Description of a module on the theory and practice of reflection

Abstract

This paper is a description of a module to prepare community studies students for reflective practice skills, and which provides a model of collaboration between service and educational practitioners. Details are given of the taught, experiential and organisational elements of the programme and the practice issues examined are also identified. Group process issues indicate that formal reflective practice may create uncertainty and anxiety due to the need to share practice thinking and actions. Strategies and interventions are identified to contain such inevitable reactions, which centre upon informed consent, consideration of feelings and the establishment of the conditions necessary for trust. Student evaluations of the module indicate both scepticism about, and hope for, formal reflection upon practice. The issues arising from this module have relevance to all practitioners engaged in reflective practice and clinical supervision.

Developing a Provisional Standard for Clinical Supervision in Nursing and Health Visiting: The Methodological Trail

“…Our methodological orientation at the time of the study was grounded in a value system and track record (Draper et al, 1999;Jenkins, 1998;Rafferty, Lewis, Mabbett, & Vine, 1996) best articulated by an ethos of action research, which rests on the principle that the best way to improve practice is by collaborative and democratic inquiry (B. Green, personal communication, January 1997).…”