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Journal articles on the topic 'The Reflective Practitioner'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Smith, Sara, and Jan Martin. "Practitioner capability." Higher Education, Skills and Work-based Learning 4, no. 3 (2014): 284–300. http://dx.doi.org/10.1108/heswbl-04-2014-0009.

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Purpose – The purpose of this paper is to investigate the role of creative activity and storytelling in assisting development of students’ reflective ability and critical thinking. Design/methodology/approach – Eight biomedical science students undertaking year-long work-based placements took part in this action research study. A coding scheme was designed to assess students’ reflections initially and at each stage of the study. Intervention activities involved students using mood boards, images and storytelling to assist development of creative learning spaces with a thematic approach employe

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2

Clandinin, D. Jean, F. Michael Connelly, and D. A. Schon. "The Reflective Practitioner and Practitioners' Narrative Unities." Canadian Journal of Education / Revue canadienne de l'éducation 11, no. 2 (1986): 184. http://dx.doi.org/10.2307/1494806.

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3

Caulfield, Paul, Petra Molthan-Hill, and Aldilla Dharmasasmita. "The Reflective Practitioner." Journal of Business Ethics Education 15, no. 9999 (2018): 1–6. http://dx.doi.org/10.5840/jbee201815specialissue20.

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4

Campbell, Ian. "The reflective practitioner." Nursing Standard 5, no. 19 (1991): 34–35. http://dx.doi.org/10.7748/ns.5.19.34.s41.

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5

Papell, Catherine P., and Louise Skolnik. "The Reflective Practitioner." Journal of Social Work Education 28, no. 1 (1992): 18–26. http://dx.doi.org/10.1080/10437797.1992.10778754.

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6

Crawford, Lynn, Peter Morris, Janice Thomas, and Mark Winter. "Practitioner development: From trained technicians to reflective practitioners." International Journal of Project Management 24, no. 8 (2006): 722–33. http://dx.doi.org/10.1016/j.ijproman.2006.09.010.

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7

Bennett, Clare. "Becoming a Reflective PractitionerBecoming a Reflective Practitioner." Nursing Standard 19, no. 38 (2005): 36. http://dx.doi.org/10.7748/ns2005.06.19.38.36.b200.

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8

Booles, Keith. "Becoming a Reflective Practitioner." Cancer Nursing Practice 16, no. 10 (2017): 15. http://dx.doi.org/10.7748/cnp.16.10.15.s14.

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9

Fontaine, Samantha J. "Becoming a reflective practitioner." Veterinary Nurse 9, no. 4 (2018): 180–87. http://dx.doi.org/10.12968/vetn.2018.9.4.180.

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Hamlin, Jennifer. "Being a reflective practitioner." Veterinary Nurse 7, no. 10 (2016): 555. http://dx.doi.org/10.12968/vetn.2016.7.10.555.

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11

Williams, Patricia. "The Critically Reflective Practitioner." Nurse Education in Practice 11, no. 6 (2011): e25. http://dx.doi.org/10.1016/j.nepr.2011.03.028.

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12

Nakamura, Takuya. "Reflective Practitioner as teacher." An Official Journal of the Japan Primary Care Association 35, no. 3 (2012): 249–51. http://dx.doi.org/10.14442/generalist.35.249.

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13

Daniels, Debra C. "Becoming a Reflective Practitioner." Middle School Journal 33, no. 5 (2002): 52–56. http://dx.doi.org/10.1080/00940771.2002.11495332.

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14

Booles, Keith. "Becoming a Reflective Practitioner." Nursing Management 24, no. 6 (2017): 13. http://dx.doi.org/10.7748/nm.24.6.13.s20.

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15

Milewski, Steven D., and Jeanine M. Williamson. "For Your Enrichment: Developing a Reflective Practice Template for Citation Management Software Instruction." Reference & User Services Quarterly 57, no. 1 (2017): 6. http://dx.doi.org/10.5860/rusq.57.1.6435.

