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Whyte, D. (2001) Crossing the Unknown Sea:Work as a Pilgrimage of Identity New York: The Berkely Pub. Group Wildemeersch, D., Jansen, T., Vandenabeele, J., Jans, M. (1998) Social Learning: a new perspective on learning in participatory systems Studies in Continuing Education 20 (2) 251-265 Williams, K. (1980) From Sarah Gamp to Florence Nightingale: a Critical Study of Hospital Nursing Systems from 1840-1897 In C. Davies (Ed) Re-Writing Nursing History London: Croom Helm Wise, J. (2001) UK government and doctors agree to end blame culture British Medical Journal 323 p.9 Witz, A. (2004) Anamnesis and amnesis in Bourdieu‘s work: The case for a feminist anamnesis In L. Adkins and B Skeggs (Eds) Feminism after Bourdieu Oxford: Blackwell publishing p.211-223 Woolgar, S. (1988) Knowledge andReflexivity: New Frontiers in Sociology London: Sage pubs. Yorke, L (1997) Adrienne Rich, Passion, Politics and the Body London: Sage Pubs Yorks, L., Sharoff, L. (2001) An extended epistemology for fostering transformational learning in holistic nursing education and practice Holistic Nursing Practice 16 (1) 21-29 307
Appendix 1 Information Sheet for Participants who have completed a Reflective Practice Course at UWE (First Strand of a Co-inquiry into Reflection-in-action) A Collaborative Inquiry into the Tensions and Possibilities of Reflecting in the Context of Care Delivery This is an invitation to take part in one aspect of a research doctoral study sponsored by the Faculty of Health and Social Care, UWE, Bristol about reflection in practice. Reflection has been described as a way that practitioners can learn from practical experience, and in the process, question, understand and learn from the ―messiness‖ of practice because actual practice does not always fit neatly into an appropriate theory (Schon, 1983). Before you decide it is important for you to understand the project, and what your involvement will be. There will be an introductory meeting about the project which will allow for any questions you may have to be answered. If you decide to attend the meeting it does not mean you have to take part in the study. If you choose to take part in this inquiry you would be free to withdraw at any time. No reasons need to be given and any information you wanted withdrawn would be honoured. Please take time to read the following information, discuss it with colleagues, relatives or friends or contact me for any further information before deciding whether to take part. What is the Purpose of the Study? This inquiry forms part of a doctoral study which I am currently undertaking with SOLAR, (Social and Organisational Learning as Action Research). It is a research and development centre based in the Faculty of Health and Social Care, University of the West of England, Bristol and encourages a collaborative approach to action research. Put more simply, this means the researcher and research participants‘ work together to learn and understand practice encouraging improvement and changes in practice. This study aims to explore learning from practice through reflective processes in practice settings during actual care delivery. This has been described by Schon (1983) as ―reflection in action‖ which means ―reflecting while doing‖. You may be familiar with reflection as a looking back process sometimes known as reflection on action. This involves learning from practice and is usually performed away from the bedside e.g. on educational courses, often through critical incident analysis or diary keeping. Or you may be aware of, or involved in the recent initiative in this trust, relating to clinical supervision of practice, a process which involves some reflection on practice. I am interested in whether reflection is valuable in practice. Is it time consuming? Does it make any difference to the quality of the service provided? Does reflection have to be through writing or are there other ways of reflecting? Does reflection happen 308
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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
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came to embody and experience them
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Page 261 and 262: silent subversion, their felt power
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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 and 306: Searle, R., Sheehan, D. (2008) Inno
Page 307: Tripp, D. (1998) Critical Incidents
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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