A creative alternative to reflective writing: promoting skills of reflection through walking a labyrinth

Dalley-Hewer, Jayne; Opie, Joanne; Knowles, Nicola

doi:10.1016/j.physio.2015.03.3638

Cited by 2 publications

(2 citation statements)

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“…Expanding awareness refers to the frequent experience of becoming more open ( n = 347, 66.22%), having greater clarity ( n = 346, 66.03%; Rhodes, 2016), facilitating self-awareness, introspection, and reflection (Clark, 2007; Dalley-Hewer et al, 2015; Gomm, 2014; Kyle, 2002; Nicolson, 2002; Weigel et al, 2007; White & Stafford, 2008), and developing self-knowledge (Bandiera, 2006). Expanding awareness facilitates self-discovery through reflection.…”

Section: Themes Emerging From Labyrinth Researchmentioning

confidence: 99%

“…White and Stafford (2008) concluded, based on the reported experiences of RN-BSN students, that reflective practice experiences—like labyrinth walking—should be an essential aspect of nursing education. Dalley-Hewer and colleagues (2015) found that walking a labyrinth facilitated reflection and self-awareness in undergraduate students, and Fleming and colleagues (2020) found that 13 participants engaging in labyrinth walking identified time out for self-reflection as one of two major themes from the analysis of the participant’s reported experiences. When walking the labyrinth.…”

Section: Themes Emerging From Labyrinth Researchmentioning

confidence: 99%

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A Unitary Caring Theory Perspective of Labyrinth Walking Research

Butcher

2023

Nurs Sci Q

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The purpose of this narrative review of labyrinth walking research literature was to identify its experiences and potential health benefits and to conceptualize the labyrinth walking experience within Smith’s (2020) unitary caring theory. A total of 29 research studies from a 2022 annotated bibliography of 160 publications on labyrinth related research were selected for analysis. The findings coalesced around four themes. Labyrinth walking is an experience of irenic requiescence; expanding awareness; transforming potentials; and connecting to the beyond. A process of interpretive theorizing was used to interpret each theme from the perspective of the concepts within the theory of unitary caring.

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Section: Themes Emerging From Labyrinth Researchmentioning

confidence: 99%

Section: Themes Emerging From Labyrinth Researchmentioning

confidence: 99%

A Unitary Caring Theory Perspective of Labyrinth Walking Research

Butcher

2023

Nurs Sci Q

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Retreating Academics: Creating Spaces for the Scholarship of Teaching and Learning

Southwood

2017

CriSTaL

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Recognising the struggles many academics experience around academic writing, this paper explores particular spaces created to support academic engagement in the scholarship of teaching and learning: the space of writing retreats. The metaphor of 'tapestry' is used to capture the development of a complex conceptual image of the writing retreats. A metatheoretical framework-a matrix built from the 'warp' and 'weft' of spatiality and socialitysupports the development of a pedagogical picture of presence. Analysis of qualitative data, generated through questionnaires and informal group discussions, led to the identification of dimensional 'threads', considered as enabling conditions, for scholarly engagement. Such dimensions speak to spaces not only within (personal) and between people (interpersonal), but also spaces beyond (extrapersonal).

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A creative alternative to reflective writing: promoting skills of reflection through walking a labyrinth

Cited by 2 publications

References 0 publications

A Unitary Caring Theory Perspective of Labyrinth Walking Research

A Unitary Caring Theory Perspective of Labyrinth Walking Research

Retreating Academics: Creating Spaces for the Scholarship of Teaching and Learning

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