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complexity and uncertainty of the action. He believed that theories did not always provide all the answers; they had to be shaped by the practitioner in the practice setting through processes of reflecting and knowing-inaction. He argued for double loop learning whereby action and reflection highlighted the contradictions and assumptions embedded in practice so that practitioners could learn to challenge these and thus develop their practice. For as Freire (1970 p.68) argued in sacrificing action the story of the experience would become just verbalism, while the sacrifice of reflection could result in purely activism. Paying attention to both action and reflection produced the politically informed praxis. For me, this form of practical knowledge in the midst of action, or as Schon (1983) called it reflection-in-action, was not an academic exercise as shown with John in the last chapter; it could be a matter of life and death. So I became fascinated by the mismatch between how some students regarded reflection in the nursing curriculum and how I saw its purpose as developing and challenging practice. This intrigued me so much that it became another spark for this inquiry. What does the Nursing Literature say about Reflection-inaction? The emphasis in the reflective practice literature tends to focus on written forms of reflecting 5 while being somewhat vague about the actual processes that constitute reflection-in-action. Likewise there is little emphasis on the political nature of reflective practice with some notable exceptions 6 . 5 See for example Johns 2006, Taylor 2006, Bolton 2005, Gould & Baldwin 2004, Moon 2004, Glaze 2002, Burns & Bulman 2000, Crathern 1998, Ghaye & Lillyman, 1997, 6 See for example Fejes 2008, Rolfe & Gardner 2006, Cotton 2001, Gilbert 2001, Taylor 2001, Wellard & Bethune 1996 29
Clarke et al (1996) suggested reflection-in-action is a deliberate thinking process allowing practitioners to reshape, reformulate and make accessible their knowledge while practising. However, Clinton (1998) argued there are aspects of practice which cannot be represented in one‘s consciousness so he saw reflection-in-action as an immediate awareness of actions. He saw reflection-in-action as a misnomer and questioned whether it was possible to achieve at all. For Rolfe (2001) reflection-inaction is more than just thinking about a problem; it is a form of on the spot experimenting which brings together thinking and doing (praxis) and implies an imaginative process. According to the Oxford English Dictionary (OED, 2006 p.1208) reflection is: ―to throw back, reconsideration, go back in thought, mediate or consult with oneself‖. This is rather a simplistic view for professional practice as it gives little advice on how to reflect in a meaningful way. It implies only thinking about an experience and whilst this may be useful, it does not necessarily challenge or offer any new actions for practice. Two definitions are given below to show the range of possible interpretations about what it means to reflect on one‘s professional practice: ―Reflective learning is the process of internally examining and exploring an issue of concern, triggered by an experience which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspectives‖ (Boyd & Fales 1983, p 100) ―A process of consciously examining what has occurred in terms of thoughts, feelings and actions against underlying beliefs, assumptions and knowledge as well as against the backdrop (i.e., the context or the stage) in which specific practice has occurred‖ (Kim 1999, p 1209) Both these definitions recognise reflection as a process for improving practice through increased self-understanding and inquiry into the context and structures that support practice. Kim‘s (1999) notion of ‗consciously examining‘ practice (and this includes examining the context in which care is delivered) offers a depth missing from the earlier OED definition. Both 30
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: mattered to them and were relevant
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
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that I puzzled over what the powerf
Page 85 and 86:
I wish I could take this in my stri
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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
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potentially stifles the spontaneity
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layered and provide new insights ov
Page 103 and 104:
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
Page 133 and 134:
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
Page 273 and 274:
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
Page 281 and 282:
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
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 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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