and 184:
drawn to this question. In the last
Page 185 and 186:
Perhaps this was due to nurses not
Page 187 and 188:
combination, or purely a matter of
Page 189 and 190:
mistrust of hierarchy and are not p
Page 191 and 192:
Recently I discovered in Native Ame
Page 193 and 194:
I think I can veer between feeling
Page 195 and 196:
At times you feel you don‟t have
Page 197 and 198:
to gain more resources and to flag
Page 199 and 200:
The rabbit twitches it‘s whiskers
Page 201 and 202:
She talked about the freeze on post
Page 203 and 204:
context in which the person may be
Page 205 and 206:
imagine staff will feel personally
Page 207 and 208:
We discussed how this process would
Page 209 and 210:
exposing the imaginary boundaries a
Page 211 and 212:
unlikely to encourage political or
Page 213 and 214:
Chapter 7: Embodying Reflexivity: D
Page 215 and 216:
cultural and systemic tensions alre
Page 217 and 218:
Rising above the Wall: Getting Angr
Page 219 and 220:
does not permit this kind of action
Page 221 and 222:
At the bottom of the power station
Page 223 and 224:
when the staff nurse who I imagine
Page 225 and 226:
So when I lost it, on the ward, I m
Page 227 and 228:
change it? Thus getting angry could
Page 229 and 230:
y creating a dialogue. Similarly, S
Page 231 and 232:
I‟ve always focused more on pract
Page 233 and 234:
Careful Talk: Naming Emotions and D
Page 235 and 236:
I‟m getting a lot of confidence i
Page 237 and 238:
pavement”. This image came to rep
Page 239 and 240:
Shocking He was chatting Then dead
Page 241 and 242:
to come into work on her day off to
Page 243 and 244:
for incompetence? In describing vul
Page 245 and 246:
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 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: Powell, J. (1989) The reflective pr
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
show all

PDF (PhD Thesis) - UWE Research Repository - University of the ...

Create successful ePaper yourself

Delete template?

Save as template?