rel="nofollow" href="#ulink_e1206275-05b9-5107-a579-f67797a69419">Single or Multi‐professional Summary References
27 CHAPTER 23: Awakenings: Guided Reflection as ‘Reality Shock’ Prologue The First Assignment The Second Assignment My Third Assignment Commentary References
28 CHAPTER 24: Holding Creative Tension In the Beginning Was I not a Philistine! My Leadership Despair Five Smooth Stones Psalm of Victory Four Years On, What is the Condition of My Harp? Detecting the Sheep from the Wolves Wolf: Abandon Your Wicked Ways Taking Off My Armour The Future References
29 CHAPTER 25: The Complexity of Teaching Narrative: PGCE Science at the Beginning of the Academic Year Transforming The New Story Teacher Education Reflections on the Introductory PGCE Science Workshops Understanding the Classroom Environment Narrative: Work with Student Teachers, at the Beginning of the Academic Year Undergraduate Workshop on Water Reflection Summary References
30 CHAPTER 26: Guiding Nursing Students’ Reflection on a Simulated Patient Experience Preparatory Phase‐bring the Mind Home Reflective Phase Anticipatory Phase Insight Phase References
31 APPENDIX 1: Guided Reflection Evaluation Tool Introduction Guided Reflection Evaluation Tool
32 APPENDIX 2
33 Index
List of Tables
1 Chapter 1TABLE 1.1 Barriers to Rational Change (Fay 1987)
2 Chapter 2TABLE 2.1 The Six Dialogical Movements of Reflective Learning Within the Hermeneu...
3 Chapter 3TABLE 3.1 Value of Constructing Story
4 Chapter 4TABLE 4.1 Model for Structured Reflection (18th Edition)TABLE 4.2 Model for Clinical JudgmentTABLE 4.3 The Becoming Assertive Action Ladder 8
5 Chapter 5TABLE 5.1 The Being Available Template
6 Chapter 14TABLE 14.1 MSc Leadership in Healthcare Programme
7 Chapter 15TABLE 15.1 Assignment Criteria for Reflective Narratives.a
8 Chapter 16TABLE 16.1 Six Factor Intervention Analysis (Heron 1975)
9 Chapter 19TABLE 19.1 Front Foot Thinking
10 Chapter 20TABLE 20.1 Burford Vision for Clinical Practice (4th edition).TABLE 20.2 The Burford NDU Reflective Cues.
11 Chapter 22TABLE 22.1 Advantages and Disadvantages of the Line Managed Guidance within the ...
List of Illustrations
1 Chapter 1FIGURE 1.1 Typology of reflective practices.
2 Chapter 4FIGURE 4.1 Ethical mapping (adapted from Johns 1999).FIGURE 4.2 The feeling fluffy–feeling drained scale.
3 Chapter 5FIGURE 5.1 Carper’s fundamental pattern of knowing in nursing (1978) (Johns ...FIGURE 5.2 Framing perspectives.
4 Chapter 6FIGURE 6.1 The intent‐emphasis scale (Johns 2001).FIGURE 6.2 Challenge‐support axis.
5 Chapter 7FIGURE 7.1 People in the treatment room.
6 Chapter 13FIGURE 13.1 Thumb print impact.FIGURE 13.2 Nurse Bully and the timid sheep storyboard (from pages 261–268, ...
7 Chapter 14FIGURE 14.1 The basic structure of the reflective curriculum.
8 Chapter 16FIGURE 16.1 Michelle’s application of ‘Ethical mapping’.
9 Chapter 17FIGURE 17.1 Mapping the Thomas and Kilmann conflict mode instrument (1974)....FIGURE 17.2 The becoming assertive action ladder.FIGURE 17.3 Leadership power typology French and Raven (1968).FIGURE 17.4 Feeling drained, feeling fluffy scale applied to Karen’s experie...
10 Chapter