Reflective practice: reviewing the issues and refocusing the debate

Clarke, Brenda; James, Chris; Kelly, Jan Seaman

doi:10.1016/0020-7489(95)00045-3

Cited by 82 publications

(75 citation statements)

References 6 publications

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“…The setting in which an individual works can have a significant influence on the development of reflective practice (Clarke et al, 1996). According to Jarvis (1992) nursing is faced with a dilemma with respect to reflective practice-it wants to encourage reflective practice and to claim that it has it; however, the structures within which it operates seem to inhibit its development.…”

Section: Discussionmentioning

confidence: 99%

“…One informant's account of powerlessness while at the same time continuing to question and engage others in dialogue, seems to suggest the use of such reflection. Clarke et al (1996) maintained that an organisational culture which emphasises collaboration as a way of working is likely to encourage reflective practice, while a desire to control and an unwillingness to accept new ideas, suggest a culture that may inhibit reflectivity. The 'power over' culture referred to above may constitute a significant impediment to the development of reflectivity.…”

Section: Discussionmentioning

confidence: 99%

“…Driscoll argues that such an approach may risk the prospect of reflective practice becoming part of the problem associated with the theory-practice gap, rather than part of the solution. Hence, there is a need for structures in the clinical realm that support the development of reflective practice (Jarvis, 1992;Driscoll, 1994;Clarke et al, 1996). However, informants' accounts suggest that the implementation of reflective practice at the clinical level was not a reality.…”

Section: Discussionmentioning

confidence: 99%

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Teaching reflection to nursing students: a qualitative study in an Irish context

O'Connor

Hyde

2005

Innovations in Education and Teaching International

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Teaching nursing students to reflect on their practice is now officially considered an essential component of nursing education in a number of countries. The aim of this study was to explore nurse teachers' perceptions and experiences of using reflection with diploma nursing students in an Irish context. One of the central themes to emerge, upon which this article is based, is the manner in which reflection is actually taught and/or facilitated by nurse educators in diploma nursing programmes, and the factors that influence this. Intensive interviews were conducted with 11 nurse teachers and data were analysed using a strategy resembling grounded theory. Findings indicated that the teaching of reflection was influenced by structural and human resource requirements and a lack of organisational commitment within the schools of nursing. Reflective practice did not permeate throughout the curriculum, but was instead an isolated, episodic classroom activity. The prospect of integrating reflective practice, as taught in the schools, with nursing practice in the clinical realms was problematic because of a range of cultural impediments. The repressive culture within the schools of nursing seemed to subvert discussion and debate about the status of reflective practice in the nursing curriculum.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Teaching reflection to nursing students: a qualitative study in an Irish context

O'Connor

Hyde

2005

Innovations in Education and Teaching International

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“…The idea of employing multiple data sources, known as data triangulation, was used to strengthen the credibility of the study (Clarke, James , & Kelly 1996;Denzin & Lincoln, 1998a, 1998b.…”

Section: Data Collectionmentioning

confidence: 99%

Like minds: a case study of child protection workers' shared values

Lewis¹

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Although child protection practice is highly structured and regulated, to a great extent, workers must exercise substantial discretion in the case management decisionmaking process. This case study explored the values and beliefs of a four member team of child protection workers that practiced in a small rural community in Northem British Columbia. Contrary to the provincial trend of rising case loads at the time, this team of child welfare practitioners were highly successful in maintaining children with their families and in their home communities. The intent of the case study was to explore the values and beliefs of this team of practitioners that brought about an alternative approach to protect vulnerable children and support at risk families.Like Minds 111

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“…The idea of employing multiple data sources was used to strengthen the credibility (i .e., the convergent validity) of the study (Clarke, James, & Kelly 1996;Denzin & Lincoln, 1998a, 1998bKoch 1998). The true value of triangulation, according to Mathison (1988) is its ability to capture a more complete, holistic, and contextual portrayal of the unit under study.…”

Section: Qualitative Researchmentioning

confidence: 99%

The experience of assessing risk by child protection workers in the north region of British Columbia

Taylor¹

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The aim of this qualitative study was to explore the experience of child protection social workers in the assessment of risk within a structured risk assessment model that employs a comprehensive risk assessment instrument to guide decision-making. The study explored the experiences of six female child protection workers employed by the Ministry of Children and Family Development in the North Region of British Columbia in completing a "risk assessment" case scenario of an "at-risk" child. Qualitative data were analyzed using thematic analysis to reveal the experience of assessing risk. The analyses revealed two broad themes: the meaning of the experience and reflection on practice with four sub themes (the experience of assessing risk, professional versus the personal, information gathering, and practice differences) that attempt to capture the interrelationship between the self and the job.ii Abstract

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Reflective practice: reviewing the issues and refocusing the debate

Cited by 82 publications

References 6 publications

Teaching reflection to nursing students: a qualitative study in an Irish context

Teaching reflection to nursing students: a qualitative study in an Irish context

Like minds: a case study of child protection workers' shared values

The experience of assessing risk by child protection workers in the north region of British Columbia

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