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One of the essential characteristics of successful librarians is the ability to use their experiences to build their skills. Donald Schön defined this concept as “reflectve practice” in his 1983 book The Reflective Practitioner. Here, Milewski and Williamson take on the role of reflective practitioners in examining their work in teaching citation management software. Their experience offers a model for librarians in all sorts of instructional positions to engage in reflective practice.—Editor

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16

Karpa, Jane V., and Wanda M. Chernomas. "Nurse Educators’ Perspectives on Student Development of Reflection for Psychiatric Mental Health Nursing Practice." International Journal of Nursing Education Scholarship 10, no. 1 (2013): 185–94. http://dx.doi.org/10.1515/ijnes-2012-0040.

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AbstractPsychiatric nursing, in various parts of the world, including regions of Canada, is recognized as a distinct nursing profession. In psychiatric mental health nursing practice, reflection is considered a foundational skill given the relational nature of nurses’ therapeutic work. Communicating the significance of reflection for practice to students and teaching this intangible skill is challenging for educators. The purpose of this qualitative study was to explore with psychiatric mental health nurse educators their views on how they develop reflective practitioners. Participants’ perspe

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17

Johns, Christopher. "Unravelling The Dilemmas Within Everyday Nursing Practice." Nursing Ethics 6, no. 4 (1999): 287–98. http://dx.doi.org/10.1177/096973309900600404.

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Each day, nurse practitioners are faced with clinical situations and dilemmas that have no obvious right answers. This article sets out the process of ethical mapping as a reflective device to enable practitioners to reflect on dilemmas of practice in order to learn through the experience and inform future practice. Ethical mapping is illustrated around a single experience that an intensive care practitioner shared in an ongoing guided reflection relationship. Within this process the practitioner draws on ethical principles to inform the particular situation, notably autonomy, doing harm, trut

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18

Warner, Richard, and Michelle Picard. "What do Master's students' structured reflections say about the learning processes involved in commencing a research project?" Journal of University Teaching and Learning Practice 17, no. 1 (2020): 92–107. http://dx.doi.org/10.53761/1.17.1.7.

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This study aims to unpack the reflective learning processes involved in developing a Masters’ research project proposal as part of a multidisciplinary Research Design course. Using inductive analysis, we explored students’ reflective blogs written over a period of a semester and defined the reflections according to an adaptation of Hatton and Smith’s (1995) framework. Our findings are that the nature of each individual blog topic affected the quality and level of reflection, which in turn is affected by the ‘learning ecology’ (Harvey, Coulson, & McMaugh, 2016 p. 12). More highly scaffolded

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19

Quintal, jean-Pierre. "Book Review: The Reflective Practitioner." Journal of Experiential Education 12, no. 2 (1989): 50–51. http://dx.doi.org/10.1177/105382598901200212.

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20

Powell, Jean H. "The reflective practitioner in nursing." Journal of Advanced Nursing 14, no. 10 (1989): 824–32. http://dx.doi.org/10.1111/j.1365-2648.1989.tb01467.x.

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21

McClelland, H. M. "Reflective narrative: Autonomous Practitioner course." Accident and Emergency Nursing 7, no. 3 (1999): 168–69. http://dx.doi.org/10.1016/s0965-2302(99)80078-2.

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22

Edgington, Margaret. "What makes a reflective practitioner?" Practical Pre-School 2005, no. 52 (2005): 1–2. http://dx.doi.org/10.12968/prps.2005.1.52.39914.

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23

Schipper, Frits. "Phenomenology and the Reflective Practitioner." Management Learning 30, no. 4 (1999): 473–85. http://dx.doi.org/10.1177/1350507699304005.

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24

Grichting, Wolfgang L. "Book Review: The Reflective Practitioner." Research on Social Work Practice 10, no. 2 (2000): 262–65. http://dx.doi.org/10.1177/104973150001000208.

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25

Greenall, Paul. "Managerial process: the reflective practitioner." Leadership in Health Services 17, no. 3 (2004): 8–12. http://dx.doi.org/10.1108/13660750410550539.

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26

Zimmermann, Markus, and Tim Peters. "Vom Pflexit zum Reflective Practitioner." Pflegezeitschrift 74, no. 6 (2021): 10–13. http://dx.doi.org/10.1007/s41906-021-1049-z.

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27

Tonna, Michelle Attard, Eva Bjerkholt, and Eimear Holland. "Teacher mentoring and the reflective practitioner approach." International Journal of Mentoring and Coaching in Education 6, no. 3 (2017): 210–27. http://dx.doi.org/10.1108/ijmce-04-2017-0032.

