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

More documents

Recommendations

Info

Appendix 5 IMPACT EVALUATION: three responses Course or program title: MATRON ACTION LEARNING SET: What was your original learning need? 1. I had been volunteered for the group but found it useful to discuss issues with matrons form other areas. 2. A need to share problems and discuss any anxieties outside of the management structure. To understand a different way to approach issues and concerns. Networking support from others at a similar level with similar problems 3. Was very unsure what the format or remit of the group would be. Why did you undertake this program? 1.As above 2.An opportunity for development for me as an individual rather than just for me as a Matron 3. Felt that it would be somewhere to explore own attitudes, learn from others and develop within matrons role. Had not participated in something like this previously. Has the program changed 1. Your attitude or morale? 1. I always found it uplifting and felt better for attending 2. It has helped me to see things differently 3. Yes. Feel that I am better able to say „no‟ to situations, people. My main problem was feeling frustrated with the workload, demands on time, interruptions to work ie telephone, drop-in‟s to office, felt the need to work long hours and was less productive. Now I have changed work practices slightly to make work more productive for me. 2. The service you deliver? 1. Became more reflective 2. Has made me consider my priorities differently and what my job is really about 3. Yes, as above. Feel more efficient (not sure what others feel!) and get things done. Still have contact with staff but get some work done. 3. Quality? (the way you do things) 1. Began to see the global picture rather than just my focus. 2. Has made me consider my priorities differently and what my job is really about 3. Yes, as above. Feel more efficient (not sure what others feel!) and get things done. Still have contact with staff but get some work done. 4. Was the program value for money you invested (time)? 1.Yes, the facilitator was excellent but unfortunately I was unable to attend as 317
many as I would like due to other work commitments. 2 When I was able to attend yes it was. The problem was the timing clashed with another regular meeting which was often impossible to get out of. 3 Yes, although it didn‘t feel like it everytime I went. Often felt stressed with workload and didn‘t want to go. Was worth it at the end of a session. 5. Has the program made an impact on your own practice as matron? 1.A bit 2 Has helped to change my priorities and focus my thoughts although it‘s still easy to become lost and lose the focus between sessions 3 Yes I think it has. Felt good to speak to matrons from other areas. Same stresses! 6. Other comments you have about this program 1.Wish I could have attended more of the sessions 2 The timing made it personally difficult for me to attend as many sessions as I would have liked and the low attendance was frustrating for all 3 Claire was very good – the programme was not that well supported which I think is a reflection of the workload of matrons within the Trust. Some matrons were participants in other groups and felt this would not benefit them greatly. 318
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 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: Appendix 4 Interview Schedule for S
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?