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Contents

Notes on Contributors xiii Preface xvii About the Companion Website xxiii 1 Imagining Reflective Practice 1 Christopher Johns Reflective Practice 2 Reflexivity 6 A Brief View of Reflective Theories 8 Prerequisites of Reflection 11 The Significance of Reflective Practices for Professional Practice 12 The six Dialogical Movements 16 2 Writing Self 21 Christopher Johns Bringing the Mind Home 21 Writing Self: The First Dialogical Movement 22 Writing Rather than Telling 25 Tapping the Tacit 29 Opening the Reflective Space through the Humanities 30 The Value and Therapeutic Benefit of Writing 30 3 Engaging the Reflective Spiral: The Second Dialogical Movement 35 Christopher Johns Models of Reflection 36 The Model for Structured Reflection [MSR] 36 Preparatory and Descriptive Phases 38 Was I Effective in Terms of Consequences for Others and Myself? 40 What Factors Influenced my Response? 40 How Was I Feeling/poise 41 How Were Others Feeling? 43 Conforming to Normal Practice 43 How Does this Situation Connect with Previous Experiences? 43 Values and Attitude 44 The Ethical Demand 44 Deeper Psyche Factors 45 Ethics Doing What was Right 45 The ethical Map Trail 46 Stress and Anxiety 49 The Need to be in Control 52 Knowledge to Act in a Particular Way? 53 Anticipatory Reflection 53 What Would be the Consequences of Alternative Actions for the Patient, Others and Myself? 55 What Factors Might Stop me from Responding Differently? 55 How Do I Now Feel About the Situation ? 56 4 Framing Insights 59 Christopher Johns Single Lines 59 Framing Insights 60 Carper s Fundamental Ways of Knowing 61 The Being Available Template 64 5 Deepening Insights (The Third And Fourth Dialogical Movements) 69 Christopher Johns Third Dialogical Movement 69 Finding Voice 70 Guiding Reflection: The Fourth Dialogical Movement 71 Guidance 74 Co-creation of Insights 74 Dialogue 75 The Reality Wall 77 Power 78 Finding Your Own Way 79 The Guidance Process 79 Inputting Theory 80 Balance of Challenge and Support 80 Six Category Intervention Analysis 81 Energy Work 83 Pulling Free 84 Contracting 84 The Learning Environment 85 A Quiet Eddy 85vii 6 Weaving and Performing Narrative: The Fifth and Sixth Dialogical Movements 95 Christopher Johns Introduction 95 Passing People By 95 Methodology and Plot 101 Narrative Form 102 Creativity 103 Empathic Poems 103 Coherence 105 The Sixth Dialogical Movement 107 Performance Narrative 108 Curriculum Potential 110 7 Moving Towards a More Poetic Form of Expression 113 Christopher Johns Introduction 113 Veronica 113 Linda 115 8 Reflection Through Art and Storyboard 119 Otter Rose-Johns and Christopher Johns Tuning Exercises 121 Storyboard 122 9 The Reflective Curriculum 127 Christopher Johns Introduction 127 Journal Entry 128 Imagine 129 One Month Later 137 Art and Performance Workshops 137 Journal Entry 2 138 Journal Entry 3 138 Journal Entry 4 139 Journal Entry 5 140 Journal Entry 6 140 Journal Entry 7 141Contents 10 A Teaching Dilemma Journal Entry 145 Christopher Johns The Actual Session 147 Three Months Later 148 11 Life Begins at 40 151 Christopher Johns Introduction 151 Deepening Insight 159 Grading 160 12 Reflection on Touch and the Environment 163 Christopher Johns and Jill Jarvis Introduction 163 Touch 163 Environment 166 Commentary 169 13 Opening My Mind : The Ripples of Story 173 Margaret Graham Introduction 173 Illustration of Learning 173 Sharing the Story 174 Reflection 177 Ripples Continue 179 Rippling Outwards 181 14 Guiding First-year Nursing Students in Guided Reflection 183 Christopher Johns Introduction 183 Michelle s Experience 183 Lucy s Reflection 188ix 15 Guiding Third-Year Nursing Students in Guided Reflection 193 Christopher Johns Introduction 193 Karen 193 Next Session 196 Practice Supervision 199 Next Session 199 16 A Tale of Two Teachers 205 Christopher Johns Introduction 205 17 Teaching Teachers about Teaching 213 Adenike Akinbde Narrative: PGCE Science at the Beginning of the Academic Year 1 213 Teacher Education 216 Narrative: Work with Student Teachers, Beginning of Autumn term 218 Narrative: PGCE Science at the Beginning of the Academic Year 2 218 Chaos Theory 219 Narrative: PGCE Science at the Beginning of the Academic Year 3 220 18 Reflective Teaching as Ethical Practice 223 Adenike Akinbode Excruciatingly Busy 224 Reflection 226 The Session on Water 227 Reflection 228 Managing Behaviour 230 Reflection 231 Summary 231 19 A Reflective Framework for Clinical Practice 233 Christopher Johns The Burford NDU Model: Caring in Practice 233 Vision 234 The Internal Environment of Practice 238 A System to Ensure the Vision is Realised Within Each Clinical Moment 238 Narrative Notes 245 A Reflective System to Live Quality 248 A System to Ensure Staff are Enabled to Realise the Vision as a Lived Reality 250 Organisational Culture 252 20 The Standards Group 259 Christopher Johns Standards of Care 259 Standards Group 262 Triggers for Standards 263 Confidentiality 265 The Value of Standards of Care 267 21 Trudy 269 Christopher Johns Session 1 269 Session 2 270 Session 3 272 Session 4 273 Session 5 274 Session 6 275 22 Reflective Leadership 279 Gerald Remy In the Beginning 279 Five Smooth Stones 283 Four Years On: What is the Condition of My Harp? 285 Distinguishing the Sheep from the Wolves 286 The Future 288 23 People are not Numbers to Crunch 291 Christopher Johns Introduction 291 The Story of Three Blind Mice and the Movie Star 292 24 Smoking Kills 301 Christopher Johns and Otter Rose-Johns Some thoughts on narrative performance 301 Smoking kills 301 Context 302 Part 1 303 Part 2 303 Part 3 304 Part 4 307 Part 5 308 Part 6 308 Part 7 Max s song 309 Part 8 310 Part 9 311 Part 10 312 Denouement 313 Part 11 314 25 Anthea: An Inquiry into Dignity 317 Christopher Johns and Otter Rose-Johns Introduction 317 Cast 318 Part 1 318 Appendices 333 Index 343

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