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Purpose The purpose of this paper is to focus on reflective mentoring practices. Teacher mentors are widely known to be an important catalyst for reflection. Through dialogue and professional conversations, teacher mentors can help their mentees to improve their teaching performance by facilitating their discussion of the praxis from different perspectives. Design/methodology/approach This qualitative mixed methods study is based on three separate studies from the Republic of Ireland, Malta and Norway involving: mentors of undergraduate student-teachers (U-M, n: 37); mentors of newly qualified

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28

Carr, Susan. "Supervising the reflective practitioner Joyce Scaife Supervising the reflective practitioner Routledge 300pp £22.99 9780415479585 0415479584." Primary Health Care 21, no. 8 (2011): 11. http://dx.doi.org/10.7748/phc.21.8.11.s6.

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29

Ziegler, Erin, Sarah Kalvoda, Elyse Ancrum-Lee, and Erin Charnish. "I Have Never Felt so Novice: Using Narrative Reflection to Explore the Transition from Expert RN to Novice NP Student." Nurse Practitioner Open Journal 1, no. 1 (2021): 1–8. http://dx.doi.org/10.28984/npoj.v1i1.342.

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Aim: To explore the experiences of nurse practitioner students moving from expert registered nurses to novice nurse practitioner program students.  Background: Moving from registered nurse to nurse practitioner can be a time filled with mixed emotions, lack of confidence, adaptation, and competency development. Learning about and navigating the advanced practice nursing role can be challenging. Students in the nurse practitioner program are encouraged to engage in regular reflective writing to foster role development and learning. This paper aims to reflectively explore the experiences o

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30

Thornton, Alan. "The Artist Teacher as Reflective Practitioner." International Journal of Art & Design Education 24, no. 2 (2005): 166–74. http://dx.doi.org/10.1111/j.1476-8070.2005.00437.x.

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31

Forrest, Margaret E. S. "On becoming a critically reflective practitioner." Health Information & Libraries Journal 25, no. 3 (2008): 229–32. http://dx.doi.org/10.1111/j.1471-1842.2008.00787.x.

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32

Bunning, C. R. "The Reflective Practitioner: A Case Study." Journal of Management Development 11, no. 1 (1992): 25–38. http://dx.doi.org/10.1108/eum0000000001388.

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33

Tubbs, Nigel. "From reflective practitioner to comprehensive teacher." Educational Action Research 8, no. 1 (2000): 167–78. http://dx.doi.org/10.1080/09650790000200113.

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34

Johnston, Rita. "Two cheers for the reflective practitioner." Journal of Further and Higher Education 19, no. 3 (1995): 74–83. http://dx.doi.org/10.1080/0309877950190307.

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35

Corrall, Sheila. "Crossing the threshold: reflective practice in information literacy development." Journal of Information Literacy 11, no. 1 (2017): 23. http://dx.doi.org/10.11645/11.1.2241.

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Do we think enough about what we are doing as information literacy practitioners? The relationship between reflection and information literacy development is well documented in academic and professional literature, particularly in the context of teaching librarians using reflective activities to enable learners to think critically about their information literacy abilities. Parallel literature from education and other fields has promoted the concept of the reflective or thinking practitioner. Drawing on literature and theory from various domains, we review the concepts of reflection and reflec

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36

Mickleborough, Tim. "Intuition in medical practice: A reflection on Donald Schön’s reflective practitioner." Medical Teacher 37, no. 10 (2015): 889–91. http://dx.doi.org/10.3109/0142159x.2015.1078893.

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37

Canning, Roy. "Reflecting on the reflective practitioner: vocational initial teacher education in Scotland." Journal of Vocational Education & Training 63, no. 4 (2011): 609–17. http://dx.doi.org/10.1080/13636820.2011.560391.

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38

Farone, Diane Weis. "Recovery, Managed Care, and the Reflective Practitioner." Journal of Social Work in Disability & Rehabilitation 3, no. 2 (2004): 3–15. http://dx.doi.org/10.1300/j198v03n02_02.

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39

Rosenstein, Barbara. "The Sorcerer's Apprentice and the Reflective Practitioner." Reflective Practice 3, no. 3 (2002): 255–61. http://dx.doi.org/10.1080/1462394022000034514.

