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Stanley, D.J. (2008) Celluloid angels: a research study of nurses in feature films 1900-2007 Journal of Advanced Nursing 64 (1) 84-95 Stewart, I., Joines, V. (1987) TA Today: A New Introduction to Transactional Analysis Nottingham: Lifespace publishing Stockhausen, L (2006) Metier Artistry: Revealing Reflection-in-action in everyday practice Nurse Education Today 26 54-62 Stockwell, F. (1972) The Unpopular Patient London: Royal College of Nursing Research Storfjell, J.L., Omoike, O., Ohlson, S. (2008) The balancing Act : patient care Time versus Cost The Journal of Nursing Administration 38 (5) 244-249 Swan, E. (2008) Let‘s not get too personal: critical reflection, reflexivity and the confessional turn Journal of European Industrial Training 32 (5) 385-399 Tannen, D. (1992) You Just Don‟t Understand: Women and Men in Conversation London: Virago Press Taft, L.B. (1990) Remembering and sharing through poetry writing Nurse Educator 14 (1) 37-38 Tate, S. (2004) Using Critical Reflection as a Teaching Tool In S. Tate, M. Sills (Eds) The Development of Critical reflection in the health Professions Occasional paper No. 4 Higher Education Academy Taylor, B. (2006) Reflective Practice: A Guide for Nurses and Midwives (2 nd Edn) Buckingham: Open University Press Taylor, B. (2001) Identifying and transforming dysfunctional nurse-nurse relationships through reflective practice and action research International Journal of Nursing Practice 7 406-413 Taylor, B. (2000) Reflective Practice: A Guide for Nurses and Midwives Buckingham: Open University Press Taylor, C., White, S. (2000) Practising Reflexivity in Health and Welfare Buckingham: Open University Press Teekman, B. (2000) Exploring reflective thinking in nursing practice Journal of Advanced Nursing 31 (5) 1125-1135 Titchen, A. (2001) Critical Companionship: a conceptual framework for developing experise In J. Higgs, A.Titchen Practice knowledge and Expertise in the Health Professions Oxford: Butterworth Heinemann p.80-90 Torbert, W.R. (2001) The Practice of Action Inquiry In Reason, P., Bradbury, (Eds) The Handbook of Action Research London: Sage p.250-260 305
Tripp, D. (1998) Critical Incidents in Action Inquiry In Shacklock, G., Smyth, J. (Eds) Being Reflexive in Critical Educational and Social Research London: Falmer Press Usher, R (1997) Telling a Story about Research and Research as Story-telling: Postmodern Approaches to Social Research In G.W.McKenzie, J. Powell, R. Usher, (Eds) Understanding Social Research: Perspectives on Methodology and Practice London: Routledge p. 27-41 Usher, R., Edwards, R (1994) Postmodernism and Education: Different Voices, Different Worlds London: Routledge Van Iterson, A., Clegg, S. R. (2008) The politics of gossip and denial in interorganizational relations Human Relations 61 (8) 1117-1137 van Manen, M. (1977) Linking ways of knowing with ways of being practical Curriculum Inquiry 6 (3) 205-228 Versluysen, M.C. (1980) Old wives‘ Tales? Women Healers in English History In C. Davies (Ed) Re-Writing Nursing History London: Croom Helm Waddington, K., Fletcher, C. (2005) Gossip and emotion in nursing and healthcare organisations Journal of Health Organisation and Management 19 4/5 378-394 Wacquaint, L. (2006) Pierre Bourdieu In R. Stones (Ed) Contemporary Thinkers London: Macmillian http://sociology.berkeley.edu/faculty/wacquant/wacquant_pdf/PIERREBOURDIE U-KEYTHINK-REV2006.pdf [accessed 5/1/2007] Wallace, M., Hoyle, E., (2005) Towards effective management of a reformed teaching profession www.kcl.ac.uk/content/1/c6/01/41/66/paper-wallace.pdf [accessed 8/6/2009] Watson, D. (2003) Gobbledygook: How clichés, sludge and management-speak are strangling our public language London: Atlantic Books Weil, S. (1999) Re-creating Universities for ―Beyond the Stable State‖: From ―Dearingesque‖ Systematic Control to post-Dearing Systemic Learning and Inquiry Systems Research and Behavioural Science 16 171-190 Weil, S. (1998) Rhetorics and Realities in Public service Organizations; Systemic Practice and Organizational learning as Critically Reflexive Action Research Systemic Practice and Action Research 11 (1) 37-62 Wellard, S.J., Bethune, E. (1996) Reflective journal writing in nurse education: whose interests does it serve? Journal of Advanced Nursing 24 1077-82 Wellbery, C. (1999) Poetry and medicine The Journal of the American Medical Association London Vol.281 No.24 pp 2286-2287 West, E., Barron, D.N., Reeves, R. (2005) Overcoming barriers to patient centred care: time, tools and training Journal of Clinical Nursing 14 435-443 306
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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
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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
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 and 304: Powell, J. (1989) The reflective pr
Page 305: Searle, R., Sheehan, D. (2008) Inno
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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