Reflection Revisited

Tim GoodchildSenior Lecturer

This session

• Discuss the rationale for reflection as nurses.• Outline three theoretical frameworks for critical

reflection.• Practice the skills of reflection.

Schon (1983) Kolb (1984) Boud, Keogh & Walker (1988) Mezirow (1990)

http://goo.gl/a4Lqa

Price A (2004) Encouraging reflection and critical thinking in practice.Nursing Standard. 18, 47, 46-52. Date of acceptance: October 13 2003.

“The passing of the years does not necessarily bring

gifts of understanding within one’s own life.”

Salmon (1985)

[purr]

Not a new idea..

• Socrates (400BCs).• Dewey (1930s). Derives meaning from experience. Schon (1980/90s).

Why?

What skills do you need to be a reflective

practitioner?

Characteristics of a reflective practitioner (Brookfield 1998)

• Assumption analysis • challenging our own beliefs and values

• Contextual awareness• recognition of social construction of beliefs and practice

• Imaginative speculation• ability to imagine a different way

• Reflective Scepticism• challenging or suspending existing knowledge

and beliefs

Re-evaluating experience

What do I know?How do I know my

methods work?

Question underpinning assumptions

Phases

1. A disorientating dilemma.

2. Self-examination with feelings.

3. A critical assessment of assumptions.

4. Recognition that process of transformation is shared.

5. Exploration of options for new roles, relationships and actions.

6. Planning a course of action.

7. Acquiring knowledge and skills for implementing one’s plans.

8. Provisional trying of new roles.

9. Building self-confidence and competence in new roles and relationships.

10. Reintegration on the basis of conditions dictated by one’s new perspective.

Mezirow’s Phases of Meaning in Transformational Learning. (Mezirow, 2000: 22)

Critical Writing Exercise