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40

O'Boyle, Neil. "Assessment Failure: Lessons for the Reflective Practitioner." Transformations: The Journal of Inclusive Scholarship and Pedagogy 28, no. 2 (2018): 181–87. http://dx.doi.org/10.1353/tnf.2018.0011.

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41

Akinsanya, Justus A. "The reflective practitioner - is help at hand?" Nursing Standard 4, no. 20 (1990): 33–34. http://dx.doi.org/10.7748/ns.4.20.33.s32.

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42

Richardson, Janet. "Developing the Reflective Practitioner in Complementary Therapy." Journal of Alternative and Complementary Medicine 9, no. 5 (2003): 771–72. http://dx.doi.org/10.1089/107555303322524625.

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43

Coldham, Sibyl. "Educating the Reflective Practitioner: Graduates in Practice." Journal of Alternative and Complementary Medicine 9, no. 5 (2003): 795–98. http://dx.doi.org/10.1089/107555303322524670.

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44

Vega-Barachowitz, Carmen. "Book Nook: Review of The Reflective Practitioner." Perspectives on Administration and Supervision 13, no. 2 (2003): 14–15. http://dx.doi.org/10.1044/aas13.2.14.

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45

Le Brun, Mj, Anne Macduff, Richard Vuckovic, and David Catanzariti. "Developing the reflective practitioner online (in law)." Law Teacher 39, no. 1 (2005): 16–28. http://dx.doi.org/10.1080/03069400.2005.9993168.

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46

Piazzoli, Erika C. "Reflection-in-action in cross-language qualitative research." Qualitative Research Journal 15, no. 1 (2015): 74–85. http://dx.doi.org/10.1108/qrj-10-2013-0059.

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Purpose – The purpose of this paper is to reflect on reflective practice as a qualitative methodology, and reflection-in-action as a modus operandi to engage with the artistry of cross-language qualitative research. Design/methodology/approach – The author draws on the doctoral research, a cross-language multiple case study aimed at investigating the author’s evolving understanding, as a reflective practitioner, of drama-based pedagogy for teaching Italian as a second language. Findings – A reflective analysis of the author’s tacit decision making during drama improvisation unveiled a clash be

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47

Levitan, Joseph, Davin Carr-Chellman, and Alison Carr-Chellman. "Accidental ethnography: A method for practitioner-based education research." Action Research 18, no. 3 (2017): 336–52. http://dx.doi.org/10.1177/1476750317709078.

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This article presents and discusses Accidental Ethnography (AccE), a methodology for practitioners to examine past experiences and contribute their findings to scholarly discourse. Accidental ethnography is the systematic analysis of prior fieldwork. It utilizes extant data “accidentally” gathered (i.e. the data were not collected as part of a predesigned study) to provide insight into a phenomenon, culture, or way of life. The accidental ethnography method—a nascent method in research literature—was developed to provide a means of in-depth exploration of past practitioner learning experiences

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48

Gindin, Elia, Meaghan Van Steenbergen, and Douglas L. Gleddie. "Strangers No More: Collaborative Inquiry Through Narrative as Teacher Reflective Practice." LEARNing Landscapes 14, no. 1 (2021): 83–95. http://dx.doi.org/10.36510/learnland.v14i1.1044.

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Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement

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49

Downey, Heather, Guinever Threlkeld, and Jeni Warburton. "What is the place of reflective learning in researching farming couples’ retirement decision making?" Qualitative Social Work 16, no. 6 (2016): 756–74. http://dx.doi.org/10.1177/1473325016643580.

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The large body of literature concerning couples’ decision making highlights the complexities faced by couples, and the potential challenges for social work practitioners. With population ageing, more people are living longer, many in long-term relationships, thus facing a range of critical later life decisions together. Yet, little is known about the challenges of interviewing couples together. This paper seeks to address this gap by reporting on a reflection on the process of conducting a constructionist narrative study of older farming couples’ retirement decision making. Drawing on Ruch’s (

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50

Johns, Christopher. "Caring through a reflective lens: giving meaning to being a reflective practitioner." Nursing Inquiry 5, no. 1 (1998): 18–24. http://dx.doi.org/10.1046/j.1440-1800.1998.510018.x.

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